Colorado Department of Labor and Employment: Workforce ...€¦ · process and certificate, staff...

ColoradoDepartmentofLaborandEmployment:WorkforceDevelopment

WorkforceReadinessCredentialPilotProjectReport

Mary Ann Roe, Ph.D. Michael Balof 2/16/2016

WorkplaceReadinessCredentialPilotProject Page2

Workplace Readiness Credential Pilot Project Report

May 2015-December 2015 Soft skills refer to a broad set of skills, competencies, behaviors, attitudes, and personal qualities that enable people to effectively navigate their environment, work well with others, perform well, and achieve their goals. These skills are broadly applicable and complement other skills such as technical, vocational, and academic skills. Child Trends, 2015

INTRODUCTION During the past three decades, growing evidence has pointed to the value of soft skills. But because they are seldom taught as part of K-12 curriculum or in college, most people learn soft skills on the job—either through formal training or informally as part of work processes. Significantly, according to the American Society of Training and Development’s State of the Industry 2011 report (Green & McGill, 2011), U.S. employers spent $171.5 billion on training in 2010. More than 27.6% of the learning content was in soft skill development (Bush, May 16, 2012). In 2014, the National Association of Colleges and Employers (NACE) reported on 10 skills employers are seeking. In order of importance, the top five are:

1. Ability to work in a team structure 2. Ability to make decisions and solve problems (tie) 3. Ability to communicate verbally with people inside and outside an organization 4. Ability to plan, organize, and prioritize work 5. Ability to obtain and process information

A 2012 survey conducted by North Carolina Business Service Representatives, representing the Workforce Development Boards of North Carolina, surveyed employers in all 100 counties of the state. Data was collected and analyzed from 1,152 valid respondents. With regard to soft skills, communication and interpersonal skills represent a primary gap in the North Carolina workplace while critical and analytical thinking and problem solving were also frequently indicated as lacking. Further, Forbes has reported on a United Kingdom economic research study commissioned by McDonald’s at the start of 2015. Findings indicate that soft skills contribute £88 billion to the UK economy with expectations of rising to £109 billion during the next five years. However, projections are that by 2020 more than half a million UK workers will be held back by a lack of soft skills. Industry sectors most at risk were identified as accommodation, food services, retail, and healthcare. The research also indicated that UK employees say they struggle to sell their soft skills. One in five said they would not feel confident describing their soft skills to an employer and 54% have never included soft skills on their resume (Forbes, March 20, 2015). As we are aware, an important component of effective economic development is ensuring a skilled workforce can support business and economic growth (Eyster, 2015). Concurrently, employers seek employees who are productive and dependable with low turnover potential. Pre-employment assessment


is a primary key in support of a match between individuals and employers that can contribute to stronger local, regional and statewide economic development. During the past few years, several workforce centers have ceased offering WorkKeys assessments and the CareerReady Colorado (CRC) certificate, while others conduct these tests for job seekers primarily in response to some employers who require it for hiring. To redesign and expand the CRC assessment process and certificate, staff of several Colorado workforce centers joined with staff of Workforce Development Programs (Colorado Department of Labor and Employment) to form the Assessment Redesign Team. Participating regions included Adams County, Denver, Pikes Peak, Pueblo, Southwest, and Weld County.

With affirmation of workforce region directors, the team conducted a survey of employers and job seekers across all Colorado workforce regions. From employer surveys, data collected and analyzed reflected skills capabilities sought include:

Basic Skills – 76.9% Soft Skills - 63% Technical Skills – 58%

Part of the work of the Assessment Redesign Team work was a review of assessment tools being used by Colorado workforce regions and creation of an assessment matrix. We learned that basic skills assessment in workforce centers is primarily covered by the TABE, while technical skills are determined using several tools including WorkKeys (ACT), multiple modules of Kenexa ProveIt, and a variety of other instruments. Missing from these, however, is a viable tool to assess soft skills. Yet in conversation with employers across Colorado, finding and employing individuals with soft skills is most often the first articulated need. One of the assessment tools in review was Success Profiler, a product of the Conover Company that measures emotional intelligence. In June, 2005, 42 concurrent licenses were purchased by Workforce Development Programs for use of Success Profiler by Colorado workforce regions. When Conover was contacted about Success Profiler, the team learned that a new tool to assess soft skills—Workplace Readiness Credential (WRC)—had evolved from the Success Profiler measurement of emotional intelligence. The Conover Company reports that research conducted by Harvard University, the Carnegie Foundation and Stanford Research Center has concluded that 85% of job success comes from having well‐developed soft and people skills, while only 15% of job success comes from technical skills and knowledge. Soft skills relate to the way employees relate to and interact with other people (Entrepreneur.com June 18, 2014). Wikipedia reports that soft skills is a term often associated with a person’s emotional intelligence quotient, the cluster of personality qualities that make a good student or employee, such as a positive attitude, communication, planning and organizing, critical thinking, interpersonal skills and more. Based on more than 30 years of research and development, Conover reports that the link between emotional intelligence and soft skills is too strong to ignore. The foundation of all soft skills training must include some emotional intelligence skills training. As a result, foundational emotional intelligence competencies are embedded in each skill area of the Conover Workplace Readiness Credential. Their eight soft skills areas include:

Attitude: covers positive attitude, keeping focus, responding to guidance or direction, controlling emotions, flexibility,


Communication: covers listening skills, verbal communication, non-verbal communication,

emotional awareness, written communications, communicating in difficult situations

Planning and Organizing: covers prioritizing, time management, coordinating resources, delegating, systems creation, proactive by planning ahead

Critical Thinking: covers gathering information, analyzing information, applying information, forming a hypothesis, problem solving, decision making

Interpersonal/Social Skills: covers interpersonal skills, controlling emotions, socializing at

work, networking, responding to conflict, helping customers

Teamwork: covers active listening, respecting others, reliability, participation, constructive communication, solving problems

Professionalism: covers high standards of professionalism that include workplace rules and

expectations, personal responsibility, workplace ethics, physical appearance, appropriate language, minding your manners

Media Rules: teaches guidelines on how to properly and safely use technology including cell

phone rules, email rules, laptop and tablet rules, internet use, internet safety, video conferencing rules, social media

Further discussion, online demonstrations and testing of the tool by the Assessment Redesign Team resulted in the decision by Workforce Development Programs to purchase 3200 credits for a Workplace Readiness Credential pilot project to determine feasibility of the tool for use by the Colorado Workforce System. The WRC process includes a pre-assessment of the eight soft skill areas. If results are less than 81% in any of the soft skills, job seekers will be directed to the skill building learning module for the specific area (s). Upon completion of the skill building work, post assessment testing occurs. If 81% scores are achieved for all eight soft skill areas, the Workforce Readiness Credential is printed. If the score is less than 81% in any area, that soft skill does not show on the WR Credential.

A January, 2015 presentation to the Colorado workforce directors about the work of the Assessment Redesign Team revealed that the team would be conducting a six month Workforce Readiness Credential pilot project. An invitation to participate was extended to all directors. Those who indicated interest for participating in the pilot study and the workforce center project lead includes:

Workforce and Business Center (Adams County)--Stephanie Duke American Job Center (Jefferson County)—Tim Galloway Office of Economic Development/ Division of Workforce Development, Assessment,

and Training (Denver)—Shonta Troutman Pueblo Workforce Center—Antoinette Saiz Southwest Workforce Center—Jana Carter Employment Services of Weld County—Kris Armstrong Western Colorado Workforce Center at Montrose—Richard Parr


PILOT PROJECT DEVELOPMENT AND IMPLEMENTATION PROCESSES Project Management: Mary Ann Roe (WDP) and Mike Balof (Volunteer) have managed the WRC pilot project. Organizing, working and coordinating with team leaders, developing the evaluation design, and supporting communication have been the primary focus of the management efforts in addition to the processes identified below.

Staff Training: In-depth awareness of the scope of the Workplace Readiness Credential and its associated processes were necessary information for participating staff of each workforce center. Accounts were created for staff training to develop familiarity with the tool and confidence to present it to clients. An essential part of the training was the ‘how-to’ set-up job seekers for pretests and learning exercises, as well as establishing accounts and assigning passwords. Communication with clients covered accessing the assessment tool online with account information, while verifying scores, printing the credential, and assigning learning modules were end points of the training process.

Assessment and Learning Modules: The system begins with a comprehensive pre-assessment of workplace readiness Results are then scored and stored. Conover OnlineTM then assigns follow-up activities based upon scores below the

81stpercentile…and delivers all assigned activities. Included are over 750 30-60 second videos that run on all computers and mobile devices

Upon completion of each skill learning module, a post assessment is administered to document skill acquisition. If the pre- and post-assessment scores are 81% or above, the skill area will be added to the credential.

Upon successful completion, a Conover Credential™ in Job Readiness is awarded. Importantly, participants have the option to retake learning modules to obtain a better score.

Data Collection: As part of the WRC purchase of credits, Conover set up the initial data collection capability to generate monthly reports including locations, names of administrators, participants, time on task, and results. Upon request of the project managers, Conover sent the data every two weeks. And as implementation of assessment and learning modules evolved, Mike Balof designed and developed the project quantitative data collection system to provide daily data. The data analytics section begins below.

In addition, project management designed a template for qualitative data collection from team leaders, case managers, test administrators, and, where possible, employers and clients. Qualitative analysis is integrated with the data analysis.

Team Communication: Regular shared communication occurred between team leaders and project management during monthly Adobe Connect online meetings. Other communication between project managers and team leaders occurred as a result of telephone, onsite visits, and email. The private Workplace Readiness Credential team room was established on e-Colorado by project managers for team leaders to share information among themselves based on workshops, training classes, and materials.

WORKPLACE READINESS CREDENTIALPILOT PROJECT ANALYTICS

Project management identified a goal of 1000 assessments to be given during the 2015—May to December—Workplace Readiness Credential pilot project. However, tangibles and intangibles that included unanticipated delays, organization for the project by participating workforce centers, staff awareness and training for comfort and familiarity in the administration of the tool, and motivation of job seekers for the assessment through specific awareness resulted in fewer assessments during the first few


months than anticipated. Ultimately, a total of 614 job seekers enhanced their ability for employment by taking the Workplace Readiness Credential. Pilot study soft skill assessment results are reflected in the following graphics:

Interpersonal and Social Skills as well as Teamwork, with scores of 543, have an 88% pass rate, while the Communications scores of 535 reflect an 87% pass rate suggesting that through formal or informal methods, job seekers are acquiring needed skills in these areas for employment success.

Meanwhile, Media Rules scores of 508 reflect a more moderate pass rate of 83%, but suggest understanding of rules and safety related to basic technology use. With a pass rate of 78%, Planning and Organization scores of 476 are on the lower edge of moderate capability.


Higher-order thinking consists of problem solving, critical thinking, and decision-making. At a basic level, this includes an ability to identify an issue and take in information from multiple sources to evaluate options in order to reach a reasonable conclusion. Higher-order thinking is very much sought by employers (Child Trends 2015). Critical Thinking with scores or 337 is the lowest of the soft skill pass rate at 55%. This is a problematic issue as critical thinking is a primary component of most of the other soft skills. Some regions indicated that the WRC Critical Thinking questions are particularly challenging. Both Professionalism and Attitude scores of 419 and 420 have a 68% pass rate. Collectivity, weaknesses in these three areas will establish a negative perception of the employee that s/he doesn’t understand, while causing extreme difficulty for employers. Assisting job seekers to follow through and pass WRC learning modules in these areas could be most beneficial to them in finding and retaining employment.

After a WRC assessment is taken, in the area (s) not passed or in areas where job seekers seek an improved score, learning modules are available. Learning modules teach the job seeker various subsections of a soft skill by showing multiple narrated films that last from 30 seconds to three minutes. There are also reading areas, interactive role play situations, and questions which are graded in each sub area. With each question asked, the job seeker has an opportunity to go back to the area questioned and review the material. Answers to the questions are multiple choice options.

Of the 614 taking the WRC assessment, 263 individuals passed the full assessment at 81% or above, while 351 did not pass one or more of the eight of the soft skill areas at 81%. Of the 57% (351) who did not pass the full credential, opportunity was available to take a learning module in any of the un-passed areas to improve soft skill understanding. Collectively, 1,133 learning modules were available to these

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CRITICAL THINKINGPROFESSIONALISM ATTITUDE

337419 420

Lowest Skill Scores


351 job seekers for the probability of increasing information and knowledge although only 199 learning modules were attempted (17.56%).

Significant discussion has occurred between workforce center project leads and project management with regard to concerns about the number of learning modules that were available—934—and not taken resulting in missed opportunity. Feedback information from workforce centers is mixed.

If an individual is seeking employment when taking the WRC, they take the necessary learning modules

If fulfilling hours for TANF or some other need and not currently seeking a job, an individual did not usually take or complete learning modules

Learning modules require time that many are unwilling to spend Part of the challenge is that the individual must slow down and concentrate on the material; skill

enhancement units should not be rushed and concentration must be focused For those who return for remediation, value has been found in the process and better

understanding is gained of the context and how it could relate to the workplace Workshops and training classes prior to the WRC process have created understanding and value Many job seekers do not comprehend soft skills in relation to employment and are uncertain that

they have value to employers Learning modules help some clients increase their knowledge. The units are relatively short, but

contain enough information to help clients educate themselves in low-scoring areas

Clearly, learning modules are a primary component of the WRC. Each area of the learning module is measured for numerical score, percentage score, time-on-task, and which numbered questions were missed. For a job seeker who has not passed any given soft skill assessment at 81%, the learning module offers an introduction into the soft skill, vocabulary, applications of use and building familiarity on how a particular soft skills fits into the workplace.


Importantly, the WRC is structured so that the score of the post-assessment for the soft skill within the learning module will raise the score on the credential when a passing score is made. Pilot project data shows that if a job seeker takes the needed learning module(s), s/he has an 80.90% chance of learning new skills and raising the score to a passing level.

The graphic below reflects primary data results of the WRC pilot project.

ADDITIONAL PILOT PROJECT PERSPECTIVES Further evaluative comments from project leads, case managers, test administrators and job seekers reflect the following information and expressed thoughts about the WRC: Job Seekers and Staff:

Many case managers feel the WRC is a useful tool to assess job seekers prior to WIOA enrollment

The WRC gives job seekers a leg up in an interview Many clients feel the information is important, but are unclear how to promote the credential on

their resume or during a job interview Case managers should be taught how to help job seekers promote their WRC soft skills

credentials in interviews and on resumes Some job seekers question employer awareness of the WRC WIOA and displaced workers including youth and veterans can differentiate themselves from

other job seekers by showing a ‘softer’ side of their skills Preparation of Employer Ready Candidates includes obtaining the WRC

(Appendix A Adams County Employer Ready Checklist) The WRC assessment can be challenging for second language learners and those with limited

education; some of the vocabulary can be challenging; mixed feelings about recommending to everyone


Soft skill assessment awareness for job seekers has been well received (Appendix B AJC-Jefferson County Workplace Readiness Credential Flyer (Appendix C Denver Workplace Readiness Credential Flyer

Videos in the learning modules are a great resource tool and give a basic understanding of appropriate behaviors in a workforce environment

Layout, combination of visual aids, interactive role play of concepts and overview of concepts in each learning module section are valued

Offers personal information about areas of strength and areas to upgrade Easy to manage; available on the Internet; ease of set-up by emailing client assessments and/or

learning modules Should develop warm up exercises for those not as familiar with navigating a computer

Employers:

Soft skills are a ‘big thing’ for Colorado employers Cintas representatives let job seekers take the WRC and bring results to job interviews. Cintas

hired three employees who brought WRC results. The officials felt WRC outcomes were helpful in hiring the right employees

Other metro employers, Plumber and Pipe Fitter Union have used WRC results in choosing apprentices

Good response and articulated interest in the West by employers

Business Services

Cooperative efforts with Business Services important Business Services and workforce center staff should market the same WRC message and

materials Business Services should sell the WRC as a value-add of the workforce system

Marketing

Establish web site for quick access to materials Training for marketing to employers Would like to market more comfortably to employers Would like better ways to educate employers about soft skills and the WRC

CONCLUSIONS

Pilot project management and project leads have concluded that the Workplace Readiness Credential is a feasible tool and that we’ve only just begun to maximize the potential of it. Project leads agree that WRC momentum is still building in their centers with significant opportunity for added growth. Moreover, they feel this is a tool that is needed in efforts to (1) identify soft skills strengths and weaknesses, (2) provide opportunities for increased knowledge in the eight soft skill areas, and (3) benefit job seekers and employers as they seek to match capabilities with job requirements.

Too many learning modules were left on the table in the pilot project. WRC high-quality implementation requires focused strategies to maximize learning module potential for successful job seeker outcomes in


accessing and retaining employment. For individuals that need assistance in specific soft skill areas prior to seeking employment, these learning modules are a key starting point.

It appears that much like findings of the McDonald’s research in the UK, Colorado job seekers are not comfortable ‘selling’ their soft skills. Clearly, this needs to be addressed. Assistance should be given to job seekers in the ‘how to’ market their soft skills by building understanding and confidence that these skills are key components of any job for which they apply.

Employers in Colorado require employees with quality soft skills as much as employers in the United Kingdom, North Carolina, and other states. While continued emphasis on developing core technical and hard skills is essential, Colorado employers have immediate need for employees with capability across the eight soft skill areas. Soft skill deficits don’t just cause annoyance for employers. They can cause major problems resulting in diminished productivity, competitiveness and profitability. Innovation and creativity, new and more flexible work processes, and increased teamwork have soft skills as a foundation for success. Soft skills deficits will impact the effectiveness of companies and ultimately the Colorado economy over the long term. In addition to providing awareness to the other workforce centers about the WRC, pilot project data and qualitative analysis have identified recommendations to be addressed that can move WRC implementation forward more rapidly in the pilot centers, as well as in additional workforce centers.

RECOMMENDATIONS

At the conclusion of the pilot project, recommendations by project management and project leads include:

1. Continued use of the Workplace Readiness Credential in the pilot locations 2. Expand development and implementation to other workforce centers 3. Leadership by Business Services for WRC marketing between workforce centers, job seekers and

employers 4. Develop/deliver statewide training of WRC processes and strategies as soon as possible 5. Identify/deliver strategies to support use of WRC learning modules and job seeker ‘sale’ of soft

skills 6. Maximize experience of pilot project leads 7. A strong value for assessment is lacking among our teams and customers. Presentations should be

developed to enhance customer awareness of how assessed skills benefit them in the job search and career opportunities.

8. Develop clear understanding of links between WIOA and assessment for workforce system leadership and staff.

WRC pilot project managers and leads hope that the data, conclusions and recommendations are beneficial to the decision-making process for expansion and implementation of this assessment tool.


APPENDICES (Attached)

Appendix A - Adams County Workforce and Business Center Employer Ready Checklist

Appendix B – American Job Center Jefferson County Workplace Readiness Credential Flyer

Appendix C – Denver Workforce Centers Workplace Readiness Credential Flyer

END NOTES

Adams, Susan. The 10 Skills Employers Most Want in 2015 Graduates. Forbes. November 12, 2014. http://www.forbes.com/sites#/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/ Bush, Christopher E. The Case for Soft SkillsTraining.monarchmedia, May 16, 2012 http://www.monarchmedia.com/case-soft-skills-training/ Conover Credential Workplace Readiness. White Paper, January 2015. Conover Workplace Readiness Credential. Soft Skills. Oakwood Solutions, 2015. https://www.conovercompany.com/education/workplace-readiness/ Eyester, Lauren. Coordinating Workforce and Economic Development under WIOA, Urban Institute, October 2015. p1. Lippman, Laura H., Ryberg, Renee, Carney, Rachel, Moore, Kristin A., Workforce Connections: Key “Soft Skills” That Foster Youth Workforce Success: Toward Consensus. Across Fields. June, 2014 p.4. https://www.usaid.gov/sites/default/files/document/1865/KeySoftSkills.pdf

Medland, Dina. Quantifying the Value of ‘Soft Skills’. Forbes. March 30, 2015. http://www.forbes.com/sites#/sites/dinamedland/2015/03/30/quantifying-the-value-of-soft-skills/ North Carolina Association of Workforce Development Boards. Closing the Gap 2012 Skills Survey of North Carolina Employers, p.8. 2012. http://www.agreatworkforce.com/documents/2012SkillsSurveyWDBFinal.pdf

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