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95581NCJRS.Pdf If you have issues viewing or accessing this file contact us at NCJRS.gov. Ii • , 1'~····1 r ') I \ ft--i1CjiS------I National Criminal Justice Reference Service , , This microfiche was produced from documents received for 1", inclusion in the NCJRS data base. Since NCJRS cannot exercise control over the physical condition of the documents submitted, the individual frame quality will vary. The resolution chart on this frame may be used to evaluate the document quality. I~II~ 2.2 2.0 I 1.1 't' ,I " [:' t'l # . ~ I 111111.25 111111.4 111111.6 !CI J1 i ~\; MICROCOPY RESOLUTION TEST CHART NATIONAL BUREAU OF STANDAROS·1963,A 'I ' - \\' :( I 'I i 'I ~ '/ t , I 9 I' ! I i t -' Microfilming procedures used to create this fiche comply with " the standards set forth in 41CFR 101-11.504. 1 f 1 I Points of view or opinions stated in this document are I t 1 those of the author{s) and do not represent the official I ,i position or policies of the U. S. Department of Justice. \' j I '\ I,l I (.4&\ National Institute of Justice I ' I() United States Department of Justice } I !, Washington, D. C. 201131 L "" 2/20/85 ~ r J , (. 95581 NEW YORK STATE U.S. Department of Justice DIVISION FOR YOUTH National Institute of Justice 84 Holland Avenue This document has been reproduced exactly as received from the Albany, N.Y. 12208 person or organization originating it. Points of view or opinions stated in this document are those of the authors and do not necessarily represent the official position or policies of the National Institute of LEONARD G. DUNSTON Justice. Director Permission to reproduce thiS copyrighted material has been granted by • RICHARD A. DESROCHERS New York state Div~sion for LES GOLDBERG Director ---Youth Executive Deputy Director Youth Employment Programs 10 the National Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS syslem requires permis­ sion of the copyright owner. COMPETENCY-BASED INSTRUCTION A GUIDE IN DEVELOPING YOUTH EMPLOYMENT COMPETENCI ES This guide has been made possible through a grant from the New York State Job Training Partnership Council. MARIO M. CUOMO JEWELL JACKSON McCABE Governor Chair State of New York New York State Job Training Partnership Council PETER F. MANNELLA Executive Director ----"-'-' . Table of Contents Page I. OVERVIEW . · . • · · · , . • · · . · · · · 1 II. ROLES & RESPONSIBILITIES · · · • · 2 III. NATURE OF COMPETENCY-BASED PROGRAMS • · · · · 3 ! ,i IV. KEY CONCEPTS . • 4 · · · · · · · · i I V. EXAMPLES OF COI41'ETENCIES · · . · . · • • 6 'I VI. JOB MARKET STUDY . • . 7 :1 · · · · · II 'I VII. TRANSLATING JOB DUTIES &REQUIREMENTS INTO COMPETENCY STATEMENTS . • • . • . • • • · . • • • • 8 VIII. CRITERIA FOR COMPETENCY STATEMENTS •. 9 IX. PURPOSES OF ASSESSMENT · . · . , a X. METHODS OF ASSESSMENT • Ii • • • • • It • • • • • 11 :1 j XI. SELECTING APPROPRIATE ASSESSMENT INSTRUMENTS ••.• 12 XII. FOCUSING PROGRAM SERVICES & OPPORTUNITIES ON COMPETENCY ATTAINMENT • • • • · . 13 XI I I. FOLLOW UP • . · . • • • • 14 XIV. GLOSSARY • . · . · . • • 15 XV. BIBLIOGRAPHY · . · . 16 APPENDIX A A. Multi-Dimensional Assessment Instruments B. Pre-Employment &Work Maturity Assessment tnstruments C. Basic Educational Skills Assessment Instruments D. Job-Specific Skills Assessment Instruments ., E. Other Useful Assessment Ihstruments " I · APPENDIX B - PUBLISHERS' ADDRESSES .. \ I • "'" . I. Overview -1- The Job Training Partnership Act introduces a results-or~nted approach to employment and training programs. Deriving from this approach is the require­ ment that Service Delivery Areas and the State must monitor the performance of their employment and training programs according to specific outcome '1 standards. For youth programs, the prescribed measures of program performance are: Entered Employment Rate, Positive Termination Rate, and Cost per Positive Termination. In the measurement of positive terminations, the attainment of youth employment competencies will be important cr~teria. Therefore, this guide has been prepared to provide an introduction tn the development of performance standards for youth employment and training programming. This information should prove useful since Service Delivery Area agercies soon will be working to develop competency systems. Another reason for attention to this important area is the fact that educators have demonstrated that the learning process for youth can be improved by care­ fully specifying what is to be learned, describing how it will be meaf.ured, and designing activities focused on producing the desired learning. In vocational education and training, this improved instructional approach consists of defining employability and occupational competency-based learning. The contents of the guide is based primarily on a publication of Bran~e;s University entitled, "An Introduction to Competency-Based Employment and Training Programming for Youth Under the Job Training Partnership Act" which has been prepared for the employment and training community. Supplemental inform~tion has been drawn from publications in Competency-Based Vocational Educatlon (Cochran, L.; Hahn, A.). The guide's development has included advice and suggestions from representatives of New York State's Department of Education and Labor, as well as Employment and Training Administrators. The valuable assistance of these professional colleagues is deeply appreciated. .., . Statutory Provisions JTPA PL 97-300 Sec 106(a) - The Congress recognizes that Sec 106(b) - In prescribing standards job training is an investment in human under this section, the Secretary capital development. To determine of Labor shall designate factors for whether that investment has been evaluating youth programs which in productive, the Congress has determined addition to employment and reduction that it is essential that standards in welfare shall be: of performance for measuring the return on this investment be developed. a. the attainment of employment r. competencies recognized by the Private Industry Council; " b. elementary, secondary and post­ i l secondary school completion, or I the equivalent thereof; c. enrollment in other training programs or apprenticeships or enlistment in the armed services. , . • - 1"J -2- -3- I II. Roles & Responsibilities III. Nature of Competency-Based Programs ! The roles and-- responsibilities of federal, state and local jurisdictions relative to competency-based programs are as follows: Competency-Based Programming Defined Competency-based employability is an instructional approach bui1t around specific measurable skills, knowledge and attitudes which have been identified through job analysis as needp.d in the work place. Its purpose " -d 'Federal:t state is to improve the I earni ng process by s peci fyi ng what is to be 1eat'ned based on specific tasks done by workers on the job; describing how learning Ensure that all Service Delivery Areas will be measured; defining a measurable level of competence to be achieved' are in compliance with JTPA legislative which is stated in terms of performance standards; assessing the learner's requirements and regulations and with knowledge and skill level and work-related attitudes at entry; providing federally prescribed guidelines. learning experiences organized in a methodical sequence of steps focused on producing the defined competency outcomes; and eValuating what learning Establish the minimum requirements has taken place as compared with the learning objectives. for competency-based employment and Establish some deqree of consistency training programs for youth which are between SDA developed systems to assure issued as regulatory guidelines by the the portability of competency U.S. Department of Labor. certification among the SDAs within the state.* Provide Private Industry Councils with assistance in developing workable I competency standards and programs.* l 'Advantages A. Provides a clear picture D. Focuses on i ndi vi dua 1 of specific, attainable needs through assess­ learning objectives which ment and serV1ces \ can be measured in terms that are provided I • , Private Industr:t Councils , . Q • , that are clear both to to specifically .program staff &participants. address the skill The Private Industry Council must needs identified. certify the SDA competency-based B. Offers the participant system as one which reflects the needs a more realistic picture E. Allows participants and requirements of the local labor Will assume a large part of implementing of the world of work and to learn at their market. a competency-based youth employment the labor market with own rate gUided by and training system.* respect to skills and ongoing performance With a membership that includes local competencies required. ratings and employers, local educational agencies, evaluations. organized labor, and economic develop­ C. Provides for a more ment agencios, the PIC will be expected realistic understanding F. Provi des a framework to have an extensive involvement in of one's own skills, that increases the development of competencies, abilities, and preferences responsiveness to benchmarks, and assessment tools for since it is focused on local labor market its youth programs.* what a person actually conditions and does. employer demands. " *Recommended, but not legislatively required. -4- IV. Key Concepts IV. Key Concepts (cont'd) Competency-Based Instruction The management of instruction which prepares the student to perform specific fompetency Areas tasks and behaviors on the jot~ and thus achieve employment success.
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