0. Developing Career Pathways Systems: Six Key Elements
NOTES
Prepare for this session by reading all suggested background materials.
This training is designed for a 90-minute session.
If possible, find out in advance the approximate number of participants, so you can accommodate the size of the group. For example, if you have 50 participants, you should NOT ask them to introduce themselves individually. If each person takes one minute to introduce himself, that will be about 50 minutes gone from your 90-minute session.
Developing Career Pathways Systems: Six Key Elements
Welcome participants and introduce yourself. Give them highlights of your experience, especially those that are relevant to adult learning strategies or career pathways.
If you have a small group, ask participants to introduce themselves, asking them to name the following:
Their name
What they do
Their agency
How long they’ve been working with adults in the workforce, education, or health and human service systems
If your group is any bigger than 12 people, do NOT ask them to introduce themselves individually. (See note above right.) Instead, ask for a show of hands for different types of experience, such as the following:
Who among you are working within the workforce investment system? Health and human service system? Education system?
Who have been working with adults for less than a year? Two years or less? Five years or less? Ten years or less?
How many of you are teachers? Job service staff?
How many of you are from an agency that has a career pathway program or system? Has participated in developing one?
Make some appropriate comment based on the composition of the group. EXAMPLE: “Looks like we have a lot of people here today who have significant experience working with adults, so I’m sure we will have a rich discussion. We will draw on everyone’s experience as we grapple with the concept of career pathways.”
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R5 ETA ASTD Technical Assistance Forum
October 17-19, 2011

1. Implementing Career Pathways ♦ Page 1
Purpose
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To share information on career pathways
To promote career pathways as a successful strategy in the workforce investment system
To provide you with resources and tools to help states and local areas develop career pathway systems
EXPLAIN: We have three goals for today:
First, we would like to share with you some information on career pathways – what career pathways are and what their key elements are.
Second, we would like to promote career pathways as the best way to help unemployed adults gain new skills or new credentials that will help them not only get a job but also begin a career with family-sustaining earnings.
Third, we would like to share resources and tools that we hope will help state and local teams launch career pathway initiatives.
CONTINUE: As a by-product of this event, we hope that you will have the opportunity today to learn from each other and, even better, to broaden your network through the people you’re meeting here today.
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Implementing Career Pathways ♦ Page 1

2. Implementing Career Pathways ♦ Page 2
Objectives
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By the end of this session, you will be able to do the following:
Explain what a career pathway system is
Name the six key elements of a career pathway system
Identify some challenges in developing and implementing a career pathway system
Identify online resources and tools
Identify steps for helping states and local areas in your region develop career pathways
SAY: Specifically, we hope that by the end of today’s session, you will be able to do the following:
Explain or define career pathways
Identify the six key elements of a career pathway system
Identify some challenges you will face in developing a career pathway program
Become familiar with the tool we’ve developed for you: the “Career Pathway Readiness Assessment Tool” and explain how you can use it to begin developing your own career pathway system
Name the steps you can take towards developing a career pathway system
Explain that at the end of today’s session, you will ask them to work together to come up with a “Can Do” list – a list of actions they can already start doing, stop doing, do more of, or do less of – to help them move towards a career pathway program system.
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Implementing Career Pathways ♦ Page 2

3. Implementing Career Pathways ♦ Page 3
Agenda
NOTES
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Background and Context: Why Career Pathways?
Definition and Framework
Steps for Supporting Career Pathways in Your Region
Wrap-Up
Use the slide to briefly present the agenda
Implementing Career Pathways ♦ Page 3

4. BACKGROUND AND CONTEXT:
NOTES
TRANSITION: So why are we talking about career pathways?
EXPLAIN: In 2009, the Employment and Training Administration or ETA received some funding to focus on adult learning strategies. At that time, there was still no in-depth technical assistance related to what works with adults, so the agency wanted to find out what adults needed to succeed in the workplace. ETA worked with the U.S. Department of Education’s Office of Vocational and Adult Education or OVAE to develop a strategy for collecting information. In 2010, we jointly conducted three forums around the country. ETA’s Assistant Secretary, Jane Oates, and OVAE’s Assistant Secretary, Brenda Dann- Messier, listened to education and workforce practitioners from around the country talk about what adult learning strategies were working, what the challenges were in working with adults, and what the opportunities were for the federal government to promote these successful adult learning strategies.
CONTINUE: The first forum was on April 19, 2010, in Seattle, Washington, and focused on the development and implementation of career pathways for low- skilled adults. The second was on July 14, 2010, in Palatine, Illinois, and it centered on successful strategies for workers in transition. The third forum, on September 28, 2010, in DC, examined successful
strategies for increasing the attainment of industry recognized postsecondary credentials.
CONTINUE: What we heard consistently was career pathways for adults. We had heard of career pathways for schools and for youths, but not much about career pathways for adults. We checked it out – career pathways had already found their way into Arkansas, Kentucky, Oregon, Washington, Wisconsin, and other states, and the findings looked really good.
CONTINUE: Since then, ETA has been using the information we’ve gathered from these forums to inform our strategies and reauthorization activities. For example, we have since funded nine career pathway grants to states and one to a tribal entity. We’ve been providing TA in a number of ways, such as by assigning a coach to each grantee. The grantees have also participated in two training institutes. The first one, in November-December 2010, focused on how to bring about systemic change. The second one, in April this year, focused on how to infuse credentials in career pathway programs. There will be additional career pathway grants.
WRAP-UP: People are excited about career pathways, and we want to share with you the reason behind their enthusiasm.
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BACKGROUND AND CONTEXT:
WHY CAREER PATHWAYS?
Implementing Career Pathways ♦ Page 4

5. Vast Numbers of Unemployed Adults and Older Youth
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As of the end of 2010, an average of 14.8 million Americans were unemployed.
Over 43% of them had been out of work for 27 weeks or more (long-term unemployed).
This is the highest percentage of long-term unemployment on record since 1948.
SAY: Here’s why the U.S. Department of Labor’s Employment and Training Administration began looking at career pathways seriously. We begin with two words: VAST UNEMPLOYMENT.
Present the slide.
TRANSITION: But – not only are we facing vast unemployment. In addition, because of the economic downturn, huge numbers of unemployed adults need skill upgrade.
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Implementing Career Pathways ♦ Page 5

6. Many Needing Skill Upgrade
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Many cannot return to their previous occupations because the jobs are gone (dislocated workers).
To transition to new careers, they will require new skills and industry-recognized credentials.
Some can return to their industry but have been unemployed for a long time and need to upgrade their skills or obtain new credentials.
Present the slide.
TRANSITION: So some may say, “Then, let’s train them!” Well, as those of us who work with adults know – that’s easier said than done. Many don’t even have a high school diploma or a GED.
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Implementing Career Pathways ♦ Page 6

7. Alarming Statistics on Education
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14.8 unemployed in 2010
14.2 million were 18 years of age or older
54.9% have only a high school diploma or less
PRESENT THE SLIDE:
By the end of 2010, there were 14.8 people unemployed in this country.
Of these, 14.2 were adults 18 years of age or older.
Of these 14.2 million adults, 54.9% had only a high school diploma or less.
TRANSITION: And yet more jobs now require education and training beyond high school.
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Implementing Career Pathways ♦ Page 7

8. More Jobs Requiring Better than High School
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More jobs now require education and training beyond high school.
PRESENT THE SLIDE: Georgetown University’s Center on Education and the Workforce recently issued a report that highlights the difference between employment opportunities for high school dropouts and for those with a post- secondary education. According to the study:
In 1973, only 28% of U.S. jobs required some college education or above.
In 2007, this requirement rose to 59% of all jobs.
By 2018, this requirement is projected to be at 63%.
TRANSITION: Yet, research also shows that postsecondary credentials make a significant difference in an individual’s earnings and job security.
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Year
Percentage of Jobs Requiring
Some College or Above
1973
28%
2007
59%
2018
(projection)
63%
Implementing Career Pathways ♦ Page 8

9. Advantage to Adults and Older Youth with Postsecondary Credentials
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Those with postsecondary credentials earn more and are more likely to keep their jobs.
PRESENT THE SLIDE: This chart from DOL’s Bureau of Labor Statistics shows that, in general, the unemployment rate goes down and the salary goes up as the education level goes up.
For example, in 2010, the unemployment rate for those with less than a high school diploma was See how the rate goes down – 10.3% for those with a high school diploma, 9.2% for those with some college but no degree, 7.0% for those with an associate’s degree, and so on until you get to 1.9 for those with a doctoral degree.
Now look at the salaries. Compare $444 in median weekly earnings for those with no high school diploma, $626 for those with a high school diploma, and so on, until you get to $1550 for those with a doctoral degree.
TRANSITION: So, in summary, what is the issue?
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10. Implementing Career Pathways ♦ Page 10
In Summary
NOTES
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The other bullets will appear separately each time you hit page down, or hit arrow down, or click your mouse on the screen. This will allow you to control the timing of each bullet.
Vast numbers of unemployed adults & older youth.
Many of them need skill upgrade or new credentials.
Workers with postsecondary credentials earn more and are more likely to keep their jobs.
But adults/older youth often do NOT complete postsecondary training – particularly if they’re required to complete remedial or developmental education before earning a credential.
SAY: So, let’s look at the whole issue. As we just saw, there are vast numbers of unemployed adults – many of them out of a job for more than six months.
SHOW THE 2ND BULLET: Many need skill upgrade or new credentials.
SHOW THE 3RD BULLET: Those with postsecondary credentials earn more and are more likely to keep their jobs, so it may be tempting to simply say, “Then, let’s train them!”
SHOW THE 4TH BULLET: Well, as those of us who work with adults know, that’s easier said than done. Even when it is offered, many adults will find it difficult to complete postsecondary training, especially if they’re required to take remedial or developmental education before getting a credential – which is what allows them to get a job. Why is that?
ASK PARTICIPANTS: What challenges may keep adults them from pursuing postsecondary training and credentials? Some responses to expect:
They have families to feed and clothe while they’re getting training, so they need to continue earning a living.
They have mortgages to pay.
They have health issues; and, quite possible, so do their family members.
They can’t pay for the training.
They have no money to pay for transportation – or lunch while they’re away for training.
TRANSITION: With all these obstacles that adults face, we have a huge challenge.
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Implementing Career Pathways ♦ Page 10

11. The Challenge – especially those with low skills and low education –
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How can we help adults get jobs with livable wages?
Especially those with low skills and low education
How can we help adults/older youth
get jobs with livable wages?
– especially those with
low skills and low education –
Read the text as it appears on the screen,
TRANSITION: What do we need to meet this challenge?
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Implementing Career Pathways ♦ Page 11

12. What is Needed A system of support that will make it easier
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First the text will appear in full. This should take you about 11 seconds to read.
After about 11 seconds, the image of the adult will fly in from the bottom.
A system of support that will make it easier
for adults to complete their postsecondary training and education and earn the credentials that will improve their employability, increase their
security, and boost their
earning power
TRANSITION: This is what we need.
Read the text on the slide.
TRANSITION: But we need more than that.
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13. Implementing Career Pathways ♦ Page 13
What is Needed (cont.)
NOTES
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The “system” graphic will appear while you’re reading the text.
The image of the adult will swivel in at the end.
A systemic approach to education,
training, and employment
that focuses on supporting
these unemployed adults & OY
SAY: We must develop a systemic approach to meet all the needs of the adult unemployed.
Read the text on the slide.
TRANSITION: And if we are to meet all the needs of the unemployed adult, we will need to work across agencies and programs to provide comprehensive support.
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Implementing Career Pathways ♦ Page 13

14. What is Needed (cont.) An alignment of programs and services
NOTES
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The arrows will fly in while you’re reading the text.
The image of the adult unemployed will appear after you finish reading the text – a delay of about 5 seconds after the arrows complete flying in.
An alignment of programs and services
across the workforce, education, human service, and economic development systems
to support these unemployed adults/OY and equip them with in-demand skills and credentials
SAY: So whatever system we develop needs one more important characteristic:
Read the text on the slide.
TRANSITION: So, what’s the answer? You’ve got it!
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Implementing Career Pathways ♦ Page 14

15. The Answer: Career Pathways
NOTES
Note that there are seven bullets altogether. Three of them are on the next slide.
The term “career pathways” refers to a clear sequence of education coursework and/or training credentials that:
Is aligned with the skill needs of regional industries
Includes the full range of secondary, adult education, and postsecondary education options
Includes curriculum and instructional strategies that contextualize learning
As appropriate, integrates education and training that combines occupational skills training with adult education services, gives credit for prior learning, and adopts other strategies that accelerate advancement
SAY: The answer is career pathways.
Present the definition of career pathways.
Switch to the next slide and continue presenting the definition of career pathways. (NOTE: There are 3 more bullets on the next slide.)
Implementing Career Pathways ♦ Page 15

16. The Answer: Career Pathways (cont.)
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Leads to the attainment of an industry-recognized degree or credential
Includes academic and career counseling, and support services
Is organized to meet the particular needs of adults, with flexible and non-semester-based scheduling, and the innovative use of technology
Continue presenting the definition of career pathways.
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Implementing Career Pathways ♦ Page 16

17. Key Achievement of Career Pathways
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The sub-bullets will appear separately each time you hit page down, or hit arrow down, or click your mouse on the screen. This will allow you to control the timing of each bullet.
Help adults and older youth gain industry-recognized, postsecondary credentials and transition into new careers through:
Adult-centered program designs
Articulated service delivery models
Direct involvement of employers
Extensive use of labor market information in designing programs that focus on developing in-demand skills
Enhanced coordination of comprehensive services – from adult basic education, to occupational skills training, to career and academic counseling, to support services, to job search assistance
SAY: The experience of practitioners in the workforce and education fields shows that career pathways are the best way for adults to gain industry-recognized, postsecondary credentials that help them transition into new careers. Why?
SHOW THE 1ST SUB-BULLET: Because career pathway programs are adult- centered, they address the needs of adults.
SHOW THE 2ND SUB-BULLET: Because pathway programs are based on articulation agreements with educational institutions, adults receive academic credit.
SHOW THE 3RD SUB-BULLET: Because employers are directly involved, pathway programs are designed to produce workers who have the knowledge and skills employers need.
SHOW THE 4TH SUB-BULLET: Because pathway programs are developed using labor market information, the adult participants develop in-demand skills.
SHOW THE 5TH SUB-BULLET: And because pathway programs provide comprehensive services, they meet the education and support needs of adults – from adult basic education to occupational skills training, to academic counseling, to job search assistance, to other support services.
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Implementing Career Pathways ♦ Page 17

18. Implementing Career Pathways ♦ Page 18
. . . But Do They Work?
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Career pathways work! States and local areas with a career pathway approach have seen improvements in credential attainment and employment.
I-Best results
P/PV results
Capital Idea results
SAY: So, why career pathways? Because the experience from the field shows that a career pathway approach works, that an integrated education & training model is the most effective way for adults to earn postsecondary credentials or degrees that lead to well-paying careers.
CONTINUE: There are a number of successful models to learn from. Some examples:
Washington State’s Integrated Basic Education & Skills Training or I-BEST. Program results show that adult participants do better under a career pathway program than under a stand-alone education program or a stand-alone occupational program.
Another example is a very rigorous random assignment sectoral study conducted by Public/Private ventures. The study focused on 3 career pathway programs:
The Wisconsin Regional Training Partnership (WRTP), an association of employers & unions that offer 2- to 8-week training programs in response to specific employers’ requests or to clearly identified labor market needs. Its short-term pre- employment training programs in the construction, manufacturing, & healthcare sectors were included in the study.
The Jewish Vocational Service–Boston (JVS–Boston), a community-based nonprofit that has provided workforce development services for more than 70 years. Its training programs in medical billing and accounting were included in the study.
Per Scholas, a social venture in New York City that combines a training program with efforts to refurbish and recycle “end of life” computers and distribute them to low-income people through partnerships with nonprofits, schools, and community colleges. Per Scholas’ computer technician training program was included in the study.
The PPV study found that the programs had strong advantages for participants, including higher earnings & better jobs, as measured by hourly wages and access to benefits.
The positive results are consistent with Capital Idea, a sector-focused training program in Austin, Texas. A quasi- experimental evaluation found substantial employment, earnings, and Unemployment Insurance-related impact relative to a comparison group receiving low-intensity One-Stop Center services. Participants trained in healthcare and other fields have experienced an earnings impact of more than $3,100 per quarter seven years after enrollment, and the impact appears to be increasing during the economic recession and recovery.
Clearly, the benefits of career pathways to program participants are enormous.
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Implementing Career Pathways ♦ Page 18

19. WHAT ARE THE ELEMENTS OF EFFECTIVE CAREER PATHWAY SYSTEMS?
NOTES
SAY: So let’s look more closely at career pathways. What are the elements of effective career pathways?
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WHAT ARE THE ELEMENTS OF EFFECTIVE CAREER PATHWAY SYSTEMS?
Implementing Career Pathways ♦ Page 19

20. Six Key Elements of Career Pathway Systems
NOTES
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The first level bullet will automatically appear after a delay of 2 seconds.
All the sub-bullets will appear as one object when you hit page down, or hit arrow down, or click your mouse on the screen. This will allow you to show the elements only when you’re ready to speak about them.
Career pathway systems provide a clear sequence of education coursework or training credentials and have the following elements:
SAY: As I explained earlier, we worked with OVAE at the Department of Education to consult practitioners and talk to experts on career pathways. Based on these consultations, ETA and OVAE have identified 6 key elements – not steps, but elements. These 6 elements need to all be operating at the same time in career pathway systems. The experience of career pathway experts has shown that you’ll need to keep going back and working on these elements.
SHOW THE SUB-BULLETS AND SAY: The Departments of Labor and Education have listened to feedback from workforce and education professionals and have looked at countless career pathway systems. They have identified 6 key elements of successful career pathway systems:
Cross-agency partnerships
Employer engagement
Adult-centered program design
Identified funding needs and sources
Aligned policies and programs
Measurement of system change and performance evaluation
SAY: The purpose of this framework is to give us a way to take this very broad definition of career pathways and operationalize it. How do we make them happen? What do we actually need to do to make them happen?
TRANSITION: Let’s examine each of these elements a little bit more closely.
Switch to the next slide.
Build cross-agency partnerships & clarify roles
Identify industry sector or industry & engage employers
Design education & training programs
Identify funding needs & sources
Align policies & programs
Measure system change & performance
Implementing Career Pathways ♦ Page 20

21. #1: Build Cross-Agency Partnerships and Clarify Roles
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The sub-bullets will appear separately each time you hit page down, or hit arrow down, or click your mouse on the screen. This will allow you to control the timing of each bullet.
Key cross-agency partners at the local and state levels are engaged to participate in the initiative.
Local team is formed to design, pilot, launch, and grow a local or regional career pathway system.
Partners are invited to design, craft, and implement a shared vision.
State team supports the local team with administrative policies and legislation to aid in local implementation and statewide growth. Senior state and regional leaders visibly support the initiative.
SAY: It’s impossible for one agency alone to help unemployed adults overcome all the obstacles that keep them from completing post-secondary training and earning post- secondary credentials. In a comprehensive career pathway system, a diverse group of representatives from state and local public agencies, private and non-profit partners, and employers and members of the business community collaborate to design, craft, and implement a shared vision.
SHOW 1ST SUB-BULLET: Usually, a local team begins the effort by inviting partners. We believe that the best convener is the local Workforce Investment Board or WIB.
ASK: Give me examples of the types of partners you’d want to be involved in this initiative.
AFTER PROCESSING, CONTINUE: So, at a minimum, you must have education, employers, and workforce development represented. However, you’re more likely to succeed if you have CBO’s, TANF, and economic development partners at the table as well. The partnerships vary; for example, sometimes adult basic education is represented but not community colleges, and sometimes, it’s vice versa.
SHOW 2ND SUB-BULLET: Once they are formed, the partners work together to develop a shared vision.
SHOW 3RD SUB-BULLET: There should be overall support to the initiative from all levels. For example:
If the initiative began with a local team, state leadership support is needed, such as through the development of administrative and program policies and laws that support the implementation of career pathway systems at the local, regional, or state levels. These laws and policies should also support statewide growth, replication, and sustainability.
If the effort begins at the state level, the state team needs to be in close contact with the local WIB – to be aware of the local needs in combining programs. In Oregon and Wisconsin, for instance, there is a constant back and forth between the WIB and the state.
Naturally, it would be great if your supporters at the local, regional, or state levels are senior career or political leaders who provide vocal and visible support to your initiative.
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Implementing Career Pathways ♦ Page 21

22. #1: Build Cross-Agency Partnerships and Clarify Roles (cont.)
NOTES
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The sub-bullets will appear separately each time you hit page down, or hit arrow down, or click your mouse on the screen. This will allow you to control the timing of each bullet.
Note that the enumeration under sub-bullet #2 will appear together with that sub-bullet.
Roles and responsibilities are clearly defined and formalized.
Create a leadership or steering committee to guide the development process.
Clarify and formalize roles and responsibilities of the following:
SAY: Once the partners are engaged, the team defines and formalizes the roles and responsibilities of each partner. Usually, the team does this through the following steps:
SHOW 1ST SUB-BULLET AND SAY: First, the team needs to create a leadership or steering committee, which will guide the partners during the development process.
SHOW 2ND BULLET AND SAY: Then, the steering committee will work collaboratively to clarify the roles and responsibilities of the different partners. The partners will usually formalize this agreement through a Memorandum of Understanding or a Team Charter. Building these partnerships takes time. It takes time to generate interest, to win commitment, to clarify roles and responsibilities, and to formalize those agreements.
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Workforce system
Economic development system
Education system
Human service system
CBO’s
Employers
Implementing Career Pathways ♦ Page 22

23. #2: Identify Industry Sector and Engage Employers
NOTES
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The sub-bullets will appear separately each time you hit page down, or hit arrow down, or click your mouse on the screen. This will allow you to control the timing of each bullet.
Sectors and industries are selected and employers are engaged in the development of career pathways.
Determine labor market trends, skill development needs and opportunities, and employer preferences.
Select employers or industry representatives and plan how to pitch the initiative to them.
Plan how to work with employers in the different phases of the initiative (design, launch, operation, evaluation).
SAY: The second element is equally important. To succeed in launching a career pathway system, you’ll need to take a sector approach in engaging employers. That’s why the WIB’s and the workforce development system are so crucial in creating career pathways. They provide much needed help in making the pitch for employer support. There are some really good arguments, such as creating a talent pipeline, reducing turnovers, etc. In any case, identifying the sectors and industries involves the following:
SHOW FIRST SUB-BULLET AND SAY: First, you would need to conduct a gap analysis by looking at labor market trends:
What are the jobs for which employers cannot find workers? There’s your gap.
Which of these jobs could be filled by unemployed adults if they are properly trained and credentialed?
Which of these jobs could lead to long-term careers?
Which companies and industries have these jobs?
What do employers prefer? For example, what would they require of new hires at the entry level? In other words, what skills, abilities, education, and training would make for an ideal new hire for these employers?
SHOW SECOND SUB-BULLET AND SAY: Once you know what industry sectors to target, you’ll need to narrow the field down. Which specific companies or persons would you like to invite?
ASK: Can you think of specific persons – maybe industry leaders – whom you would love to have as part of your team? Why them?
Draw out some answers from the participants.
Respond appropriately.
CONTINUE: Then you would have to ask yourselves: How would I sell to these company and industry representatives the idea of participating in my initiative to develop career pathway systems that would give unemployed adults jobs and, eventually, careers in their company or industry? What’s in it for them?
SHOW THIRD SUB-BULLET AND SAY: You’ll also need to plan the involvement of these company and industry representatives throughout the initiative. What would you like them to do during the design, launch, operation, and evaluation phases? What time commitment would you ask of them? Do they themselves have to participate or can they designate someone from their organization to speak for them?
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Implementing Career Pathways ♦ Page 23

24. #3: Design Education and Training Programs
NOTES
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The sub-bullets will appear separately each time you hit page down, or hit arrow down, or click your mouse on the screen. This will allow you to control the timing of each bullet.
Career pathway programs provide a clear sequence of education courses and credentials that meet the skill needs of high-demand industries.
Provide a clear sequence of education courses and credentials that lead to postsecondary education/training and employment.
Design programs to accommodate individuals regardless of their skill level at the point of entry.
Design programs around high demand industries and career ladders that pay family-sustaining wages.
Support programs through state legislation and administrative policies for sustainability.
SAY: A clear program design is the 4th critical element of a career pathway system. This includes the following:
SHOW FIRST SUB-BULLET AND SAY: The program must clearly lead to postsecondary education or training AND to employment.
SHOW SECOND SUB-BULLET AND SAY: The program must be flexible enough to accommodate any person regardless of his or her skill level. An adult should be able to go to a pathway program starting from any point – high school, post high school, community college level, or even higher. In other words, the program should have multiple entry points and allow students to come in at the point that matches their own skill level.
SHOW THIRD SUB-BULLET AND SAY: The program must be designed around high demand industries, must provide opportunities for career ladders, and must pay family-sustaining wages.
ASK: Why high-demand industries?
ASK: Why career ladders?
ASK: Why family-sustaining wages?
SHOW FOURTH SUB-BULLET AND SAY: The program must be supported through state legislation and administrative policies. This will ensure that the program or system will endure. After all, career pathway systems take a lot of investment in time, effort, and money, and you don’t want to waste all that for something that will run only for a short time.
TRANSITION: A career pathway program must be designed to meet the needs of the unemployed adult participants and the employers for whom these participants are being trained. Here are some questions to which you will need answers.
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Implementing Career Pathways ♦ Page 24

25. #3: Design Programs… (cont.)
NOTES
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Key questions to ask: How will we . . .
Incorporate & align secondary & post-secondary education elements?
Integrate & contextualize adult basic education & occupational skills training?
Chunk curricula into shorter programs of study?
Meet the need for flexible training & education options?
Include academic & CTE content in a coordinated, non-duplicative progression?
Integrate wrap-around services?
Ensure the program leads to an associate or baccalaureate degree or industry-recognized credentials or certificates at the postsecondary level?
Read the questions or ask several participants to read the questions.
Expound a little after each element by posing a question or making a comment. For example:
Incorporate & align secondary & post-secondary education elements? Why would you need to pay attention to incorporating secondary education elements when our focus here is supposed to be on postsecondary education and training?
Integrate & contextualize adult basic education & occupational skills training? As we discussed earlier, in the integrated approach, adult basic education is carried out in the context of the work environment – that is, what the students will be expected to do once they get hired. In this way, students pay more attention because the material is meaningful and relevant, and they learn better because the learning process is applied to something they want or expect to do.
Chunk curricula into shorter programs of study? What for is chunking? What will it allow you to do?
Meet the need for flexible training & education options? Give me an example of a flexible option. (e.g., credit for prior learning).
Include academic & CTE content in a coordinated, non-duplicative progression? Why should the design be non-duplicative in progression?
Integrate wrap-around services? As we’ve talked about, unemployed adults bring a lot of adult challenges, which career pathway systems must help them address. What are some examples of these so-called wrap-around services? How would these help the student?
Ensure the program leads to an associate or baccalaureate degree or industry-recognized credentials or certificates at the postsecondary level? This is the whole point of career pathway systems. Participants’ education and training MUST lead to a post-secondary degree , certificate, or credential recognized industry-wide to give them a greater chance of establishing a career for themselves.
Switch to the next slide.
Add accelerate credential attainment – on the slide and in the trainer notes
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26. #4: Identify Funding Needs & Sources
NOTES
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The sub-bullets will appear separately each time you hit page down, or hit arrow down, or click your mouse on the screen. This will allow you to control the timing of each bullet.
Necessary resources are raised and/or leveraged to develop and implement career pathway programs.
Identify resources needed to operate programs and core system components.
Program development
Professional development
Operating costs
Supportive services
Ensure state and local partners work together to raise and leverage funding from federal, state, local, and foundation sources.
SAY: Funding is the fifth critical element of career pathway systems. One of the primary functions of the career pathway team is identifying and drawing on a lot of funding sources. For example, most successful states – such as Oregon and Minnesota – have used WIA incentive dollars to fund career pathways. In addition, there are grant opportunities, career pathway innovation funds, and foundation grants. Although the workforce innovation fund has been eliminated, increasingly the career pathway approach is being used by different agencies as a funding focus.
SHOW 1ST SUB-BULLET AND SAY: The core components of a career pathway system are program development, professional development, operating costs, and supportive services.
SHOW 2ND SUB-BULLET AND SAY: You will also need to ensure that all your partners are working together to raise and leverage funding from federal, state, local, and foundation sources.
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27. #4: Identify Funding Needs and Sources (cont.)
NOTES
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Key questions to ask:
What are your funding needs?
Curriculum development
Professional development
Operating costs
Supportive services
What funding sources should you explore?
WIA Titles I, II, & IV funds
Wagner-Peyser Act funds
Carl Perkins Act funds
TANF funds
State funds
Private foundations
SAY: There are two questions you will be asking yourselves.
SHOW 1ST QUESTIONSAND SAY: How much do you need for curriculum development, professional development for staff, operating costs, supportive services, and other pathway expenses?
SHOW 2ND QUESTION AND SAY: In addition, you would need to ask yourselves what your possible sources of funding are. For example, how would the local agencies bring in WIA Titles I, II, & IV; Wagner- Peyser, Carl Perkins, and TANF? What other State funding sources are available? Is there funding from private foundations? And how about employers and business associations? The most successful local efforts have figured out how to bring together a lot of different funding sources to get adults to even a bachelor’s degree.
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28. #5: Align Policies and Programs
NOTES
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Federal, state, and local legislation or administrative policies promote career pathway development and implementation.
Local and state partners identify key policy and program changes and actions needed.
Partners actively coordinate efforts across the region and/or state and establish formal procedures to institutionalize system change.
Agencies and programs collaborate to provide professional development across organizations and systems.
SAY: The sixth element of career pathway systems is policy and program alignment. Ideally, legislation and administrative policies must support and promote career pathway development and implementation. Sometimes, to support a career pathway program, the State may need to waive some performance requirements. Here are some examples:
In Illinois, there is a single statewide definition of bridge programs – which ones can be funded, which ones cannot be funded, and how to hold the program operators accountable. Is this single definition appropriate for every career pathway program, or is some accommodation needed?
How long can a career pathway participant be funded for workforce training under WIA?
What about the eligible training provider list? Is this aligned with career pathway efforts, so that the offerings of these training providers result in credentials recognized by industry?
What about a community college? For what training will a community college award academic credits? Sometimes, the college’s Board of Regents will need to be involved.
SHOW SUB-BULLETS AND SAY: The career pathway partners should identify the policy and program changes that may be needed as they develop their program. They should actively coordinate their efforts to achieve the changes that are needed – which may be challenging because it is difficult to institute policy changes.
SAY: To achieve policy and program alignment, there are a number of questions to ask.
Switch to the next slide.
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29. #5: Align Policies and Programs (cont.)
NOTES
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Key questions to ask:
How are career technical & academic programs linked (or not) at the community college? How can linkages be strengthened?
How does the eligible training provider list (ETPL) promote career pathway development?
How can One Stop and TANF service providers coordinate with each other in providing services?
What can be used to fund curriculum & professional development?
How can policymakers support the development of portable and stackable credentials?
Read or ask some participants to read the questions.
Ask for ideas from the participants in response to the questions.
Implementing Career Pathways ♦ Page 29

30. #6: Measure System Change and Evaluate Performance
NOTES
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Track effect of policy changes and program designs on participant outcomes
Arrange data-sharing agreements with key partners and employers, as appropriate
Design systems for sharing performance information to support continuous learning and improvement
SAY: Effective career pathways are not just programs but comprehensive systems. Systemic changes, especially at the policy level, are needed to meet the needs of unemployed or underemployed adults, as well as to respond to employers’ requirements for a well-trained and well- prepared workforce. Therefore, it’s important to measure system change and evaluate the performance of the pathway system. Washington State is tracking its I- Best students. Minnesota is grappling with the issue of tracking the participants in their statewide career pathway initiative.
SHOW 1ST BULLET AND SAY: Tracking the effects of policy changes and program designs on participant outcomes will give program operators invaluable information – not only to improve their career pathway programs or systems but also to generate greater interest among potential funding sources.
SHOW 2ND BULLET AND SAY: Partners, including employers, should agree on how to collect and share full, accurate, and timely data.
SHOW 3RD BULLET AND SAY: They must also design systems to share performance information, so they can continuously identify lessons learned and improve their programs to benefit program participants and their employers. It’s so important to have some way of knowing how their participants are doing – number of credits, retention, program completion, entered employment, salary, etc.
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31. Career Pathways: Six Elements
NOTES
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SAY: So, here we are – the six elements of an effective career pathway system:
Cross-agency partnerships
Employer engagement
Adult-centered program design
Identified funding needs and sources
Aligned policies and programs
Measurement of system change and performance evaluation
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32. Implementing Career Pathways ♦ Page 32
NOTES
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SAY: So, how do you start?
Switch to the next slide.
HOW DO YOU START?
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33. Implementing Career Pathways ♦ Page 33
Initial Steps
NOTES
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Learn more about career pathways
Determine interest and commitment from key stakeholders
Form a steering committee
Define vision and goals
Assess readiness
Create action plan
SAY: Building a career pathway system is NOT an easy goal to achieve. Here are some initial steps to take:
SHOW THE BULLETS AND SAY: What we’ve talked about today, of course, is just an overview of career pathways.
SHOW 1ST BULLET AND SAY: I’m sure that some of you at least need more information, so the first step for you will be to learn more about what makes career pathway systems successful. In a minute, will share some resources with you.
SHOW 2ND BULLET AND SAY: Then, of course, there’s the exploration stage. You will need to network to identify potential partners, get in touch with them, and determine their interest. This is the stage where you may get the most easily discouraged because it will be challenging to get commitment from people to something that they know little about. This is where perseverance pays off.
SHOW 3RD BULLET AND SAY: Once you have partners identified representing key interests, you will form a steering committee that will help launch the team and the effort. You’ll need to work collaboratively with everyone to clearly define the roles and responsibilities of each partner and to formalize this agreement through a formal MOA.
SHOW 4TH BULLET AND SAY: Now that you’re officially a team – a partnership – you will define your collective vision and goals.
SHOW 5TH BULLET AND SAY: It will be useful to assess your readiness using a readiness assessment tool that I will share with you in a minute.
SHOW 6TH BULLET AND SAY: Once you know where you are, you will need to develop an action plan for moving forward.
Switch to the next slide.
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34. Learn More: Current Career Pathway Initiatives
NOTES
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DOL-ETA Career Pathways TA Initiative
HHS-ACF’s HPOG Grants
DOEd-OVAE’s RPOS
Joyce Foundation – Shifting Gears
Ford Foundation – Career Pathways
Gates Foundation – ABE to Credentials
The National Fund for Workforce Solutions
TAACCCT (program designs)
SAY: Here are some ongoing career pathway initiatives and potential funding sources.
Switch to the next slide.
Implementing Career Pathways ♦ Page 34

35. Learn More: Career Pathways: Six Elements Framework
NOTES
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SAY: Also available is a document titled “Career Pathways: Six Key Elements (Definition and Framework), “ which describes the career pathway framework in a little bit more detail.
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36. Learn More: Career Pathways: Readiness Assessment Tool
NOTES
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SAY: Another resource is this “Career Pathways: Six Key Elements (Readiness Assessment Tool). This will be made available in an on-line format as a Quick Start Action Planner (QSAP) soon. This allows you to assess where you are in your career pathway development and helps you develop an action plan.
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37. Career Pathways Community of Practice Web Site
Learn More:
Career Pathways Community of Practice Web Site
NOTES
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SAY: Also an excellent resource for you is the “Career Pathways Community of Practice” web site, which has information and tools from the field on career pathways.
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38. Implementing Career Pathways ♦ Page 38
Additional Resources
NOTES
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WHITE PAPERS
“Career Pathways: Background Paper for a Discussion of How the Federal Government Can Support their Expansion,” white paper prepared by Rachel Pleasants and Mary Clagett for the Adult Learning Strategies Forum on April 19, 2010, U.S. Department of Labor, Employment & Training Administration.
“Adult Learning Strategies for Workers in Transition,” white paper prepared by Ray Uhalde, Heath Prince, and Mary Clagett for the Adult Learning Strategies Forum on July 14, 2010, U.S. Department of Labor, Employment & Training Administration.
“Credentials that Count: The Role of the Public Workforce System in Strengthening Credential Attainment Among American Workers,” white paper prepared by Pamela Frugoli, Mary Alice McCarthy, and Michael Qualter for the Adult Learning Strategies Forum on September 28, 2010, U.S. Department of Labor, Employment & Training Administration.
SAY: Here are some references on career pathways. They’re rich in information and will give you a lot of ideas on approaches to try in your own efforts. This slide lists some white papers.
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39. Additional Resources (cont.)
NOTES
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LINKS TO MODEL CAREER PATHWAY PROGRAMS
“Integrated Basic Education and Skills Training (I-BEST): Washington State’s Career Pathway Initiative,” .aspx
“Higher Learning and Higher Earning: Oregon's Statewide Pathways Initiative,”
“Regional Industry Skills Education: Wisconsin’s Career Pathways Initiative,”
“FastTrac Initiative: Minnesota State’s Career Pathways Initiative,”
SAY: The listed resources include links to the web sites of some successful career pathway models.
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40. Additional Resources (cont.)
NOTES
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LINKS TO MODEL CAREER PATHWAY PROGRAMS (cont.)
“Arkansas Career Pathways,”
“Capital Idea: Austin, Texas, Career Pathways Initiative,” search.html
RELATED STUDIES
“Charting a Path: An Exploration of the Statewide Career Pathway Efforts in Arkansas, Kentucky, Oregon, Washington, and Wisconsin,” prepared by Rosanna Perry Stephens, Seattle Jobs Initiative, May
“Underserved Students Who Earn Credit Through Prior Learning Assessment (PLA) Have Higher Degree Completion Rates and Shorter Time-to-Degree,” research brief published by the Council for Adult & Experiential Learning,
SAY: The resources also include some related studies that show the benefits of a career pathway approach.
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41. Additional Resources (cont.)
NOTES
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RELATED STUDIES (cont.)
“Washington State’s Integrated Basic Education and Skills Training Program (I- BEST): New Evidence of Effectiveness,” Working Paper No. 20 of the Community College Research Center , prepared by Matthew Zeidenberg, Sung-Woo Cho, and Davis Jenkins, September
“Tuning In to Local Labor Markets: Findings from the Sectoral Employment Impact Study,” published by Public/Private Ventures, 2010,
Smith, Tara, Christopher T. King and Daniel G. Schroeder, Local Investments in Workforce Development: 2011 Evaluation Update, Austin: Ray Marshall Center, University of Texas, April 2011 (forthcoming); and Glover, Robert G. and Christopher T. King, “The Promise of Sectoral Approaches to Workforce Development: Towards More Effective, Active Labor Market Policies in the United States,” in Charles J. Whalen, Ed., Human Resource Economics.
SAY: Here are some additional studies.
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42. Additional Resources (cont.)
NOTES
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RELATED STUDIES (cont.)
“Tuning In to Local Labor Markets: Findings from the Sectoral Employment Impact Study,” published by Public/Private Ventures, 2010,
“Courses to Employment: Sectoral Approaches to Community College- Nonprofit Partnerships, Initial Education and Employment Outcomes Findings for Students Enrolled In Healthcare Career Training , Capital IDEA and Austin Community College Partnership, Austin, Texas,” prepared by Matt Helmer and Amy Blair, Revised March 2011, published by The Aspen Institute.
TOOLS
“Funding Career Pathways and Career Pathway Bridges: A Federal Policy Toolkit for States,” October 2010,
SAY: More studies here. And, finally, here’s a link to a tool that you will likely find very useful. It’s a guide to funding sources for career pathway programs.
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43. Resources: Contact Person
NOTES
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If you have questions or need some guidance:
Lori Crockett Harris
Federal Project Officer
Youth and Target Population Specialist
Department of Labor, ETA
SAY: If you have any questions or need some guidance, here is my contact information:
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44. Implementing Career Pathways
NOTES
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Implementing Career Pathways
SAY: Building a career pathway system is quite challenging, as you can imagine. It takes a lot of time and quite a bit of determination on the part of a lot of people. As we’ve seen, no one can do it alone. It requires the zealous collaboration of partners representing different organizations, different interests, different goals. I hope that I’ve wakened enough of an interest in at least some of you to begin exploring the possibilities of a career pathway effort in your region or state.
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45. Implementing Career Pathways
NOTES
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SAY: Thank you, everyone, for participating. Remember that you’re not alone and that if you need help, you can call on a number of people and organizations. If you have any questions for me, I will stick around briefly after we break up for one-on-one conversations.
Stay on this slide while participants are leaving.
When you’re ready to leave, exit the slide, close the PowerPoint presentation, and shut down the computer.
Thank You!
Implementing Career Pathways ♦ Page 45