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									     Next Generation Career Center
   Assessment: The Foundation
      for Skill Development
Assessment: A Core Business
A Panel Presentation for the MAWD 2010 Conference
Osage Beach, MO

                        Presented by Janice Dawson-Threat
Panelists:                     PH.D., MWDP, CWDP
Clinton Flowers, M.P.A., MWDP
                         Missouri Career Center-Columbia
   Manager, Performance and Research Unit, DWD, Jefferson City, MO
Kimberly Mildward, MSED, Career Counselor and Trainer
   Director, Workforce Development Programs, Northwest Missouri Regional
                             MAWD 2010 Conference
   Council of Governments, Maryville, MO
                                 Lake Osage,
Janice Dawson-Threat, Ph.D., MWDP, CWDP MO
  Specialist III - Counselor & Trainer, DWD, Columbia, MO
  Next Generation Career Center
   Assessment: The Foundation
           for Information:
Panelists Contact Skill Development

Clinton Flowers, M.P.A., MWDP
   Manager, Performance and Research Unit, DWD, Jefferson City, MO
   clint.flowers@ded.mo.gov / 573-526-8261

Kimberly Mildward, MSED, MWDP,CWDP
                    Presented by Janice Dawson-Threat
  Director, Workforce Development Programs, Northwest Missouri Regional
                           PH.D., MWDP,
  Council of Governments, Maryville, MO CWDP
                     Missouri Career
   kim@nworcog.org / 660-853-9687 Center-Columbia
                         Career Counselor and Trainer
                            MAWD 2010 Conference
Janice Dawson-Threat, Ph.D., MWDP, CWDP
                                Lake Osage, MO
   Specialist III - Counselor & Trainer, DWD, Columbia, MO
  janice.dawson-threat@ded.mo.gov / 573-882-8821
Assessment: A Core Business

Welcome and Overview
•How the Next Generation Career Center initiative is built
 around assessment

•What some of the implications are for this change

•What are generally current best practices for assessment

•How the Division of Workforce Development has
 prepared for Next Generation implementation
Assessment: A Core Business

  What does Core mean?
 •Next Gen will serve larger numbers or groups of
 •Advancing individuals out of these groups will require
  some type of mostly indisputable fact about their job
  readiness or skills.
 •Assessment will yield mostly indisputable facts.
 •The appropriateness for referral to all other services,
 will emanate from the “initial” assessment.
Assessment: A Core Business

  Core also means:
  •As defined by the Workforce Investment Act,
   core services are available to everyone and
   Next Gen will make assessment a core service.

  •The Next Gen model will use two types of
   assessment: “initial” assessment and some
   form of “comprehensive” assessment when
   determined appropriate for the client.

Assessment: A Core Business

 New Assessment Products are
 •The DWD Assessment Team was formed last
 •The team reviewed and endorsed the use of
  WIN as an appropriate “initial” assessment
 • The team will be re-engaged when the
   opportunity for a comprehensive assessment
   product is resolved at the State level.
      Assessment: The Foundation
         for Skill Development
Best Practices in
Assessment: NGCC Model
                       Presented by Janice Dawson-Threat
Kimberly Mildward, MSED, MWDP,CWDP
                              PH.D., MWDP, CWDP
  Director, Workforce Development Programs, Northwest Missouri Regional
                        Missouri Career
  Council of Governments, Maryville, MOCenter-Columbia
                          Career Counselor and Trainer
                            MAWD 2010 Conference
                                Lake Osage, MO
Best Practices in Assessment

•Next Generation Career Centers will shift
from implementing a rigid, “work-first”
service paradigm to a
“skills-for-work, forever” service strategy.

•All career center customers, including UI claimants, will be provided
with the opportunity to know their skills, improve their skills, and
get the best job possible with their skills.

•Every job seeker that enters the Next Generation Career Center’s
door will leave as a better job candidate because of the value-added
services received.
Quotes from Missouri’s Next Generation Career Centers Strategic Framework -- DWD Issuance 05-2009, Attachment 1

Best Practices in Assessments

•Assessment will be the core service
 used by NGCC Job Coaches
 and the customer.

•They will determine which products and
 services will benefit the customer in
 upgrading and validating their skills and in
 getting a credential to help them be
 prepared for the next career opportunity.

Best Practices in Assessments

Introduction to Bio-Manufacturing Course

•Summer 2009- Boehringer-Ingelheim approached
the Kit Bond Business Incubator about creating a
short-term training for the area on bio-manufacturing concepts
to assist them in meeting future hiring needs.

•Partnership was developed with University of Kansas, Hillyard
Technical Center, the St. Joseph Chamber of Commerce and the
Missouri Career Center to develop an entry level bio-
manufacturing course.

•Due to the quality lab experience to be offered during the
course , it was limited to only 12 individuals per session.
Best Practices in Assessments

  Introduction to Bio-Manufacturing Course

  •To assist with screening for the course the Missouri Career
  Readiness Credential (MoCRC) was selected as part of the
  admissions process.

  •Due to the scores required to enter the program, students
  were better prepared to learn the material and additional
  course material was able to be added.

Best Practices in Assessments

•The NGCC assessment process is
not just about the basic foundational or hard
skills a person has or can achieve.

• It is also about the soft skills a person has and
can develop.

•More importantly, it is about how they will be
able to communicate those skills to their future
employer to benefit the organization and their
Best Practices in Assessments

  But is that enough????
 • Many of our services will still focus on the tools a
 customer needs to plan a successful job search and to
 get a job.

 •The assessment process and tools used by the NGCC
 should be incorporated and used to assist the customer
 in getting the job they are trained for.

 •How can what is learned during the assessment be
 incorporated into their applications, cover letters,
 résumés and interviews?
Best Practices in Assessments

•Companies with job openings are getting
 large numbers of applicants.

•Many are ready to train a new employee with
 the basic foundational skills to learn the job and
 the right set of soft skills.

•With the large number of applicants to be
 screened it often comes down to how they
 appear on paper and how they do in the

Best Practices in Assessments

Assessment needs to be a holistic view of the person.

•Work Values
•Learning Styles
•Obstacles that need to be resolved.

The NGCC model will provide opportunities for the Job Coach
and customer to utilize tools and products to help customers
explore these valuable areas and select careers and training to
develop the hard skills.

Best Practices in Assessments


•HERO Teams, a new tenant in the Center for Innovation
and Entrepreneurship at Northwest Missouri State
University, was looking to hire it first Customer Support

•HERO Teams was interested in hiring Dislocated Workers,
who possessed excellent customer service skills, basic
computer skills and could type 30 words per minute with
less than 3 errors.

•Individuals selected would receive 20 weeks on training
provided by the company.
Best Practices in Assessments

 Hero Teams LLC
 •The Career Center provided MoCRC and typing
 test scores.
 •HERO Teams provided a personality
 •Individuals who were hired by the company
 were those who could adequately explain their
 skills, work values, learning style, and
 personality attributes that would best serve the
 company during the 2 hour interview process.

Assessment: The Foundation
   for Skill Development

      Presented by Janice Dawson-Threat
             PH.D., MWDP, CWDP
       Missouri Career Center-Columbia
         Career Counselor and Trainer
           MAWD 2010 Conference
               Lake Osage, MO
Our Changing Culture
Relationship myths exist:
• between college majors and jobs
• between education level and job security
• about wages following one’s age
• economic supremacy is an American birthright

                         R. Feller, NCDA Career Developments, Spring 2010, vol. 26, (2), p. 6.
Our Changing Culture: TODAY
• A number of new jobs will be low-wage retail jobs.
• Other new jobs will demand creativity, innovation
  and complex thought.
• Routine, easily defined jobs will face competition
  from automation and outsourcing.

                          R. Feller, NCDA Career Developments, Spring 2010, vol. 26, (2), p. 6.
Our Changing Culture: TOMORROW
• Future living standards of American workers rest on
  productivity and foreign demand.
• Workers will be the “nervously employed” with no
  sense of security about their jobs, workplace or career.
• Career coaches will put aside old assumptions and lay
  new foundations for the future.

                             R. Feller, NCDA Career Developments, Spring 2010, vol. 26, (2), p. 6.
Our Changing Culture: EXHAUSTED
• Educational credentials no longer automatically produce
  returns and social mobility.
• Vast numbers of low-skill manufacturing jobs no longer
  pay middle-income wages.
• Fewer management training programs give fresh college
  graduates experience.
• Fewer secure, family-wage jobs are available without
  current technical skills, high-level basic skills or
  continuous education.
                       R. Feller, NCDA Career Developments, Spring 2010, vol. 26, (2), p. 7.
Career Planning Questions
for Tomorrow’s Workforce
1. Can anyone overseas do this job cheaper than I can?
2. Can a computer do it faster than I can?
3. Is what I do going to be in demand during a time of
   abundance or during a recession?

                              R. Feller, NCDA Career Developments, Spring 2010, vol. 26, (2), p. 7.
Demand for Career Assessment
• Career-assessment coaches will address market
  forces, skill requirements and educational
  development to support job matching.
• Career-assessment coaches will change the culture
  of thinking about jobs, job preparation and job

Great Assessment=Expected Success
• Assessment “is only as good as the information we
  have gathered and can apply toward planning
• Success depends on the thorough gathering and
  application of that information.
• All other planning and activity steps must stem from
  the initial assessment activity.

The Career Assessment Process
• Assessment is a process embedded within a larger
  system.       (Angel, April 1995, AAHE bulletin)

• It is not a stand-alone activity.
• It begins at first contact, continues as a follow-up
  activity and ends upon successful completion of
  the goal.

The Career Assessment Process

• USDOL’s definition: “a systematic approach to
  combining and evaluating all the information gained
  from the assessment and using it to provide career
  guidance and aid in training and development.”

Description of a Simplified Process
1. Identify needs areas for change (skills, knowledge, attitude).
2. Define the performance indicators which will confirm that
   needs have been met.
3. Devise the means for detecting the performance.
4. Apply or conduct the assessment.
5. Analyze the results.
6. Use the results to drive reflection, refine original goal or
   establish new goals. (Angel, April 1995, AAHE)

The Purpose of Assessment is

•   to know your customer
•   to be able to assist with goal-setting
•   to implement planning
•   to foster success

The 5 W’s of Career Assessment
• Why, When, What, Where and Who to Assess
• Five Basic Uses of Career Assessment:
  –   Career Exploration
  –   Career Decision-Making
  –   Educational Planning
  –   Developing a Training Plan
  –   Assisting with Career Adjustment/ Transition

                      (NCDA, Facilitating Career Development Student Manual)
Why Assess?
• Know what you are looking for.
• Look for information that will help people reach their
  personal and career goals.
• Information should not be collected and ‘filed away.’
   – Check the assessment results against meeting or
     advancing the established goals.
• Share information with the customer.
   – “even if it just confirms what they already thought about
     their goals and plans.”
When to Assess?
• With an Initial Assessment
   – Obtain basic information through intake forms or
     structured interviews.
   – Begin at the first point of contact with a customer.
• With a Comprehensive Assessment
   – After customer is enrolled and assigned to a coach for
     further development.
   – Focused on the goals, gaps, and need for information.

What to Assess?

• Obtain information about the person’s basic
  skills, interests and values, job skills and
  abilities, strengths and weaknesses and
  supportive-service needs that can help meet
  their career goals.

Where to Assess?
• The environment in which we obtain
  information is important.
   – It can affect what we learn and the reliability of
     the information obtained.
• (Informal) Quiet and free from interruptions and
  distractions, conducive to confidentiality, use SOLER
• (Formal) Quiet and free from distractions, well lit,
  spacious and avoid overcrowding
Who to Assess?
• Jobseekers who are unemployed or
• Career changers and career advancers.
• New entrants into the labor market with no
  work experience, skills, or training.
  – Assessment coaches must understand how to use
    assessment results to the benefit of their
Formal vs. Informal Assessment
• “Formal assessments use tools or instruments that
  have been developed by experts and are often
  described as standardized because they require
  specific steps in administration, scoring, and
  interpretation. They are also norm referenced
  because they are designed for differing populations
  that can be compared. “

 Formal vs. Informal Assessment
• Informal assessments are less structured and
  less intimidating and stressful for customers.
  No tests are required.
• Informal assessments are not data driven –
  they are content and performance driven.
  – Ex: Information sheet, intake application, writing sample, self
    assessment activity, interview and observation.

  Formal vs. Informal Assessment

• Informal assessment information can be collected
  through a meeting via observations, demonstrated
  behaviors, attitude, and/or supportive service needs.
• Informal assessment can also obtain information
  about the person’s involvement with other agencies,
  job seeking skills, education, and training experience.
• The entire process should be focused on getting
  customers to learn about themselves.
Formal vs. Informal Assessment
• It’s acceptable to get personal because the coach is
  not the employer.
• A career coach obtains information in order to make
  appropriate referrals.
• Understanding the customer’s obstacles is the best
  way to get them moving forward to address their
  issues and position themselves for work-readiness.

Structured Interview Techniques
• Are designed prior to meeting any customer.
• Are standardized and should follow the O*NET®
  content model.
• Obtain information that fills in the gaps.
• Are focused and timely.
• Provide open-ended questions relevant to career goals.

Structured Interview Techniques

•   Do not assume anything.
•   Establish a timeframe for the interview.
•   Stay in control of the time and stick to it.
•   Be kind, yet firm.
•   Don’t get side-tracked.

Benefits of Assessment
• Assess all customers. They can benefit from it, even if
  it only confirms what they already think about their
  goals and plans.
• Customers can be enthusiastic about learning if they
  understand what they can gain from the assessment
• The value of what is being provided should be made
  known to the customers.

Counseling vs. Case Management

• Counseling refers to distinct episodes of
  guidance provided by staff.

• Case management refers to on-going contact
  with program participants.

NGCC Career Assessment Basics
• What cultural changes need to occur?
   – Eliminate wasting time to repeat assessments.
   – Concentrate on information gaps (education, skills,
     knowledge, experience).
   – Be clear about points that need follow-up.
   – Be mindful of abilities, values, interests, transportation and
     support needs, and money matters when analyzing
     assessment information.

NGCC Career Assessment Basics
• What general assessments do we provide today?

  – MissouriCareerSource self-assessment, Toolbox2,
    Customer Demographics and Work History, O*NET®
    Skills Search.

Available Tools for Assessment
• There are many resources available to help us
  strengthen the assessment process of obtaining
  information and applying the information we gather.
• WIN-Worldwide Interactive Network, Career Center
  & Job Profile, Career Assessments, Career/Life
  Pyramid provides a step by step process for exploring
  career paths and setting goals.
• Self- Assessments include personality, values, skills,
  interest, knowledge & learning, and
          Reflection Questions
1. Why is assessment so important?
2. What is assessment?
3. Who should go through the assessment
4. Why do we assess?
5. Where should we assess?
6. When should assessment begin?
7. What benefits can customers receive from
   assessment?                                48
          Reflection Questions
8. What impact can a great assessment have for
   you and your customer?
9. How can you be prepared and improve the
   assessment services offered?
10. What are the assets and barriers to utilizing
   computerized assessments?
11. What is the value of structuring your
   interview time?


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