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Portland Community College

Lessons Learned from Seven Years of WorkKeys Skills Integration at

Central New Mexico Community CollegeJune 2, 2009

David Licht, Career Analyst525 Buena Vista SE, Room TC-107Albuquerque, NM 87106(505) 224-4435

dlicht@cnm.edu cnm.edu/depts/workkeys

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The Good, The Bad, and the Ugly!

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The amount of new technical information is doubling every 2 years.

That means for a student starting a four-year technical or college degree . . .

Half of what they learn in their first year of study will be outdated by their third year of study.

Michigan Department of Edhttp://www.league.org/league/projects/ccti/summit/2007/2007CIT-8.ppt#334,79

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Question for teachers

How do we prepare our students for 14 different jobs & several different careers?

We are currently preparing students for jobs that don’t yet exist . . .

Using technologies that haven’t been invented . . .

In order to solve problems we don’t even know are problems yet.

David Warlick – Connect Learning blog

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ISIS

A A SYSTEMSYSTEM ! !

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• Occupational ProfilesOccupational Profiles

What skills & skill levels are

needed in today’s occupations?

Skill AssessmentsSkill AssessmentsWhat foundational skills & skill levels

does the student currently have?

Training SupportTraining SupportHow can any skill gaps be addressed

in curriculum/training programs?

has three Components

3 3 34

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3

5

3 344 4

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Approach

•Objective, standardized data that could allows comparisons between schools for Career Technical Education (CTE) programs

•Comparable data between job/occupational profiles & assessment results

•Data is meaningful for both employers & education

•Focus on basic, foundation skills needed for learning, as well as in most jobs in today’s economy

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• Applied Mathematics• Applied Technology• Business Writing• Listening• Locating Information• Observation• Reading for Information• Teamwork• Writing

“Virtually every worker in the 21st century will need strong foundations in the eight basic skill sets measured

by ACT’s WorkKeys.”

- Richard Judy Workforce Development Director,

Hudson Institute, Author of Workforce 2000 & Workforce 2020www.act.org/workkeys

WorkKeysSkill Areas

www.act.org/workkeys

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1. WorkKeys skills are fundamental, lifelong learning skills as well as critical employability skills!

2. Test takers may compare their current skill level to the skill level of the careers they are interested in.

Points to Remember

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3. WorkKeys test results provides objective, nationally validated information for assessing student academic achievement, for measuring exit competencies, for setting program entrance requirements, and for making data driven curriculum enhancements.

Points to Remember

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Why WorkKeys skills

• To remain technically competent.

• To move up within a career ladder.

• To be able to change careers.

• Lifelong learning skills.

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2005 Skills Gap Report-A Survey of the American Manufacturing Workforce (NAM)

Figure 3: What Type of Skills will Employers Need More of Over the Next Three Years? Page 8

Strong Basic Employability Skills 53% WORKKEYS SKILLS

Technical Skills 53%

Reading/Writing/Communication Skills 47% RI, L, W, OB

Ability to Work in a Team 40% Teamwork

Strong Computer Skills 39% Observation & LI

Ability to Read & Translate Demanding Diagrams/Flow Charts 39% Locating Information (LI)

Math Skills 37% Applied Mathematics

http://www.nam.org/~/media/Files/s_nam/docs/235800/235731.pdf.ashx

National Career Readiness Certificate

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http://act.org/certificate/index.html

The NCRC is based on three fundamental learning and employability skills.

• Applied Mathematics

• Locating Information

• Reading for Information

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National Career Readiness Certificate (NCRC)

There are four levels of the NCRCPlatinum-scored at least a level 6 in each of the three core

areas and has the necessary foundational skills for almost all of the jobs in the WorkKeys database.

Gold – scored at least a level 5 in each of the three core areas and has the necessary foundational skills for 90 percent of the jobs in the WorkKeys database.

Silver – scored at least a level 4 in each of the three core areas and has the necessary foundational skills for 65 percent of the jobs in the WorkKeys database.

Bronze – scored at least a level 3 in each of the three core areas and has the necessary foundational skills for 35 percent of the jobs in the WorkKeys database.

http://act.org/certificate/faq.html#a 15

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National Career Readiness Certificate

The National Career Readiness Certificate verifies to employers anywhere in the United States an individual has essential core employability skills in Reading, Math, and Locating Information. ACT has researched over 16,000 occupations and these three skills are highly important to the majority of jobs in the workplace. The Certificate is an easily understood and nationally valued credential that certifies the attainment of these workplace skills.

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National Career Readiness Certificate

The NCRC is used for

Screening—Employers only interview applicants who have the skills required for the job.

Hiring and promotion—A National Career Readiness Certificate can be used as a "plus" factor to help make selection and promotion decisions.

Targeting employee training and development—Employers can save money by using their training budget on employees with skill gaps.

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National Career Readiness Certificate

Why Is It Needed?

The mismatch between the skills required for most jobs and the skills of the U.S. workforce is having a significant impact on productivity and revenue across all businesses and industries. Employers need reliable ways to measure foundational skills to ensure they are hiring the most qualified, trainable candidates.

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National Career Readiness Certificate

http://act.org/certificate/need.html

Benefits of the NCRC

• Based on objective, standardized results

• Nationwide portability

• An internationally recognized assessment organization

• Available for immediate use

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National Career Readiness Certificate

The American Association of Community Colleges is pleased to support ACT's new National Career Readiness Certificate. The certificate will offer our member colleges a successful common assessment tool and language by which they can assist local constituents with their economic and workforce development needs. Working with more than 500 community colleges over 10 years, ACT has developed a unique set of assessment tools that have been particularly useful in assisting both individuals and employers in career and education/training decision-making. The National Career Readiness Certificate adds one more valuable assessment to the existing collection of tools that extends the value of community colleges in advancing the economic and workforce development process of their communities.

George Boggs

President American Association of Community Colleges20

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ACT and the National Association of Manufacturers Collaborate on New Skills Certification System

ACT’s National Career Readiness Certificate is at the heart of a new skills certification system designed to address America’s workforce crisis head on.

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The National Association of Manufacturers (NAM), through The Manufacturing Institute, is partnering with ACT on a Manufacturing Skills Certification System to increase the number of qualified workers. A joint initiative will align industry-recognized skills certifications with career and educational pathways. The NAM is the nation’s largest industrial trade association, with a reach to more than 100,000 companies and 13 million workers. The Manufacturing Institute is the arm of the NAM focused on education, workforce, innovation support, and research.

http://www.act.org/activity/spring2009/nam.html23

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Beginning 2001 Central New Mexico Community College decided to begin implementing curricula enhancement to Career Technical Education programs emphasizing SCANS skills.

Decision was made to utilize ACT WorkKeys to help accomplish this goal.

RECOMMENDATIONS

Define why you want to implement WorkKeys.

What are the benefits to students?

What are the benefits to the school?

What are the benefits to the faculty?

Develop a comprehensive implementation plan.

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RECOMMENDATIONS

Get faculty senate and/faculty involved from the very beginning. Try to identify “champions.”

Meet with deans, associate deans and chairs and explain benefits.

Meet with curriculum teams, explain how WorkKeys can be used to help set exit competencies and objectively measure student academic achievement.

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RECOMMENDATIONS

What problems will WorkKeys cause the students, faculty, and school?

Realize this will involve a significant cultural change to the school’s method of assessment.

What types of professional development and outside support will you need to help faculty teach & assess Listening, Observation, Teamwork, etc.

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RECOMMENDATIONS

How will you help faculty integrate WorkKeys skills into their curriculum; and what obstacles do you expect?

You may want to consider a curriculum specialist or consultant to help implement WorkKeys skills into every course and CTE program.

WorkKeys assessments must be part of the grade, e.g., 10% for the class.

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Evolution of WorkKeys Usage at CNM

GOAL: Wanted to verify SCANS skills were included in CTE programs.

First tried Plato and John Hopkins programs and found those did not meet our needs.

Found WorkKeys that directly related job skill levels to CTE programs.

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At CNM WorkKeys is a voluntary program, no faculty or program has to use it

1. First plan was to test students in final semester to determine if they had the skills at the needed skill levels.

2. If they did not then faculty would “tweak” curriculum to raise students skill levels.

3. If they did meet the skill levels then we would go on to other skills.

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4. CNM not have a plan on how to tweak curriculum.

5. CTE faculty are primarily SMEs, not highly trained educators.

6. Even if faculty member had level of skill, they may not have known how to teach it, e.g., listening, teamwork, etc.

Answers-KeyTrain, professional development, and in class help.

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7. After completing first job profiles for new CTE programs, faculty stated that the task list almost developed their curriculum for them.

8. Started doing job profiles for all new programs, but ran into problems with obtaining SMEs.

9. CNM decided to develop Exit Competencies for all classes and programs.

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10. CNM decided to institute Student Academic Achievement Committee (SAAC) to develop rubrics to assess student academic success.

11. SAAC developed rubrics/goals for skill areas including Listening, Reading, Teamwork, and Writing.

12. CNM stated that faculty could either use SAAC rubrics or WorkKeys assessments for student academic success. 33

13. Began using WorkKeys for setting and measuring Exit Competencies.

14. Conflict regarding SAAC rubrics for CNM vs. WorkKeys skill level exit competencies for CTE programs. Still on going.

TWO ISSUES RAISED

Use CNM rubrics developed by faculty or use WorkKeys skill levels developed by ACT.

Question of “Academic Freedom” and who owns the curriculum, including assessment!

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15. Began using WorkKeys as part of petitioning process into programs with long waiting lists.

16. Began providing graduates with CNM developed “WorkKeys Testing Award Documents.”

17. Began giving Awards to students at some Industry Advisory Committees.

18. Advisory Committee members began asking for updates for Awards and progress of enhancing curriculum so all students have correct skill levels.

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WorkKeys Strengths

• WorkKeys process can objectively set and assess student success and exit competencies.

• Tests are nationally validated.

• Tests are nationally recognized.

• Tests allow comparison between schools.

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• Test results directly related to job requirements.

• There is a direct correlation between job skill requirements and curriculum.

• Tests objectively validate students’ skills vis-à-vis job requirements.

• Tests allow objective, data driven decisions for both faculty and administration.

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• Tests allow analysis of student success rates among faculty.

• Tests help identify opportunities for Professional Development.

• Tests remove instructor subjectivity and bias, e.g. what do grades mean?

• Tests help identify and share among faculty “best practices.”

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2002-Began Pilot testing

Teamwork in BA 131,

Business Interpersonal Skills.

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INSTRUCTOR MEAN MODE COMMENTS

1 3.71 3 67 students

2 3.73 3

3 3.56 4

4 3.21 3.5 3 & 4 tied

5 3.24 3

WEIGHTED MEAN

3.54 3

MJ Willis 4.55 5 MT 105 (30%)

Business Interpersonal Skills, Spring 2002

In 2004 we increased class from 2 to 3 credit hours and reworked curriculum.

Weighted Mean for the WorkKeys Teamwork Skill Level 4.1 (vs. 3.5 for 2002).

Mode for the WorkKeys Teamwork Skill Level 5 (vs. 3 for 2002) GREAT! 41

Business Interpersonal Skills Spring 2009

BA 1131, Business Interpersonal Skills, WorkKeys TEAMWORK Testing Results, Spring 2006-Summer 2008

<=3 4 5 6

INSTRUCTOR 1 30% 40% 29% 2%

INSTRUCTOR 2 30% 45% 24% 1%

INSTRUCTOR 3 17% 40% 41% 1% (105%)INSTRUCTOR 4 28% 37% 35% 1%

INSTRUCTOR 5 23% 41% 36% 0%

INSTRUCTOR 6 20% 36% 43% 1%

INSTRUCTOR 7 17% 50% 33% 1% (105%)INSTRUCTOR 8 31% 41% 27% 1%

INSTRUCTOR 9 29% 39% 33% 0%

INSTRUCTOR 10 35% 36% 28% 1%INSTR. 11-13 28% 35% 35% 2%

ALL FACULTY 25% 40% 34% 1% 42

Do we want objective data and

the results?

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One part-time instructor had only 17% of his students scoring <=3

And

the new Chair did not score well on the Teamwork test and the % of his students

scoring <=3 was ?

EFFECTIVE SUMMER 2008 NO LONGER USING WORKKEYS

Of course there were other considerations.44.

In three other programs students did not achieve WorkKeys test scores for two

graduating classes.

They are no longer using WorkKeys.

Of course there were other considerations, e.g., • the amount of time the students were spending on

KeyTrain that took away from their technical skills studies• student complaints they did not feel these skills were

important and should not count towards their grade• the instructors were able to evaluate these skills.

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DACUM 46

DACUM 47

What we know best? What we were taught? What we enjoy teaching? What we have experience with? What the textbook happens to include?

OR

What the student/worker most needs for successful employment?

Should We Teach --

I have been teaching this subject for the last 25 years and I don’t need anybody tell me what or how to teach or how to assess my students!

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STUDENT:

“I forget what I was taught, I only

Remember what I’ve learnt.”

© Businessballs49

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Usage in Educational Institutions• To assist educational institutions to develop To assist educational institutions to develop

partnerships and more effectively partnerships and more effectively collaborate with the workforce development collaborate with the workforce development needs of the communitiesneeds of the communities

• To provide students with an objective To provide students with an objective assessment of their level of job skills which assessment of their level of job skills which are needed in the 21are needed in the 21stst Century labor force, Century labor force, and can be and can be used for students to identify skill gaps for their chosen career

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Usage in Educational Institutions

• Assists schools in developing and Assists schools in developing and enhancing curricula & training enhancing curricula & training programs to address critical basic programs to address critical basic learning & workplace skillslearning & workplace skills

• Allows objective data driven decision Allows objective data driven decision makingmaking

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CNM’s INTERNAL FOCUS

Create an Create an Awareness of NeedAwareness of Need for other for other than technical skills with faculty & than technical skills with faculty & students.students.

Create an: On-going, Objective, Validated, Create an: On-going, Objective, Validated, and nationally accepted Assessment of and nationally accepted Assessment of Learning and student success.Learning and student success.

Integrate WorkKeys/KeyTrain into CNM Integrate WorkKeys/KeyTrain into CNM Programs and Curricula.Programs and Curricula.

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INTERNAL FOCUSHow CNM Integrates WorkKeys/KeyTrain How CNM Integrates WorkKeys/KeyTrain

into Programs and Curriculainto Programs and Curricula

• Curriculum Review• Course syllabi• Grading scheme• Integrate Targets for Instruction• Assessment plan – which tests & when?• Instructional techniques & tools• Ongoing review and enhancement of curriculum

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INTERNAL FOCUS

In 2002 we started with one instructor that In 2002 we started with one instructor that wanted a profile and began WorkKeys testing.wanted a profile and began WorkKeys testing.

WorkKeys Tests AdministeredWorkKeys Tests Administered

Summer 2006-Spring 2007 2,803Summer 2006-Spring 2007 2,803Summer 2007-Spring 2008 4,076 45%^Summer 2007-Spring 2008 4,076 45%^Summer 2008-Spring 2009 4,623 13%^Summer 2008-Spring 2009 4,623 13%^

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INTERNAL FOCUSKeyTrain Usage KeyTrain Usage

Spring 2006Spring 2006 27 classes 27 classes Spring 2007Spring 2007 39 classes 39 classesSpring 2008 79 classesSpring 2008 79 classesSpring 2009 83 classesSpring 2009 83 classesSummer 2006Summer 2006 18 classes 18 classesSummer 2007 14 classesSummer 2007 14 classesSummer 2008 43 classesSummer 2008 43 classesFall 2006Fall 2006 44 classes 44 classesFall 2007 68 classesFall 2007 68 classesFall 2008 90 classesFall 2008 90 classes

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INTERNAL FOCUSCNM Programs and Classes using WorkKeys/KeyTrainCNM Programs and Classes using WorkKeys/KeyTrain

Applied Technology (Ten programs)Applied Technology (Ten programs)Aviation Technology, Aviation Technology,

Automotive Technology,Automotive Technology, Carpentry, Carpentry,

Electrical Trades, Electrical Trades, Heating, Air Conditioning, and Refrigeration, Heating, Air Conditioning, and Refrigeration,

LandscapingLandscapingMachine Tool Technology, Machine Tool Technology,

Micro Electrical Mechanical Systems, Micro Electrical Mechanical Systems, Plumbing, Plumbing, Welding.Welding.

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INTERNAL FOCUS

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INTERNAL FOCUSCNM Programs and Classes using WorkKeys/KeyTrainCNM Programs and Classes using WorkKeys/KeyTrain

Health, Wellness and Public Safety (12 programs)Health, Wellness and Public Safety (12 programs)Cosmetology, Cosmetology,

Criminal Justice, Criminal Justice, Dental Assisting, Dental Assisting,

Diagnostic Medical Sonography, Diagnostic Medical Sonography, Emergency Medical Services, Emergency Medical Services,

Environmental Safety and Health, Environmental Safety and Health, Fire Science, Fire Science,

Health Unit Coordinator, Health Unit Coordinator, Medical Laboratory Technician, Medical Laboratory Technician,

Radiologic TechnologyRadiologic TechnologyRespiratory Therapy, Respiratory Therapy, Surgical Technology, Surgical Technology,

Veterinary TechnologyVeterinary Technology..

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INTERNAL FOCUS

CNM Programs and Classes using WorkKeys/KeyTrain

School of Adult and General Education (11 classes and programs)

Breaking Through, College Success Experience,English 0550, 0750, and 0950,

Mathematics 0550, 0750, and 0950 Reading 0550, 0750, and 0950.

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INTERNAL FOCUS

CNM Programs and Classes using WorkKeys/KeyTrain

Applied Technology (Nine programs)Aviation Technology,

Automotive Technology, Carpentry,

Electrical Trades, Heating, Air Conditioning, and Refrigeration,

LandscapingMachine Tool Technology,

Plumbing, and Welding.

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EXTERNAL OUTCOMES

• Graduates have documented foundational learning skills

• Possess essential employability skills

• Competitive in the global economy

• Qualified & educated local labor force

• Workers prepared for lifelong learning

• CNM graduates have competitive edge in getting jobs and higher pay

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Problems (1 of 4)

• Faculty are concerned that WorkKeys testing results may be used against them in evaluations.

• Faculty are concerned this will take away their academic freedom to teach what they want.

• Faculty are concerned that they will have to teach to the test.

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Problems (2 of 4)

• Faculty are concerned they will be forced to use WorkKeys & KeyTrain.

• Some CTE faculty may feel that they teach technical skills, it is up to A&S to teach Reading, Writing, Math, Listening, Teamwork, etc.

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Problems (3 of 4)

• Faculty is concerned that a student’s grade may be adversely be impacted by WorkKeys test results. (C to D)

• Faculty is concerned that a student’s grade may be raised by WorkKeys test results so that they don’t have the required technical skills but pass the class. (D to C)

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Problems (4 of 4)

• Faculty feels they are able to evaluate students’ skills more appropriately than WorkKeys.

• Who owns the curriculum?

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How CTE programs are using WorkKeys

WorkKeys Implementation Plans

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Veterinary Technician 1005

Grade Weighting

The following is used to determine the final grade:

10% of the grade is based on successful completion of the WorkKeys "Listening" skill to the required skill level (50 points).

A different skill is required every semester: Observation, Locating Information, and Reading for Information.

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Diagnostic Medical Sonography

Problem: students have taken all prerequisites, there is a 2-3 year waiting list, yet every first semester of program lose 2-3 students due to lack of academic proficiency.

Solution: I analyzed the first semester textbooks, curriculum, labs, handouts, etc. and determined that a Applied Math, Locating Information, and Reading for Information skill level 5 was required. These tests at a skill level 5 is required for entrance into the program. About one-half of students have problem with Locating Information.

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Term WorkKeys Skill Scores Tools Utilized

1st Term

MLT 104

Career Skills Skill was not reviewed in this profile. Score will be utilized for classroom purposes only.

KeyTrain Tutorials in Dealing with Difficult People, Work Habits, Work Place Ethics, Etc.

1st Term MLT 104

Reading for Information

Skill was not reviewed in this profile. Score will be utilized for classroom purposes only.

WorkKeys Test

1st Term MLT 104

TeamworkEntry Level 4

Less than Level 3 = 0Level 3 = 71 ptsLevel 4 = 90 ptsLevel 5 or 6 = 100pts

Key Train Pre-test. Presentation by WorkKeys staff. Skill incorporated into curriculum. KeyTrain Tutorial homework. WorkKeys Post-test.

2nd Term MLT 211L

ObservationEntry Level 5

Less than Level 4= 0 Level 4 = 71 ptsLevel 5 = 90 ptsLevel 6 = 100 pts

Key Train Pre-test in 1st term. Skill incorporated into curriculum. KeyTrain Tutorial homework. WorkKeys Post-test.

3rd Term MLT 207L

Locating Information Entry Level 5

Less than Level 4 = 0 Level 4 = 71 ptsLevel 5 = 90 ptsLevel 6 =100pts

Key Train Pre-test in 1st term. Skill incorporated into curriculum. KeyTrain Tutorial homework. WorkKeys Post-test.

4th Term Advanced Clinicals

Improve Skills for Certificate

KeyTrain Tutorials.

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Term WorkKeys Skill Scores Tools Utilized

1st Term

ParamedicReading for Info, Listening,

Observation, Teamwork, & Business Writing

KeyTrain Pre-test for all skills.

1st TermAssessment

ListeningEntry Level 4

Pass/Fail based on achieving Entry Level. 5% given for passing.

Skill incorporated into curriculum. Key Train Tutorial homework. WorkKeys Post-test.

1st Term Assessment

Reading for Information

Skill was not reviewed in this profile. Score will be utilized for classroom purposes only.

KeyTrain Tutorial homework optional.

2nd Term Assessment

ObservationEntry Level 5

Pass/Fail based on achieving Entry Level. 5% given for passing.

Skill incorporated into curriculum. KeyTrain Tutorial homework. WorkKeys Post-test.

3rd Term Assessment

TeamworkEntry Level 4

Pass/Fail based on achieving Entry Level. 5% given for passing.

Skill incorporated into curriculum. KeyTrain Tutorial homework. WorkKeys Post-test.

Clinical Internship

Business WritingEntry Level 3

Pass/Fail based on achieving Entry Level. 5% given for passing.

Skill incorporated into curriculum. KeyTrain Tutorial. WorkKeys Post-test.

Capstone Course

Pass/Fail EMS program based on achieving Entry Level in all identified WorkKeys skills.

WorkKeys Post-test.Certificate of Completion awarded for passing.

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CosmetologyFall 2007-Fall 2008

WorkKeys Skill Levels

1 2 3 4 5 6 >=

Listening 0% 6% 52% 42% 0%   42%

Locating Info 8% 69% 23% 0% 92%

Observation 0% 52% 41% 7% 48%

Teamwork 12% 29% 59% 0% 88%

Met the median WorkKeys ENTRY Skill Level

Criminal Justice

Students take six WorkKeys tests in their Capstone class, this represents 50% of their grade.

Students may have a 4.0 GPA, but if they don’t have the right skill level they DO NOT graduate.

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EMS, WorkKeys Skill Levels Fall 2007-Summer 2008

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  1 2 3 4 5 6 Total

Business Writing 0% 7% 67% 27% 0% 100%

Listening 46% 54% 0% 100%

Observation 0% 30% 39% 31% 100%

Teamwork 6% 37% 48% 10% 100%

Writing 0 24% 62% 14% 0%   100%

Met WorkKeys entry skill levels.

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TASK  STNA

UDME 

EN T 

STU-DENT

RANK TOP TEN WORKKEYS SKILLS AA BB CC DD EE AVER

1 Receives instructions, directives, or 4 3.5 3 4 3.5 3.6

2 Works cooperatively as a team member 3.5 4 3 4 4 4.4

3 Assures safety of patients, clients, and 3 3 4 3.5 3.5 3.8

4 Accurately fills prescriptions by mixing 3 3.5 4 3 3.5 3.9

5 Maintains a calm & professional presence 3 3 3.5 4 2.4 3.0

6 Promotes patient comfort by applying 3.5 4 4 4 3  4.5

ETC CLASS AVERAGE 4.3 4.5 3.6 3.8 3.7  

STUDENT SELF SCORING, SCALE 1-5 http://www.cnm.edu/depts/workkeys/profiles/Vet_Tech_report__2_.pdf

INNOVATIVE USES OF OCCUPATIONAL PROFILES REGISTERED VETERINARY TECHNICIAN PROGRAM

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CNM Veterinary Technology Program

KeyTrain exercises imbedded directly into courses as point/

percent value to course grades, as of July 2007.

• All three of the courses that include the KeyTrain work have the same instructor of record, who also happens to be the clinical coordinator for the Program. Greater consistency of KeyTrain encouragement and application may be possible by having the same instructor overseeing the actual scored KeyTrain work in the Program. The same instructor can encourage the students to spend time doing the exercises, with the goal of building workplace skills to carry over into all three terms of clinical placement included as part of the Program.

• For each of the three WorkKeys skills included:

• Students receive a set amount of points just for being present and completing the pre and post tests. Each student who completes the session receives the same amount of points – points are not based upon the level the student accomplishes.

• Students receive a set amount of points for being at the highest level of the skill at the end of the pre test, OR for increasing levels during the term (max of 2 levels increased).

• Students receive a set amount of points for the time they spend on the KeyTrain exercises.

• The above items 2 & 3 offer point accumulation possibilities as built-in course incentives for the students to spend time doing the exercises (receiving more points = helping the final grade), hopefully increasing in the skill, and learning worthwhile employment skills.

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Construction Management Course

Syllabus CM 2999, Fall 2008

Course description:

CM2999 Capstone provides the student…will prepare a portfolio of work demonstrating the knowledge, skills and competencies gained during their studies. Through the portfolio, WorkKeys testing, and KeyTrain training students will demonstrate their level of achievement for CNM Core competencies, CMT Exit competencies and the essential work place skills of a Construction Manager.

• Evaluation:

• Portfolio: 50%

• WorkKeys\ KeyTrain: 30%

• Job\ Career Search Preparation 20%

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School of Business & Information Technology (BIT)

BA 1131 (BUSINESS INTERPERSONAL SKILLS)

COURSE SYLLABUS

The following will be used to determine your grade in this course:

Work Keys 100 points

KeyTrain Extra Credit (60 points)

Total 1,060

• The Teamwork Work Keys assessment must be taken during class at the assigned time, or at CNM’s Main or Montoya Campuses. BA1131 provides students with the instruction and practice needed to score appropriately on the Teamwork WorkKeys assessment. Students are required to take the Teamwork WorkKeys assessment towards the conclusion of BA1131. Students can arrange to take the Teamwork Work Keys Assessment at the Assessment Center in the “TC” Bldg at Main campus or in the BRC at the Montoya campus. The following scale will be used to determine a grade for the Teamwork Work Keys assessment:

Level 6 = 100 points

Level 5 = 90 points

Level 4 = 80 points

Level 3 = 70 points

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BA 1131 (BUSINESS INTERPERSONAL SKILLS)

COURSE SYLLABUS

KeyTrain Extra Credit

KeyTrain is an online training program designed to provide students with the skills needed to improve their scores on the WorkKeys assessment. Students may access KeyTrain on any computer with internet access. Extra credit points are awarded based on successful completion of Levels within the Teamwork KeyTrain program. Please contact the instructor if you need help getting started in KeyTrain. The following scale will be used to add extra credit points to the students’ overall grade:

Level 6 = 60 points

Level 5 = 40 points

Level 4 = 20 points

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BA 2999 (Capstone Class)

The focus of BA 2999 is applying skills acquired while enrolled at CNM Business & Information Technology Division.

REQUIRED ASSIGNMENTS: Four WorkKeys Tests• Business Writing • Teamwork • Reading for Information• Listening 20 % of course Grade

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Carpentry Blueprint Reading I

CARP 101 4 Credit Hours

WorkKeys SkillsApplied Mathematics

• Solve problems that require a single type of mathematics operation.

• Change numbers from one form to another.

• Add common fractions.

• Multiply a mixed number by a whole number.

Reading for Information:

• Identify main ideas

• Choose the correct meaning of words defined in the text

• Choose when to perform each step in a series

• Identify important details that may not be clearly stated

• Use the reading material to figure out the meaning of words not defined

• Apply instruction with several steps

• Choose what to do when changing conditions call for different action

• Portfolio / WorkKeys 25%

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SURGICAL TECHNOLOGY PROGRAMPROGRAM SYLLABUS

POINT SUMMARYWorkKeys: Observation & Locating Information: 200 points

Total Possible: 1650 points

Breaking Through, Fall 08

In the short term Breaking Through class we pre and posted in Applied Math, Locating Information, and Reading for Information.

By using WorkKeys scales scores we were able to document a 16% increase in Applied Math, an 18% increase in Locating Information, and a 13.5% increase in Reading for Information.

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Piloting KeyTrain & WorkKeys in English 98

RetentionRetention rates comparing the class that used KeyTrain

vs. the control class resulted in the KeyTrain class having 81% retention vs. only 60% in the control class.

AccuplacerOverall the KeyTrain students averaged a 39.5%

increase in their pre vs. post Accuplacer scores. The control class had an average increase of 27.9%.

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Reading for Information Testing Results

The three KeyTrain classes scored a weighted average WorkKeys Reading for Information skill level of 3.9 vs. less than 3.6 for the control classes.

Four percent (4%) of students scored at a Reading for Information Skill Level 2 in the KeyTrain classes vs. 19% in the traditional curriculum classes.

Eighty percent (80%) scored at or above a Skill Level 4 in the KeyTrain class vs. 65% in the traditional curriculum classes.

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Subjectively, students really enjoyed using KeyTrain. On days when we were in the computer labs, they logged on immediately, remained extremely focused while working on KeyTrain (often skipping the break!), & were still working on the program up to the very last minute of class. I believe the combination of interactive learning, the students’ ability to move at their own pace, & the explicit connection between KeyTrain & their education & career goals were all strong motivating factors in the program’s success.

Mary Beth FoliaECA instructor

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Problem

CNM’s CTE faculty are SMEs, not highly trained educators. If faculty has the WorkKeys skills, at the required skill levels, they may not be comfortable teaching them.

How does CNM integrate the WorkKeys skills directly into curriculum?

Solution

KeyTrain & professional development.

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Professional Development

“Targets for Instruction” (Awareness & Common Language) workshops.

Sample Workshop Agenda• Understand the definition & dimensions of

WorkKeys Observation• Gain an understanding of Observation Skill Levels• View examples of Observation videos• Become familiar with the Targets for Instruction• Apply Targets to program curriculum• Discuss inclusion & integration strategies• Explore KeyTrain Observation course

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Professional Development

Thinking Media worked directly with CTE program faculty to provide

recommendations on how to integrate WorkKeys skills into the curriculum.

Thinking Media has developed an audit analysis for faculty to use in ongoing

review of skills implementation.

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Curriculum Review & Analysis

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Teaching Techniques & Tools

Techniques:Techniques:

•VideosVideos

•DemonstrationsDemonstrations

•Labs/ClinicalsLabs/Clinicals

•Team projectsTeam projects

Tools:Tools:

•ChecklistsChecklists

•Practice SheetsPractice Sheets

•Peer EvaluationPeer Evaluation

•KeyTrainKeyTrain

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• What is the general situation shown in the scenario? List as many details as you can remember.

• How many victims/patients are involved and what are their injuries or illness?

• How many responders are involved? What are their roles?

• What is happening in the surrounding environment? Is it safe?

• What is your general impression of the patient?

EMT-ParamedicVisualization Practice Sheet

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Observation-Visualization-Memory Exercise: This exercise utilizes visual prompts to give learners practice

in detecting details & differences in observations.

Objective: • Practice focusing attention on and recalling visual details

to detect differences between two similar images or graphics or in video presentations of scenarios.

Materials: • Sample ECG graphics could be used for students to

practice detecting obvious or more subtle differences between similar graphics. A LCD projector, overhead projector, or other device will be needed to project images. The images could be incorporated into a PowerPoint presentation.

• Scenario Videos – trauma scenarios• Change equipment/patient setup in labs – do changes call

for different diagnosis.

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Observation-Visualization-Memory Exercise (continued)

MethodECG Graphics: Instruct students to observe two

similar images and notice differences between the two. Display the first image for 15 – 20 seconds then display the second image for the same period. Ask the students to write down any differences they noticed between the two. Then display the images again and have students call out differences they noticed. Discuss the relative difficulty in noting subtle differences versus more obvious differences. Discuss the relationship of visualization to detecting differences in quality (are differences due to artifacts?), treatment concerns or conditions that may call for an action or intervention (e.g. patient vital signs, pallor).

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Observation-Visualization-Memory Exercise (continued)

MethodScenario Videos: Show a portion of or an entire video of a

scenario, then ask students to complete the visualization practice sheet or write a short description summarizing the key elements of the scene (size up), patient description, injuries, equipment used, treatment performed. The objective is to help train visual and auditory memory of complex events and scenarios.

Other Ideas: Labs could also be used in visualization exercises e.g. setting up a patient care scenario with equipment, machine settings, etc. Have students enter the lab, observe, and then leave. Change the setup in some obvious and some subtle ways, then have them come back in, observe, and see if they can detect the differences. Are changes significant, e.g. lead to a different treatment protocol?

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EMT Program: Observation ExerciseCourse Videos Online videos of EMT-Paramedic

procedures, scenarios, & other topics could be used both for their instructional content & to build Observation skills.

1. Instruct students to watch the video as an “outside observer”, paying attention to the procedure rather than identifying with individuals that might be shown in the video. Remind them to Focus their attention on the procedure, Notice important details, & remember the steps in the demonstrated procedure.

2. Select & show or assign a video for students to watch that is applicable to the course & current topic.

3. Have students complete the Observation Practice Sheet after they view the video.

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EMT Program: Observation Exercise3. Then ask or quiz students about what they observed.4. Discuss student responses. Could they correctly recall the main steps

in the procedure? What did students tend to miss & why? Were there distractions in the video that interfered with focusing attention? For

example, was it more difficult to follow actions in the demonstration if two or more

people were performing tasks at the same time? What distracters in the

environment made it difficult to focus attention on important details? Were any of the details or action more difficult to notice or focus on? Were there important details that were not clearly stated? Discuss the concept of selective attention. Reinforce the three actions

for improving Observation skills: Focus, Notice, & Remember. These are the same skills students must use & master in observing procedures in the classroom, labs, clinical settings, & when working with patients & other team members in the field.

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Ongoing Process • Continuing follow up with programs to

ensure faculty is integrating skills into program.

• We need to develop “mentors” to work with new and existing faculty.

• Additional professional development at CNM including sharing of “best practices.”

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HOME About CRC For EmployersCareer Seekers Other Resources Contact Us NM Department of Workforce Solutions

    HOME

About CRC For EmployersCareer Seekers Other Resources Contact Us NM Department of Workforce Solutions                    Click here to request or validate a Career Readiness Certificate

    

New Mexico ’s Career Readiness Certificate (CRC) is an assessment-based credential that gives

employers and career seekers a uniform measure of key workplace skills.

This site provides employers, career seekers, and workforce professionals with information

about Career Readiness Certification.

                                                                          

  

 http://www.nmcrc.gov/©2006 New Mexico Department of Workforce Solutions

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CNM’s WorkKeysWebsite

http://www.cnm.edu/depts/workkeys/index.php

http://www.cnm.edu/depts/workkeys/publicationspage.php

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CNM’s WorkKeys Website

http://www.cnm.edu/depts/workkeys/profilespage.php

Occupational Profiles completedAssistant Estimator Aviation System InstallerCook   Cosmetologist Dental Assistant Diagnostic Medical Stenographer Health Unit Coordinator Landscape Maintenance LeaderMedical Laboratory Technologist Micro Electrical Mechanical Systems (MEMS)Paramedic Radiology Technologist Respiratory Therapist Security Officer Surgical Technologist Veterinary Technician

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Useful LinksWorkKeys: http://www.act.org/workkeys/index.htmlTests: http://www.act.org/workkeys/assess/foundational.htmlCase studies: http://www.act.org/workkeys/case/index.html

KeyTrain: www.keytrain.com http://keytrain.com/casestudy.asp?target=4

http://keytrain.com/keytrain/ktn_news.asp

WIN: www.w-win.com http://www.w-win.com/news/

Illinois State Department of Education/WorkKeys:http://www.schooldata4all.org/work_keys/index.php

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Interesting PublicationsHigh Skills & High Pay-2004 Update:www.act.org/research/briefs/2004-2.htmlFoundation skills are key to success in the workplace:http://www.cnm.edu/depts/workkeys/publications/foundational_skills.pdfPaying Double: Inadequate High Schools & Community College Remediationhttp://www.all4ed.org/publications/remediation.pdf2005 Skills Gap Report-A Survey of the American Manufacturing Workforcehttp://www.nam.org/~/media/Files/s_nam/docs/235800/235731.pdf.ashxCrisis at the Core: Preparing All Students for College & Workhttp://www.act.org/research/policymakers/pdf/crisis_report.pdfReady for College & Ready for Work: Same or Differenthttp://www.act.org/research/policymakers/pdf/ReadinessBrief.pdfMost Young People Entering the U.S. Workforce Lack Critical Skills Essential for Successhttp://www.conference-board.org/utilities/pressPrinterFriendly.cfm?press_ID=2971

Good Practices for Postsecondary Institutionshttp://www.cnm.edu/depts/workkeys/publications/good_practices_postsecond.pdfGood Practices for Secondary Institutionshttp://www.cnm.edu/depts/workkeys/publications/Document.pdf

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Are there any questions I may try to answer for

you?

“Long-range planning does not deal with future

decisions, but with the future of present decisions.”

-Peter F. Drucker-

David Licht, Career Analyst/ WorkKeys Job Profiler(505) 224-4435 dlicht@cnm.edu