1. The Million Dollar Pyramid and Other Career Pathway Tools:
Introduction to Competency Models, Career Ladders, and O*NET
May 24, :00 pm

2. Practice
In the Chat Room, please type your name, your organization, and the name of your grant.

3. Business Relations Group
Presenter/Moderator
Steve Rietzke
Today’s Host
Business Relations Group 3

4. Our First Category: Items You’d Expect To Find On An Agenda
ETA’s Industry Competency Models
Competency Model Clearinghouse (CMC)
CMC Tools
Build a Model
Build a Career Ladder/Lattice
O*NET – the Occupational
Information Database
Steve
Good afternoon ladies and gentlemen, and welcome to the $1 million dollar pyramid! If you’re not familiar with ETA’s competency models, you may be wondering, “What’s with the title? Could I actually win $1 million?” Well, actually…no. Unfortunately, the lawyers have told us that handing out fabulous cash prizes via webinar is not an appropriate use of Congressionally-appropriated funds. Now I know you must be disappointed, but don’t hang up! You might not get $1 million out of this webinar, but what you will get is an introduction to a great set of online tools and resources that may come in handy as you’re designing and implementing training programs or conducting labor market research. Some people might even say that ETA’s industry competency models, with their characteristic pyramid shape, are worth a million bucks.
So, with that being said, let me introduce our first category for today’s show: Items You’d Expect to Find on an Agenda. As you can see, we’ve got a lot of ground to cover today, and we’re going to try to get you out of here within an hour. We’ll give you an introduction to ETA’s Industry Competency Models, as well as the online clearinghouse where you can find the models. We’ll also introduce you to a couple of practical, useful tools that are available on the online clearinghouse that can help you build a customized competency model, as well as career ladders and lattices that depict career pathways in a particular industry. Finally, we’ll also introduce you to the Occupational Information Database (O*NET), a valuable resource for identifying key knowledge, skill, and ability requirements for occupations. 4

5. Host/Contestants Winner’s Circle Steven Rietzke, Your Host
Kai Nissley, MBA, MPH, Deputy Director, Community Action Partnership of Sonoma County
Barbara Derwart, Returning Champion
Brian Jones, Challenger
Steve
Let me introduce today’s contestants:
Kai Nissley is the Deputy Director of the Community Action Partnership of Sonoma County. Kai is going to talk about how the competency models are actually being used in the field.
Barbara Derwart is our returning champion, the Master of Competencies.
And, Brian Jones is today’s challenger. 5

6. The Competency Model Initiative
Promoting the development of industry competency models in targeted industries;
Serving as a broker of information for competency model resources; and
Identifying promising practices around the use of industry models for workforce development efforts. 
Steve
First, a little bit of background on ETA’s Competency Model Initiative. Industry competency models are one of many workforce solutions ETA has undertaken to support workforce development efforts across the country. Our initiative includes three key activities:
First, we help to promote the development of industry competency models, in collaboration with subject matter and technical experts from industry associations, grantees, unions, and community colleges. The models are developed based on research on existing skill standards, curricula, certifications and other resources, and we convene industry representatives to revise and validate draft industry competency models;
We also serve as a broker of information for resources related to competencies and certifications. We store the models themselves, as well as a wealth of other resources, on the online clearinghouse that you’ll hear more about in a few minutes;
And third, through our contacts in industry, education, and the workforce system, we help to identify promising practices in the use of competency models, and make those practices available to the public.

7. Second Category: Uses For Competency Models
Communicate Industry Needs
Career Exploration and Guidance
Career Paths, Ladders, and Lattices
Workforce Program Planning & Labor Pool Analysis
Curriculum Evaluation, Planning, and Development
Human Resource Services
Certification, Licensure, and Assessment Development
Registered Apprenticeship Programs
Steve
Competency models are not the end product. They serve as a resource in support of several workforce investment activities.
1.– models provide a framework for employers to communicate their needs, making it easier for employers to articulate the knowledge and skill requirements of their workforce in dialogues with education and training providers.
2. Career Exploration and Guidance – competency models serve as a resource for individuals and career counselors to: Set Career Goals, Explore a Career Path, Identify Education and Training Required
3. Career Paths, Ladders, and Lattices - Competency models identify the foundation, academic, and industry technical competencies required to: Progress up a Career Ladder or Move along a Career Lattice.
4. Workforce Program Planning & Labor Pool Analysis – models are a resource analyzing the skill needs of employers in the area, the skills of the available labor force, and the education and training programs in place to train the workforce in the required skills.
5. Curriculum Evaluation, Planning, and Development - Competency models serve as curriculum maps ensuring that programs equip students with the knowledge and skills needed to secure a job and advance along a career path.
6. Human Resource Services - Competency models support human resource functions such as recruitment, hiring, and performance management. Models serve as a benchmark to match candidates’ qualifications to employer requirements and are a resource for things like Creating Position Descriptions, Developing Selection Criteria, and Defining Performance Expectations.
7. Certification, Licensure, and Assessment Development - Certification criteria are the set of standards used to measure proficiency in a particular career field. Articulating required knowledge and skills in a competency model ensures that certifications and licensure requirements include the range and depth of knowledge and skills needed by business and industry. The industry models serve as a framework for stacking credentials to form pathways for career advancement and higher paying jobs.
8. Apprenticeship - Registered Apprenticeship programs provide structured on-the-job learning combined with classroom training. Utilizing competency models can help competency- or performance-based Registered Apprenticeship programs identify and define the relevant competencies and develop measures or tests to assess competency attainment.

8. How many of you plan to develop or use a competency model, career pathway, or career ladder/lattice?
Select all that apply:
Competency Model
Career Pathway
Career Ladder/Lattice
Steve
After the results of the Poll
Analysis of the results show XXX are planning to develop or use competency models.
XXX will be developing career pathways
Xxx will be developing career ladders
We want to show you a few resources that will be useful to you in developing you products. 8

9. Returning Champion for
Presenter/Moderator
All Things
Competency
Barbara Derwart,
Returning Champion for
ETA Competency Initiative
Steve
Now I’d like to introduce Barbara Derwart who has been championing the initiative. She will tell you about competencies and the resources available for your use. 9

10. What is a Competency?
“…a specific, identifiable, definable, and measurable skill or characteristic that is essential for the performance of an activity within a specific business or industry context.”
Bonus Round: I will name the key characteristics and you tell me the competencies.
Critical & Analytical Thinking
Problem Solving & Decision Making
Mathematics
Teamwork
Barbara
Every job requires the use and application of knowledge, skills, and abilities.
A competency is the capability to use a set of related knowledge, skills, and abilities within a defined work setting.
For example, a student might pass an Algebra test, but the question is could that student know how to apply the Algebra later on in a work setting?
Bonus Round: I will name the key characteristics and you tell me the competency. Type in the chat feature
Possesses sufficient inductive and deductive reasoning ability to perform job successfully; critically reviews, analyzes, synthesizes, compares and interprets information; draws conclusions from relevant and/or missing information; understands the principles underlying the relationship among facts and applies this understanding when solving problems. Click Critical and Analytical Thinking
Anticipates or recognizes the existence of a problem; identifies the problem; uses all available reference systems to locate and obtain information relevant to the problem; recalls previously learned information that is relevant to the problem, gathers and examines information; organizes/reorganizes information as appropriate to gain a better understanding of the problem. Click – Problem solving % Decision making
Adds, subtracts, multiplies, and divides with whole numbers, fractions, decimals, and percents; calculates averages, ratios, proportions and rates; converts decimals to fractions; converts fractions to percents. Click Math
Accepts membership in the team; shows loyalty to the team; determines when to be a leader and when to be a follower contributes to achieve the team's goals and objectives; encourages others to express their ideas and opinions; identifies and draws upon team members' strengths and weaknesses to achieve results; learns from other team members Click Teamwork

11. What is a Competency Model?
A competency model is a clear description of what a person needs to know and be able to do – the knowledge, skills, and abilities – to perform well in a specific job, occupation, or industry.
A competency model is useful to organize the competencies needed to perform in a particular work setting such as a job, an occupation, or an industry.
When developing your plans to train workers how do you gather information and list what the worker needs to know and be able to do. We have a series of tools available for you.

12. The Building Blocks Model
Competency Model Tiers
The competency model is depicted in a graphic consisting of nine tiers.
At the base of the model, Tiers 1 though 3 contain Foundation Competencies, which form the foundation needed to be ready to enter the workplace.
Employers have identified a link between foundational skills and job performance, as well as the fact that foundational skills are a needed prerequisite for workers to be able to learn new industry-specific skills. These foundational competencies are essential to a large number of occupations and industries. The competency descriptions become more job specific as you move from the base to the upper tiers
Tier 1 –Personal Effectiveness Competencies are shown as hovering below the pyramid because these competencies are essential for all life roles. Often referred to as "soft skills," personal effectiveness competencies are generally learned in the home or community and reinforced and honed at school and in the workplace. They represent personal attributes that may present some challenges to teach or assess.
Tier 2 – Academic Competencies are critical competencies primarily learned in a school setting. They include cognitive functions and thinking styles. Academic competencies are likely to apply to all industries and occupations.
Tier 3 – Workplace Competencies represent motives and traits, as well as interpersonal and self-management styles. They generally are applicable to a large number of occupations and industries.
Tier 4 – Industry-Wide Technical Competencies represent the knowledge and skills that are common across sectors within a broader industry. These technical competencies build on, but are more specific than, competencies represented on lower tiers.
Tier 5 – Industry-Sector Technical Competencies represent a sub-set of industry technical competencies that are specific to an industry sector.
Many states are adopting various types of work readiness credentials that assess foundational competencies and certify individuals as having them. The content competencies for these credentials would be an example of a foundation model.
Tiers 4 and 5 contain Industry Competencies, which are specific to an industry or industry sector. Cross-cutting industry-wide technical competencies make it possible to create career lattices within an industry wherein a worker can move easily across industry sub-sectors. Rather than narrowly following a single occupational career ladder, this model supports the development of an agile workforce and the development of career ladders.
Tiers 6 through 9 represent the specialization that occurs within specific Occupations within an industry.

13. Building Blocks Competency Model Competency Model Detail
Each tier is divided into blocks. The blocks on each tier represent content or the skills, knowledge, abilities and other factors that are essential to successful performance in the industry and occupation represented by the model. The Building Blocks Model is one of the resources used to develop Industry Models. I used the detailed information form the Building Blocks Model for our Bonus Round a few minutes ago.
Each of the competencies on a tier is customized by industry subject matter and technical experts to reflect the knowledge, skills, and abilities needed for successful performance in an industry. Every worker does not require ALL competencies listed in an industry model. The model is intended to be used as a reference or framework for developing more targeted products – like curriculum or skill standards.

14. Deputy Director, Community Action Partnership of Sonoma
Presenter
Kai Nissley, MBA, MPH,
Deputy Director, Community Action Partnership of Sonoma
Steve
Now I’d like to introduce Kai Nissley, the Deputy Director of the Community Action Partnership of Sonoma who will tell us about how a group developing a Green Jobs Opportunity Program in Santa Rosa, CA found and used an industry model to support their efforts. 14

15. Residential Construction Model
Kai
Thanks Steve. First of all, I am a real Employment and Training Grantee, not an employee of the government, so I feel like I am a field user – not an expert in the use of these models. I first found out about this type of resource on a webinar, not unlike this one.
So, let me give you a little background on our project.
As the, Deputy Director for Planning and Development at our Agency I oversee a YouthBuild program. YouthBuild is a specialized type of subsidized employment program focusing on hard to place youth. We received a High Growth Industry grant for the energy sector during the last years of the Bush administration. Our award was to help develop a pipeline of workers for the Solar Energy Industry. We had worked with out local Economic Development Board and the Workforce Investment Board prior to submitting that application, and we knew that this was a field with opportunities for training hard to place youth.
When the Obama administration made Green Jobs one of the vehicles for economic recovery, we were well positioned to join our Development and workforce partners to lead a community discussion on what “Green Job” development would mean in our county. My experience was that many people were eager to do it… but didn’t have a good idea how to organize across providers and partners to start this discussion.
We knew from our experience with our ETA grant, and the WiB knew from their experience with a Housing Energy Rating System (HERS) training… that we knew some types of training were not working for our hard-to-employ target group.
There was a lot of interest in using Green Jobs to help create career paths for some of our hardest to employ youth. The WIB had done some training, that was not very successful… and we needed common language to help us to figure out how to move forward.
There was a great deal of confusion among partners on “how to respond to the opportunities” for funding and who should be doing what.
I discovered the Residential Construction Model and saw its value for helping us frame our efforts.
The entire document that comes with the pyramid has a lot of background on what each of the competencies should look like, but it is pretty easy to use. Let me use an example.
Next slide please.

16. Career Pathway Occupational Certificates - NCCER
Industry-wide - Home Energy Retrofit Assessment (tbd)
Workplace - YouthBuild
Academic - High School/YouthBuild
Sonoma County Work Readiness Certificate - Schools
Kai
As an example.
We had a meeting last week with the two members of the curriculum development staff from the Santa Rosa Junior College. We used the pyramid in the meeting to look at how  the DOL funded YouthBuild Program and the Junior College could support a program for hard to employ youth in getting employment in the Green Energy field and how our partners fit in.
It helped the Junior College partners a lot, because they are new to the green construction field… and have scarce resources for developing new curricula, so they are trying to see where they should fit in… and they didn’t know what the skills were that they should target.
We used the model at our meeting to define the Pathway – to Green Jobs. The goal was to line up with articulation in SRJC for certificates or degrees for high school and YouthBuild grads. We used the model to identify and link the known resources.
For instance, Level one on the pyramid is the PERSONAL EFFECTIVENESS COMPETENCIES
We tried to think of who was specifically working on this. The Sonoma County Office of Education has developed a Work Ready Certificate, and last year this was incorporated into the summer youth employment grant awards by our local WorkForce Investment Board. We didn’t use it for the general subsidized employment grants, however, we are trying to get it into more places. For instance, YouthBuild is just one of our programs, and we are looking at how we can incorporate that certificate into our volunteer program to use that as a tool for getting unemployed folks better positioned for employment.
ACADEMIC COMPETENCIES
This is a real problem for the Junior College. The California Budget crisis has meant that the Junior College is not getting students prepared to enter their certificate programs because they are not academically prepared, and the college has lost remedial education funding. At our site we have worked to get a partnership with a charter school to allow co-enrollment and preparation for graduation. However, we were looking for ways to be sure that we could then get the cross over to success college enrollment.
We set up in our next meeting to have the college remedial education director join us and the WIB’s newly hired Green Navigator – who is coordinating Labor Market Information on jobs.
Incidentally, at our site using our Department of Labor grants we have changed to using the TABE testing for tracking academic competencies, in addition to High School credits. We now have the highest pass rate for the High School exit exam for 12 graders of any school in Sonoma County.
TIER THREE – workforce competencies – was the area that our research prior to our High Growth Energy grant submission the solar energy partners and state labor assessments had indicated were critically lacking in the labor pool. I think that the recession may have changed the available labor pool, but still, this was the focus for our scope of work.
The JC was excited about this, since this is not the area that their once per week curriculum or their weekend non-credit courses focuses on.
INDUSTRY WIDE TECHNICAL COMPETENCIES
JC – intro to career exploration (YB students)
JC Curriculum for non-credit -- the tool helped us to identify this.
INDUSTRY SECTOR COMPETENCIES
HERS assessment; trainer identified – but JC lacks a suitable location; we will partner at our site, were we can use our High Growth solar classroom for these classes when not in use for our current trainees. Still working on this
With the Solar Grant we saw the need to get industry technical competencies as the next step, so we adopted a change in our program and partnership to incorporate the NCCER (National Center for Construction Education and Research)
NCCER certificates, coming out with Solar later this year.
JC will develop specialized course for PVC, water…
OCCUPATION SPECIFIC KNOWLEDGE
Construction Management leading to transfer to four year degree
We have our first on site visit coming up at the end of June from our Department of Labor Program Specialist… for me, that will be the big test of how well we have implemented the pyramid in our community to meet our goals! Wish me luck.

17. Presenter Brian Jones Challenger Models That Are Online Steve
Now I’d like to introduce Brian Jones, today’s challenger, who will challenge you to use our resources in your own projects. Brian will tell you where you can access the industry models and other tools found on the Competency Model Clearinghouse Web site. We call it the CMC. 17

18. Competency Model Clearinghouse
Brian
The CMC is your resource for validated industry competency models, tools to build custom models and career ladders or lattices, and information about competency models and their uses. Industry competency models serve as a framework for aligning curriculum, and credentials into a map for career pathways.
The CMC is part of the CareerOneStop suite of Web sites and resources. The header of all CMC pages has menus and links you can use to navigate to other CareerOneStop sites.
Below the CareerOneStop header is the CMC top navigation. From any page on the site, you can use the top navigation to access the CMC’s five major features: [NOTE: click to make the arrow appear, then click to make it disappear]
Using Competency Models,
Find Resources,
Users Showcase,
Industry Competency Models, and Tools.
You can also use the navigation trail to move back a page or return home. Now let’s examine each of the five features.

19. Industry Competency Models
Brian
Industry Competency Models
The CMC is the Web site where you can find the industry models developed through a collaboration between the Employment and Training Administration and industry. At this time we have 15 industry models for your use. You can click on an industry to move directly to that model’s page or click on Industry Competency Models to view the Building Blocks Model. Let’s click on the Advanced Manufacturing Model. 19

20. Industry Competency Models
Brian
Industry Competency Models
Each industry page includes a brief introduction to the model, links to the industry organizations involved in developing the model, and the model graphic.
Using the left-hand navigation, you can also access:
Models for other industries,
Additional links related to this industry, and the
Helpline which includes instructions and the ability to download the full competency model in Word or PDF format for easy reference.
Let’s discuss how to use the model graphic. 20

21. Industry Competency Models
Brian
Industry Competency Models
Move the mouse over any Competency Block to see the definition of that Block. Click on a Block to see the key behaviors that describe the competency and a list of related resources such as credentials, skill standards, and curriculum.
Click on sustainable and Green Manufacturing
Click on Occupation Tiers 6, 7, 8, or 9 of the graphic to search for related O*NET Occupational Competency Profiles for occupations commonly found in the selected industry.
For example - Click on the Competency – Sustainable and Green Manufacturing 21

22. Industry Competency Models
Brian
And you will see the detail definitions for that competency. The model’s detail information provides the resource for developing checklists of the skills that employer’s want, or comparing the instructional objectives within a curriculum to find gaps.

23. Third Category: Industry Models In My Future
Select all that apply:
Advanced Manufacturing Aerospace Automation Bioscience Construction-Residential Construction-Heavy/Civil Energy
Financial Services Hospitality Information Technology Mechatronics Retail Transportation Water Sector Entrepreneurship
Steve
The CMC has industry models for 15 industries and we are working on the model for Geospatial and Long-term Support and Services. What industry models do you think you might use.
Let us know what industries you might be using . Click all that apply. We will give you the opportunity to indicate industries that are not on the list in a minute.
Results of the poll show ….
Ask Gary to pop up an open chat slide and ask the audience to enter other industries that are not on the list. 23

24. Using Competency Models
Brian
The CMC also has information about the Building Blocks, the framework that serves as the foundation to develop industry competency models. This section also includes a Technical Assistance Guide with more detail about the Building Blocks and how to use competency models to address your workforce challenges.
 If the CMC doesn’t have an industry model for the industry you are working on, you can start with the Building Blocks and create a model.
From any page on the site, you can click on the CMC banner to return to the Home Page.

25. Find Resources Brian Find Resources
The next feature, Find Resources, allows you to search a database of competency-based resources such as certification requirements, assessment instruments, skill standards, apprenticeship work process schedules, and curricula. These resources can be used to identify, develop, and customize competency models for your business, workforce investment project, or curriculum development project.
From the Home Page, you can do a quick search by keyword or you can advance to the Find Resources page by clicking Search.

26. Find Resources
Brian
Find Resources
The database of competency-based resources has been assembled as a resource of background information about occupational and industry competencies. The resources are documents that identify competencies, such as curriculum, assessment instruments, skill standards, apprenticeship work process schedules, etc. Information about the resources is contained in a link to the Web site that describes the resource.
The resources are grouped by industry clusters, O*NET occupations, or by ‘type' (e.g., career lattice, curriculum model) to facilitate searching.
There are a variety of search options, including a keyword search by the name of the resource or the name of its developer. You can browse resources by Industry Cluster, O*NET Occupation Family, or Resource Type.
You are encouraged to use the Find Resources search to find education or skill standards in your state, certification requirements or existing curriculum for the occupations you are working on.

27. Find Resources
Brian
A keyword search for welding brings up these resources. Click on ‘detail’ for more information and the Web link to the resource page. The resource database contains a wealth of information that you can use to build and customize competency models and career pathways for your project.
Now let’s move on to the Users Showcase.

28. Users Showcase
Brian
Users Showcase can be accessed from the home page on the left navigation ,[click, click] or from the top navigation bar [click, click]
The Users Showcase highlights two features you might find helpful: Competency Models In Action case summaries and Case-In-Point write-ups. Competency Models in Action describe how the validated industry model frameworks have been used: to articulate critical skills in targeted industries, to find and address gaps in curriculum to better meet the skill needs of employers, and for developing a system of certifications forming a career pathway.

29. Users Showcase Brian Users Showcase
Competency Models In Action are 3-4 page summaries that provide examples of how business, educators, and the workforce development community are using the Employment and Training Administration-sponsored industry competency models to address their workforce challenges. Click on the title of a summary to view it in PDF format.

30. Users Showcase
Brian
Case In Points are brief write-ups about how the workforce development community is using competency models and competency-based resources. Organized by eight major uses of competency models, they can also be searched by keyword, industry, and state. Click on one of the eight major uses to learn about real-life applications for competency models and view a list of related Case In Point write-ups.

31. Examples of Uses of Industry Models
Welding Occupations for the 21st Century
Community College Partnership Develops Occupational Competency Model Based on Automation Industry Model
Wind Turbine Manufacturer Develops Wind Competency Model Using Advanced Manufacturing Model as Foundation
The Center for Energy Workforce Development Uses Energy Competency Model as Foundation for Career Pathways Model
Steve
Several of workforce community have seen the resources and have seen the value of the industry models . We have been documenting how those in the workforce investment arena have taken the industry model frameworks and used them for their own initiatives. Write-ups about how these folks used our resources are available on Competency Model Clearinghouse Web site – in the Users Showcase.
The Weld-Ed Consortium used the Advanced Manufacturing model as the basis for developing occupational models for welders, welding technicians, and welding engineers. They then compared the model contents to welding curricula offered at community colleges, trade schools and universities to determine if the training provided met the needs of employers.
A community college group in TX used the model developed for the Automation Industry to a model for an analyzer technician that has been recognized by the TX Skills Standards Board as the skill standard for this specialized occupation.
Clipper Wind a private employer has used the model frameworks to develop a model for the company to assist with recruitment, retention, and training of wind turbine workers.
And finally the Center for Energy Workforce Development has identified the Model for the Utilities sector as a foundation for the development of a curriculum and certifications that will form a career pathway. For additional details visit the CMC Web site at the site provided. 31

32. Now that you have seen the possibilities, which uses of competency models most interest you?
Apprenticeship
Career Exploration and Guidance
Career Paths, Ladders, Lattices
Certification, Licensure, and Assessment Development
Communicate Industry Needs
Curriculum Evaluation, Planning, and Development
Human Resource Services
Program Planning and Labor Pool Analysis
Steve
Now that you have seen the potential uses of competency models, tell us how you might consider using these resources for your project.
After the results of the Poll
Now let’s go to the last major feature, the Tools that can help you customize or build a competency model or a career ladder.

33. Tools
Barbara
Tools
The CMC has two tools designed to help you build or customize a Competency Model and a Career Ladder/Lattice Tool.
This is the Introduction to the Tools page. From here you access the helpline to:
read general instructions about building competency models and career ladders,
learn about the collaborative process used to develop models,
and view tutorials with step-by-step instructions on how to use the tools.
click Get Started to begin using the Build a Competency Model and the Build a Career Ladder/Lattice tools.

34. Build a Competency Model Tool
Barbara
The first step to customizing a competency model is to choose an existing model to serve as the starting point for selecting competencies. You can select either the Generic Building Blocks or one of the industry models. The list of industry models is the same as the one Brian showed you on the home page.

35. Build a Competency Model Tool
Barbara
It is easy to customize one of the industry models You can mark the boxes to select the competencies you want to keep. You will build the model tier by tier. On each screen you can decide to include all the competencies and key behaviors, or select them individually.
Want to add additional competencies or key behaviors? Just click on Add Competency. [Click, click] or Key Behavior [Click, click] and a series of screens pops up where you enter the customized text for your model.

36. Build a Competency Model Tool
Barbara
When you finish building your model a preview screen appears. After reviewing your model, you can return and make changes to any of the tiers. The Stop and Save Feature lets you save your work to a Word document for further editing. All of the models and customization is saved in your account on the CMC. Any changes you make in the Word document won’t show up in the Tool however. Since the competencies we describe in an industry model are intentionally broad, you may want to go on and define competencies for an industry sector, or go on to identify the occupations in your industry starting with entry level occupations and showing the progression to more skilled, higher paying jobs – a career ladder.

37. Things that you have to climb for $500
How would you define the term “career ladder?”
A skills building opportunity for construction workers
A picture of job progression in a career that facilitates movement between jobs
A short-term career choice

38. Career Pathways, Ladders, and Lattices
Barbara
A Career Ladder – sometimes called a Career Lattice illustrates how a worker moves through a career:
Acquiring additional knowledge and skills
Using education, training or work experience.
The ladder or lattice provides a picture of job progression in a career. They include detailed descriptions of the jobs and experiences that facilitate movement between jobs. On this ladder for jobs in the IT industry we have used occupations from O*NET. 38

39. Occupational Information Network (O*NET)
What is O*NET?
The O*NET program is the nation's primary source of occupational information.
The O*NET database describes hundreds of occupations in terms of:
Skills and knowledge required
How work is performed
Typical work settings
Barbara
The different parts or different measures of an occupation are called “Descriptors” and each occupation in O*NET has hundreds of descriptors.

40. O*NET Content Model Barbara
All of the descriptors in O*NET fit into something call a “Content Model”
O*NET uses a common language for these descriptors that cover both work-oriented characteristics and job-oriented descriptors- for what is required in the workplace.
Skills
Abilities
Knowledge
Tasks
Work Activities
Work Context

41. Build a Career Ladder/Lattice Tool
Barbara
The second CMC tool leads you through the steps to build a career ladder. A career ladder is build on an industry model foundation. The idea is to show potential workers that they can gain broad industry knowledge and skills, then move up a ladder by taking additional training, or getting more on the job experience. This ladder shows the career progression for a health care worker. 41

42. Build a Career Ladder/Lattice Tool
Barbara
The first step in building a career ladder is to define the jobs along the career path. For information on the process to build a career ladder see the General Instructions [click, click1,2] in the Helpline.
Enter a job title on the Job Information screen. At this point you can fill in some or all the fields of information to describe the job requirements. Or save [click, click 3,4] just the title and come back later to fill in the details.
Complete as many of the remaining fields as you think are needed to describe the job such as description, education and workforce preparation required, and the licenses or certifications that assure that the worker has the right skills for the job.
Much of the information can be selected from drop down multiple choice options, and/or copied and pasted from other websites and documents
Complete instructions on how to use the tool and work with a team are found in the Helpline on the left of the screen.
This is a lot of information to remember. The CMC has a tutorial [click, click 5,6 ] that will guide you through the steps.
Enter information from resources your and your team have identified or developed OR Click on The Research Job Information tab. opens a a new window where you can get information from the O*NET database and the CareerOneStop.
[click] 42

43. Resource Report Home Health Aide
Barbara
You will see a series of screens to search for an occupation in the O*NET database. After you select the occupation you can view a report of the O*NET occupational description and a list of tasks. Cut and paste from the report to complete the job description section. The report also shows wage and salary information from the OES Wage survey, and occupational projections for the selected occupation.
You might decide to go directly to the O*NET site to get this and additional information about the occupation.

44. O*NET OnLine
Barbara
ONET OnLine is an interactive application providing easy public access to O*NET information.
Many ways to access the information:
If you know the occupation you are looking for, you can do a “quick search.”
Other strategies include:
Key words
Crosswalks
Advanced search - by the skills people have or the or
machines/tools/equipment used on the job
Find occupation – what you think is the name of the occupation
Green Jobs

45. O*NET OnLine Barbara Use O*NET OnLine to find an occupation by
Key word
Job Family
Career Cluster
STEM Discipline (Science, Technology, Engineering & Math)
Industry
Job Zone (mixture of education & experience)
or other O*NET descriptors
In this example, I used
“electrician helper” as a key word

46. O*NET OnLine
Barbara
O*NET produces a Summary Report which can be printed.
The Report includes of the top measures of all of the important descriptors for an occupation
Information on:
Tasks
Tools & Technology
Knowledge, Skills, Abilities,
Work Activities, Work Context,
Job Zone, Interests, Work Styles,
Work Values, Related Occupations,
Wages & Employment
Or you can seek a “Detailed Report “which goes into detail and allows you to set your own range of requirements- useful for curricula development .

47. Build a Career Ladder/Lattice Tool
Barbara
After describing the jobs in the career ladder, you will place them on a grid, then draw the links that show the pathway from entry level to more skilled jobs. Note that the pathway can be vertical – showing upward movement or horizontal – lateral movement. You can make the grid bigger by adding more rows and columns.
Once you have linked jobs, add important information on experiences needed to move from one job to another by clicking Add Critical Developmental Experiences. 47

48. Outreach Features Brian We are always making improvements to the CMC
There are three features to help you stay up-to-date on new CMC content:
Subscription
The Subscription feature allows you to subscribe to blasts alerting them to new content and functionality on the CMC. Don’t worry. If you sign up, we won’t flood your inbox. You will be ed no more than once per month.
RSS Feed
RSS stands for Really Simple Syndication. The CMC provides an RSS Feed as another way to share updates. Add the CMC RSS Feed to your Web browser or RSS reader to automatically receive updates. Users can also select What’s New on the RSS Feed page to view the content without subscribing to the Feed.
Share on Facebook
The CMC features a Share on Facebook icon. If you want to share a CMC page on Facebook, you can select the icon to post a link to the CMC.
Clicking the icon will take you to a Facebook login page. After logging in, you have the options of adding a caption, selecting a thumbnail, and setting your privacy preferences. Click Share to post the CMC link to your Wall and Links. Remember that you will create a link to whichever CMC page you are viewing when you click the Share on Facebook icon.

49. Would you be interested in a working session that would guide you through a process to use:
Select all that apply
O*NET OnLine to get occupational information
Build a Model Tool to customize an industry model
Build a Model Tool to create a new model
Career Ladder/Lattice Tool
Provide customized assistance for your project
Other
Steve
Help us help you. Would you want additional help with using any of the tools you saw today?
Other ideas for future Webinars? Put them in the chat feature

50. Gary – open a Chat Window
Now You Tell Us
Gary – open a Chat Window
Steve
You heard Kai tell you about how Santa Rosa JC is using the resources
Tell us how you plan to use them.

51. Question and Answer Period
Please enter your questions into the Chat Room!

52. Competency Model Clearinghouse
Resources
Competency Model Clearinghouse
model/default.aspx
O*NET OnLine

53. Speakers’ Contract Information
Barbara Derwart, Contractor Support, ETA Competency Initiative
Phone: (202)
Brian Jones, Contractor Support, ETA Competency Initiative
Phone: (240)
Steven Rietzke, ETA Business Relations Group
Phone: (202)
Kai Nissley, MBA, MPH, Deputy Director, Community Action Partnership of Sonoma County, CA

54. Share your ideas with your peers!
You have the option to submit content for review by uploading the resource or providing a link to the resource.
Share your demand-driven strategic plans, models, innovations, resources, and ideas!

55. Access to Webinar Resources
Recordings and transcripts are available within 2 business days after the event.
Access to Webinar Resources

56. Stay Informed, Get Connected!
Workforce3 One:
Communities of Practice
Recovery Clearinghouse
Live and Archived Webinars
Podcasts
Monthly Newsletters
Thousands of User-Generated Resources!
For more information about the Workforce Investment System:
Visit
Call US2-JOBS

57. THANKS!