“Learn It! Live It!” Ensuring the Workforce Readiness Skills and

Behaviors of Today’s and Tomorrow’s Workers

Quality Enhancement PlanFaculty Training Presentation

Admissions, Initial

Advising, and

OrientationStudents are introduced to QEP plan and objectives

Progression CoursesSkills are

introduced and

developed along with

course content; formative

assessment is conducted

Academic AdvisingAdvisors review

progress toward QEP goals with

their advisees

Capstone CoursesStudents complete problem-

based learning

projects that incorporate all QEP goals in a

unified format;

summative assessment in

conducted

Graduation Students receive a Workforce Readiness Certificate.

Area employers have been familiarized

with this plan

The Implementation Approach

Training Needs

Appreciative Advising

Assessment

Integrating Applied Communication Concepts for Problem Solving in a Work-Environment

The Big6 Approach to Integrating Technology for Problem Solving in a Work-Environment

The Tell-Show-Do-Feedback (TSDF) Model for Integrating Soft Skills

Using the Production Studio

Project-Based Learning

AdvisingAppreciative Advising

http://www.appreciativeadvising.net/

AssessmentThe Backwards Design Model

Backwards design consists of…

Identifying desired results.

Determining acceptable evidence.

Planning learning experiences and instruction.

And…taking into account the level of learning experiences and instruction (Remember Bloom’s Taxonomy.).

Taking into account what you want them to know and what you want them to do with it.

http://www.pbs.org/teacherline/catalog/browse/?sa=5&js=0

Integrating Applied Communication Concepts for Problem Solving in a Work-Environment

Big6

The Big6 Skills approach can be used whenever students are in a situation, academic or personal, which requires information to solve a problem, make a decision or complete a task.” This process entails the following:

1. Task Definition (The first part in the information problem-solving process involves recognizing that an information need exists, defining the problem, and identifying the types and amount of information needed and the technology required to retrieve it.)

2. Information Seeking Strategies (Once the information problem has been formulated, the student must consider all possible information sources and develop a plan for searching.)

3. Location and Access (After students determine their priorities for information seeking, they must locate information from a variety of resources and access specific information found within individual resources.)

4. Use of Information (After finding potentially useful resources, students must engage (read, view, listen) the information to determine its relevance and then extract the relevant information.)

5. Synthesis (Students must organize and communicate the results of the information problem-solving effort using technology.)

6. Evaluation (Evaluation focuses on how well the final product meets the original task and the process of how well students carried out the information problem-solving process.)

http://big6.com/

Integrating Soft Skills Tell/Show/Do/Feedback Model

A best practice review indicates that this tactic (what is often referred to as the TSDF Model of Instruction) is the most productive way to incorporate and assess soft skills in course work. The TSDF Model of Instruction may be summarized as follows:

TELL – is the explanation component of skill training. Faculty explain each step: the who, what, when, where, and how.

SHOW – is the instructor demonstration of the skill. Repetition may be necessary during this component of the model. Doing the skill in “real” time during the show is critical. It is important to note, however, that a demonstration may be done slowly or broken into steps initially before doing “real” time.

DO – is the opportunity for every participant to practice the skill. During this component it is critical to let individuals try the entire skill before providing corrective instruction. The DO is the component often left out of skill training, yet it is the most important.

FEEDBACK – is the opportunity for the trainer to share with participants what they did well.

http://www.careersined.org/training_events/Tell-ShowDo-Feedback.shtm

Using the Production StudioFor Storage and Dissemination

Project-Based LearningFor Full Implementation and Assessment in

Capstone Courses

http://www.edutopia.org/project-based-learning