One Team with One Voice…Serving 58

HRD Directors & Coordinators Pre-conference Meeting

Updates and Related Topics

AGENDA

• HRD Background/Roots• Structure and Support

• HRD Current Program• Programs

• Trends

• HRD Sustainability• Pathways, Credentials, Progression, Student Success

• Workforce Employability

Big Picture: Legislative Intent

North Carolina General Statute 115D-1

The North Carolina Community Colleges System Office is designated as the primary lead agency for delivering workforce development training, adult literacy training, and adult education programs in the State.

HRD Purpose – Supporting Workforce Needs

To provide short-term training opportunities which address specific employability needs. Students gain valuable lessons respective to skills needed to successfully navigate job entry, retention and performance, so as to achieve the individual’s potential and contribute to the strategic direction of the enterprise. Because HRD programs are operated within the community colleges they can be built to support the workforce needs specific to the local labor market and industry sectors.

Human Resource Development Timeline

1969

HRD begins as an experimental training

program with MDC

1970

Lenoir CC establishes first HRD program at a

community college

1971

HRD programs start at AB Tech, Craven,

Isothermal Roanoke-Chowan, and Southeastern

1973 – 1974

939 students enrolled in HRD classes

2001

NC General Assembly shifts funding from

categorical to budget FTE indicating

commitment to NC Workers

2017

Over 74,250 students enrolled in HRD

classes across 58 community colleges

Big Picture: Community College Structure

North Carolina Community College State Board Code

1G SBCCC 200.97

HUMAN RESOURCES DEVELOPMENT PROGRAM CONTINUATION

Each college shall operate a Human Resources Development (HRD) program to provide assessment services, employability training, and career development counseling to unemployed and underemployed individuals. FTE shall be generated from HRD programs. Each college shall provide HRD instruction and support necessary for unemployed and dislocated workers to be served within the college service areas.

Big Picture: Continuing Education and HRD

1D SBCCC 300.1 Definitions(a) “Continuing Education” – Continuing Education programs

provide education and training opportunities for targeted audiences. Courses are non-credit, short-term, and are offered in a variety of instructional delivery modes and locations. For the purpose of this subchapter, “Continuing Education” refers to the following programs: Workforce Continuing Education Training, Human Resources Development, and Community Service.

HRD Core Components

1D SBCCC 300.3(b)

(b) Human Resources Development. The Human Resources Development (HRD) program provides skill assessment services, employability skills training, and career development counseling to unemployed and underemployed adults. Each college shall operate a Human Resources Development (HRD) program to provide assessment services, employability training, and career development counseling to unemployed and underemployed individuals. These courses shall address six core components:

(1) Assessment of an individual's assets and limitations;

(2) Development of a positive self-concept;

(3) Development of employability skills;

(4) Development of communication skills;

(5) Development of problem-solving skills; and

(6) Awareness of the impact of information technology in the workplace.

HRD Programs

The SBCC has approved the following courses for the HRD program to meet these training requirements:

HRD-3001 Employability SkillsHRD 3002 Employability LabHRD 3003 Career Planning/AssessmentHRD 3004 Career Readiness/PathwaysHRD 3005 Technology AwarenessHRD 3006 Motivation & RetentionHRD 3008 Financial LiteracyHRD 4000 Human Services Exploration: DSSHRD 4100 Working Smart

HRD 3001 Employability Skills

This course provides employability skills training for unemployed and underemployed adults. The curriculum framework must address each of the six core HRD components: 1) assessment of an individual's assets and limitations, 2) development of a positive self-concept, 3) development of employability skills, 4) development of communication skills, 5) development of problem-solving skills, and 6) awareness of the impact of information technology in the workplace.

HRD 3002 Employability Lab

This course provides employability skills training for unemployed and underemployed adults. The curriculum framework must address each of the six core HRD components. Instruction is designed to be self-directed, self-paced, and structured on an open-entry, open-exit basis to meet the customized needs of individuals and/or partner agencies at NCWorks Career Centers. The hours for this course should be counted as contact hours.

HRD 3003 Career Planning & Assessment

This course provides employability skills training for unemployed and underemployed adults. The curriculum framework is designed to assess the interests, attitudes, aptitudes, and readiness as it relates to career, employment, and/or educational goals. The content of the instructional materials must focus on the following topics: personal development, career exploration, goal setting and the development of a written plan of action.

HRD 3004 Career Readiness & Pathways

This course provides employability skills training for unemployed and underemployed adults. The curriculum framework is based on a specific occupation and includes one or more of the following topics: 1) career exploration, 2) entry-level competency awareness, 3) employability skills [soft skills], 4) job search strategies and 5) college-readiness skills. This course must be linked to an occupational course or a career pathways program at the college.

HRD 3005 Technology Awareness

This course provides employability skills training for unemployed and underemployed adults. The curriculum framework and the content of the instructional materials will focus on computer use skills as it relates to: 1) developing basic keyboarding, word processing and Internet skills, 2) learning technology-based job search strategies to include the use of social networking, 3) applying for employment online, and 4) accessing governmental and education resources and services.

HRD 3006 Motivation & Retention

This course provides employability skills training for unemployed and underemployed adults. The curriculum framework is based on four post employment service strategies -- transition, retention, advancement, and re-employment. Transition involves being ready to work (school-to-work, school-to-school, and/or balancing work and family). Retention involves keeping a job and staying employed (work ethics). Advancement involves attaining better jobs with performance and skill development (upgrading and retraining). Re-employment involves gaining independence through a lifetime of work (work-to-work).

HRD 3008 Financial Literacy

This course is designed to provide employability skills training for unemployed and underemployed adults. The curriculum framework is designed to help students understand real-life economic concepts and economic ways of thinking that will enable them to make better informed decisions as it relates to their role as a member of the workforce. Topics include, but are not limited to wage improvement plans, workplace business concepts and basic economic literacy concepts.

HRD 4000 Human Services Exploration: DSS Caseworker

This course covers skills and strategies designed to provide employability skills training and career exploration for the role of Income Maintenance Caseworker within Division of Social Service agencies. This course is linked to HSE 3220 Income Maintenance Caseworker - NC FAST and must utilize the state approved curriculum.

HRD 4100 Working Smart

Working Smart is a soft-skills program developed by the Charlotte Mecklenburg Workforce Developmental Partners (CMWDP). It is designed to provide job-seekers the work and life skills that enhance employee productivity. Employers are looking for candidates who have the "soft-skills" that lead to success in the following ways: communication, problem solving skills, time management, accountability, and more. Requires Working Smart certified instructors and utilization of the Working Smart curriculum

Program Accessibility & Legislative Support

G.S. 115D-5

(b) In order to make instruction as accessible as possible to all citizens, the teaching of curricular courses

and of noncurricular extension courses at convenient locations away from institution campuses as well

as on campuses is authorized and shall be encouraged. A pro rata portion of the established regular

tuition rate charged a full-time student shall be charged a part-time student taking any curriculum

course. In lieu of any tuition charge, the State Board of Community Colleges shall establish a uniform

registration fee, or a schedule of uniform registration fees, to be charged students enrolling in extension

courses for which instruction is financed primarily from State funds. The State Board of Community

Colleges may provide by general and uniform regulations for waiver of tuition and registration

fees for the following:…

(13) Human resources development courses for any individual who (i) is unemployed; (ii)

has received notification of a pending layoff; (iii) is working and is eligible for the Federal Earned

Income Tax Credit (FEITC); or (iv) is working and earning wages at or below two hundred percent

(200%) of the federal poverty guidelines.

Waiver Guidelines

HRD Waiver Eligibility Verification: • Compliance requires

documentation of eligibility

• There is no System Office ‘approved’ verification form

• Colleges must have a tool to capture eligibility informationo Many utilize a single

form in conjunction with the registration form

Budget FTE and Waivers?

Colleges may report student membership hours for students who are waived under eligible criteria.

Result: Waivers are a means of the state to ensure access to identified programs for specific groups. It is a benefit to the individual accessing these programs.

State foregoes the registration fee Receives no registration funds

College reports membership hours Receives budget FTE funds through state allocation

Common Waiver Questions

• Age limitations

• Residency

• Limitations to Access

Consider ‘intent’ of legislation of waiver• Employment as focus• State of NC funds• Support of NC citizens and businesses

Common Waiver Question - Minors

1D SBCCC 300.4(c) Services to Minors

“…The major purpose of community colleges is to serve students who have graduated from high school, have obtained a high school equivalency diploma, or are beyond the compulsory age limit …However, a minor may enroll in Continuing Education course sections subject to the following:

(1) Minors Age 16 and 17. A minor, age 16 or 17, may enroll in Continuing Education course sections subject to the following conditions: (A) Minors shall not displace adults.

(B) Minors shall pay the registration fees associated with the course section except for cases where they meet eligibility requirements for a fee waiver….”

Important Reference:1D SBCCC 300.3(b)“…(HRD) program provides skill assessment services, employability skills training, and career development counseling to unemployed and underemployed adults…”

Sustainability of Your HRD Program

• What is working and how do you know?• How do you keep thriving?• Who are your partners?• Where is the next opportunity?

HRD ‘Fit’ – Critical to Pathways to Credentials

Whether through • College designed pathways, • Employer designed programs (PHCAST, NC FAST)• NCCCS programs (Basic Skills Plus), • State level initiatives (FNS Employment & Training), • Workforce Board Partnerships• Private grants• FNS E&T Program or • Federal initiatives (WIOA, TAAACT)

HRD programs provide infrastructure support to the outcomes of training, credentials and employment.

New Opportunities

Employability skills are critical components of North Carolina’s economic growth. The need and delivery of these skills cross all academic areas (College and Career Readiness, Curriculum and Workforce Continuing Education) and they play an essential role in the success of all industries and organizations in the State.

Our colleges do an excellent job in providing students with the technical skills needed in today’s workplace; however, employers continue to tell us that our graduates do not possess the foundational or “soft skills” needed in the workplace yet all 58 community colleges provide some level of employability skills training through all academic areas.

Where is the disconnect? Are we leveraging resources? How do we know we are effectively supporting our students and employers in our response to ‘soft skill’ training?

HRD – NC Workforce Readiness

HRD was an experiment seen as an answer to business and industry calls

for work readiness training –“employability skills”

Today – HRD is the NC response to the business and industry call for work readiness training. A response that is scaled through the community

colleges to reach across the state.

HRD – Steps to the Bridges

• Questions

• Additional Areas of Interest