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Career Coach Handbook

Equal Opportunity Employer/ProgramAuxiliary aids and services are available upon request to individuals with disabilities.

ASC-GIEC programs and services are funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. Program materials were created by the grantee and do not necessarily reflect the official position of the U.S. Department of Labor.

This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 United States License. http://creativecommons.org/licenses/by-sa/3.0/us/deed.en_US

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Table of ContentsChapter 1 – The Big Picture .........................................................................................4

Introduction ...................................................................................................................................... 4

Arizona Sun Corridor Get Into Energy Consortium (ASC-GIEC) Program ................... 4

Target Audience ............................................................................................................................... 7

In-Demand Careers ......................................................................................................................... 8

Role of Career Coaches .................................................................................................................. 8

Kuder® Journey™ as a Valuable Tool .......................................................................................... 8

Chapter 2 – Career Navigation Roadmap ..................................................................9

ASC-GIEC Student Navigation Roadmap ................................................................................ 9

Learn about the Energy Industry and the Career Pathways .........................................10

Explore Energy Careers ...............................................................................................................11

Continue Your Education or Explore Other Occupations ...............................................11

Get Support to Complete Your Education ............................................................................16

Participate in an Internship, Job Shadowing, and/or Mentoring ................................17

Get Support for Your Job Search .............................................................................................17

Apply for Jobs ................................................................................................................................17

Your New Career in Energy! ......................................................................................................18

Chapter 3 – The Coaches’ Role in the Process ......................................................... 19

Kuder Virtual Coach Referral Process .....................................................................................19

Continue Your Education or Explore Other Opportunities ............................................20

Capturing Notes in Kuder Journey ..........................................................................................23

Chapter 4 – Best Practices for Coaching Transitioning Workers ........................... 26

Background on Transitioning Workers ..................................................................................26

Best Practices in Coaching Transitioning Workers ............................................................27

Chapter 5 – Assessment Interpretation .................................................................. 29

Assessments ....................................................................................................................................29

Preparing Students for Assessment........................................................................................30

The Purpose of Taking the Assessments ...............................................................................30

Kuder® Career Interest Assessment™ .....................................................................................30

ACT’s WorkKeys ..............................................................................................................................32

Describe How, Where, and When Students Can Take the Assessments ....................33

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Items Covered on the Assessment ..........................................................................................33

How to Prepare ..............................................................................................................................36

When Will Results Be Available and Who Will See Them .................................................36

What Happens to Results ...........................................................................................................37

Reviewing and Interpreting Assessment Results ..............................................................37

Interpreting the Kuder Career Interest Assessment .........................................................37

Interpreting the WorkKeys Assessment ................................................................................39

Chapter 6 - Kuder Journey as a Tool......................................................................... 45

To View a Student’s Location (Activation Code) .................................................................45

Registration, Needs and Barriers, and Electronic Portfolio .............................................46

Financial Aid ....................................................................................................................................48

Barriers and Needs ........................................................................................................................51

Making a Career Cluster and Pathway a Favorite...............................................................54

Helping Students Make Occupational Choices ..................................................................55

Making an Occupation a Favorite ...........................................................................................56

Searching Occupations ...............................................................................................................57

Comparing Occupations ............................................................................................................57

Adding Assessment Results to Student Portfolio ..............................................................58

Viewing My Favorites and Portfolio ........................................................................................60

Chapter 7 - Preparing for a Job Search ................................................................... 61

Creating an e-Portfolio ................................................................................................................61

Steps for Accessing Job Search Tools .....................................................................................62

Job Placement ................................................................................................................................64

How to Keep in Touch ..................................................................................................................65

Danger Signs ...................................................................................................................................68

Chapter 8 - Administrative Database Management System ................................. 70

Creating an Administrative Login ...........................................................................................70

Finding Journey Activation Codes ..........................................................................................70

Finding a User .................................................................................................................................71

Helpful Reports ..............................................................................................................................73

Exploration Usage Reports ........................................................................................................77

System Usage Reports .................................................................................................................78

Appendices ............................................................................................................... 79

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CHAPTER 1 – THE BIG PICTUREIntroductionEnergy jobs offer promising opportunities to both experienced workers and those just starting their careers. The energy industry as a whole is projected to experience growth in the coming years, particularly with the increase in infrastructure investment in renewable energy and clean energy generation, energy efficiency, and Smart Grid technologies. The growth in demand for workers coincides with the large number of projected retirements in the industry. Energy employers will need skilled workers for energy-related generation, transmission, and distribution positions. These are jobs that are active, hands-on, rewarding, and available in every state. In addition, they are jobs in an industry where adding new skills translates into additional opportunities to advance and to make more money. As new technologies are created, workers will need new skills to install and operate the new energy systems and this means new job opportunities in a stable and growing industry.

Arizona Sun Corridor Get Into Energy Consortium (ASC-GIEC) ProgramThe Arizona Sun Corridor Get Into Energy Consortium (ASC-GIEC) Program represents a comprehensive strategic approach to strengthening and broadening the region’s talent pipeline that addresses the skill needs of its growing energy and mining industries. ASC-GIEC employs a variety of innovative and proven workforce preparedness strategies to train trade-impacted workers and other adults for high-skill, high-wage employment and advancement opportunities in energy and mining industries.

At the centerpiece of this Program is the industry-recognized GIE Career Pathways Model (Figure 1), which features competencies and industry-recognized credentials that are linked to employment opportunities and advancement. A key component of the model is its strong employer engagement in all phases of workforce development. ASC-GIEC has expanded and enhanced the GIE Career Pathways Model in the following ways:

• Developing industry-endorsed common curriculum and education requirements across consortium colleges

• Creating a new, credit-bearing GIE Foundation Bundle that includes multiple industry-recognized credentials

• Establishing energy-to-mining pathways

• Developing a new articulation agreement between consortium colleges and Arizona State University to broaden participation of trade-impacted workers and other adults in high-demand STEM engineering fields

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Figure 1: Get Into Energy Career Pathways Model

ASC-GIEC, industry, and their collaborative partners are building online and technology-enabled learning environments to increase access to education and training programs and accelerate progress for trade-impacted workers and other adults throughout the region. The program advances sustainable solutions to meeting the critical demands of the energy and mining industries, while improving the content and delivery of education and training programs in the Arizona Sun Corridor.

The Get Into Energy Career Pathways Model is aligned to the Energy Industry Competency Model. The Energy Industry Competency Building Block Model (Figure 2) is designed to provide a consistent definition of the competencies required to work in the industry. The model builds from basic fundamentals to more industry and career-specific competencies.

The competency model consists of stacked tiers increasing in specificity and specialization as the pyramid ascends. Each tier is divided into blocks representing content or the skills, knowledge, abilities, and other factors that are essential to successful performance in the industry.

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The competencies reflected at the base of the model (Tiers 1-3) represent those needed for success in life and is the foundation for success in school and work. These foundational skills are a needed prerequisite for workers to be able to learn new industry-specific skills.

The credit-bearing GIE Foundation Bundle that includes multiple industry-recognized credentials has been mapped to Tiers 1-5 of the competency model. Students will be required to take a WorkKeys assessment to obtain the National Career Readiness Credential as well as one other employability assessment yet to be determined. These credentials will demonstrate a level of proficiency in Tiers 1-3 of the competency model. The Energy Industry Fundamentals Certificate has been mapped to Tiers 4-5 of the competency model. Once students complete the GIE Foundation Bundle, they will be ready to move into job-specific programs (Tiers 6-8).

Figure 2: Energy Industry Competency Model

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Target Audience The focus of the talent pipeline for the ASC-GIEC Program is Trade Adjustment Act (TAA) eligible workers. Numerous industries have been impacted by foreign trade in Arizona in the last five years, with particularly significant job losses in the manufacturing industry. Manufacturing workers have many skills that are transferrable to energy-related jobs within the Arizona Sun Corridor. However, most TAA-eligible workers will require additional skills training in areas such as Energy Safety, as well as developmental education, to make the transition.

Figure 3: Demographic Characteristics of TAA-Eligible Workers

As shown in Figure 3, roughly half of TAA-eligible workers and other adults targeted by this project lack a postsecondary degree. These predominantly older workers face barriers in obtaining needed training. These barriers include: need for remedial education, challenges associated with balancing college with life and work demands, scheduling conflicts with “traditional” curricula, and need to complete programs quickly to return to the workforce. These challenges may include obtaining affordable childcare, having reliable transportation, lacking adequate financial resources, and managing family responsibilities. Career coaches will need to address these challenges and are provided detailed information on how to meet their needs in Chapter 4.

Demographic Characteristics of TAA-Eligible Workers 2/2011 to 3/2012

Geographic Area Gender Age Ethnicity Education Attainment

Arizona 56% Male

44% Female

11% 20 – 30

17% 31 – 40

28% 41 – 50

34% 51 – 60

10% 61 – 73

63% White

21% Hispanic

9% Asian

4% Black

3% Other

12% Less than HS

33% HS or GED

55% Some College or Degree

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In-Demand Careers The ASC-GIEC Program focuses on a number of in-demand careers for the state of Arizona. Details on each job and their education requirements will be covered in the roadmap section, Chapter 2. These careers include:

Non-nuclear Generation• Plant Operator• Maintenance Technician• Water and Wastewater Operator

Nuclear Generation• Non-licensed Operator• Maintenance Technician• Radiation Protection Technician

Transmission and Distribution• Lineworker• Pipefitter/Pipelayer• Electro-mechanical Technician

Role of Career CoachesCareer coaching is integral to the success of the ASC-GIEC Program and helping TAA-eligible workers to move into energy career pathways, complete the education requirement, and secure employment. This is inclusive of the Career Navigation Roadmap, which outlines the process from beginning to end. Subsequent chapters will describe each step of the roadmap in detail.

However, there won’t necessarily be one person who serves as a career coach to support a student through the entire Career Navigation Roadmap; instead, there will be various points where career coaching can take place, whether from a formal career coach, an academic advisor, or a case manager. However, for the purpose of this handbook, we will use the phrase “career coach.”

Kuder® Journey™ as a Valuable ToolAs part of the ASC-GIEC Program, all students will have access to the online career planning system, Kuder Journey, where they can explore energy careers and how they match with their skills and values, create an online electronic portfolio, and learn about employment essentials such as writing a resume and interviewing. More information on how to log in to Kuder and access students records will be provided in Chapter 3.

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CHAPTER 2 – CAREER NAVIGATION ROADMAPASC-GIEC Student Navigation RoadmapThe center-point for transitioning workers for the ASC-GIEC Program is a Career Navigation Roadmap (Figure 4) to take them through the steps from career exploration to employment. The roadmap is created from their point of view to meet their unique needs as adult students who will be re-entering the job market. As part of the ASC-GIEC Program, an online roadmap will be created, providing more of a “self-serve” format. However, for the time being, a graphic, available as a PDF, is being provided to take the transitioning workers through each step of the roadmap. This will require more guidance from a career coach since the online resources associated with the roadmap are still in development.

A list of resources available for each of the steps in the roadmap can be found in Appendix 4. • Receive outreach materials

• Attend presentations for adult audiences and veterans• Participate in open houses• Search keywords on the Internet

• Utilize Get Into Energy website: www.getintoenergy.com• Take Get Into Energy career assessment• Utilize ASC Get Into Energy website with in-demand careers for the state

• Gather personal college admissions materials (transcripts, training records, certificates, etc.)

• Apply for admission to the college of your choice• Meet or talk to on-campus career coach/academic advisor • Notify career coach/academic advisor of any

previous training or other learning that may qualify for academic credit

• Apply for financial aid and/or veterans’ education benefits• Enroll in desired energy program • Attend Get Into Energy orientation session • Start school

o Take career and personal development class o Take Kuder customized Interest Inventory and

other career inventories o Meet with career coach/Kuder virtual coach o Identify specific specialty degree to match to

career interest o Earn Work Ready credentials o Develop personal skills and set personal,

academic, and career goals • Take Energy Industry Fundamentals class and make a final

decision about working in the energy industry• Take remaining classes for your specific major in energy,

or Explore Other Occupations

• Become a member of campus student organizations• Participate in social networking opportunities with other students• Join a peer network

• Meet with on-campus career coach• Participate in program

• Take a career workshop on searching for jobs, resume writing, and interviewing• Meet with Kuder virtual coach• Utilize Kuder tools• Search job openings

• Participate in on-campus presentations from energy companies highlighting their job openings• Review requirements on specific energy company employment sites• Complete online applications• Attend job interviews

YOUR NEW CAREER IN ENERGY!

APPLY FOR JOBS

GET SUPPORT FOR YOUR JOB SEARCH

PARTICIPATE IN AN INTERNSHIP, JOB SHADOWING, AND/OR MENTORING

GET SUPPORT TO COMPLETE YOUR EDUCATION

CONTINUE YOUR EDUCATION

EXPLORE ENERGY CAREERS

LEARN ABOUT THE ENERGY INDUSTRY AND THE CAREER PATHWAYS

CAREER NAVIGATION ROADMAP

for Transitioning WorkersArizona Sun Corridor

OR EXPLORE OTHER OCCUPATIONS

Figure 4: Career Navigation Roadmap

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Learn about the Energy Industry and the Career PathwaysThe first section of the roadmap is focused on the transitioning worker learning about energy career pathways. In general, energy careers are not well-known, so outreach is required. Most likely, this will not be handled by the career coach. As part of the ASC-GIEC Program, a recruitment network has been formed that includes the consortium, colleges, the workforce system, and TAA agencies. For more information on the recruitment process, see the ASC-GIEC Recruitment Manual. The ASC-GIEC Recruitment Manual can be found in the project Drop Box.

Receive Outreach Materials

Outreach materials, including a flyer and other specific materials from each of the participating colleges, are being distributed through the recruitment network. Some of these materials will include information on recruitment events. The career coach can also find out about upcoming events on the ASC-GIEC website at http://az.getintoenergy.com/news.

Attend Presentations for Adult Audiences and Veterans

The outreach materials in most cases lead transitioning workers to recruitment events or open houses hosted by the various members of the recruitment network. At recruitment events, participants get a broad introduction to industry trends, regional demand, career pathways and the postsecondary requirements, financial aid, internship/apprenticeship opportunities, and how to get started. To view a sample recruitment event outline, refer to the Recruitment Manual.

Participate in Open Houses

Open houses are another type of recruitment event where transitioning workers are provided with more detailed information about energy career pathways. Typically, there are student and industry panels that provide testimonials to the impact of the educational opportunities and getting hired as part of the program.

Search Key Words on the Internet

Some transitioning workers may learn about energy careers and the ASC-GIEC Program through an internet search. This may lead them to the national Get Into Energy website or the Arizona Sun Corridor Get Into Energy website.

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Explore Energy CareersUtilize the National GIE and ASC-GIEC Websites

Eventually, the ASC-GIEC and Get Into Energy websites will be completely interconnected. For now, transitioning workers can use the Arizona website or the Get Into Energy website to explore energy careers. The career paths include videos that have been created on the national Get Into Energy website. On the ASC-GIEC website, students and career coaches will find a video about the ASC-GIEC Program and a general video about careers in energy, as well as job descriptions and requirements for each of the jobs that are part of the ASC-GIEC Program. On the Get Into Energy website, students and career coaches will find videos specific to each of the energy jobs, as well as a wealth of information on each of these jobs.

Take the GIE Career Assessment

Once someone has explored the careers, they may be interested in taking the Get Into Energy Career Assessment. This is a fairly simple questionnaire where an individual can see if they may be a potential match to an energy career. This assessment is available at http://getintoenergy.com/careerquiz.php. This instrument will be revised as part of the program.

After taking this assessment, the student may determine that the energy jobs they were interested in may not be right for them and may want to pursue other energy jobs or a different career path. The career coach should work with the student to determine next steps.

As part of the ASC-GIEC Program, a related occupations website will be built. For now, if an individual approaches the career coach about this topic, the career coach should do his or her best to help them determine what other industries are experiencing growth and where their interests lie.

Continue Your Education or Explore Other Occupations Gather Personal College Admissions Materials

It is likely that transitioning adults may have taken some college classes, or had previous training, or received certificates in the past. At this point, students should begin to pull together all the materials from their previous training to create a portfolio to bring to the college upon enrollment. If they have taken college courses, they may be able to transfer those credits and should have an official transcript from the college they attended. Any other training or certificates that may have been received may also be eligible for credit during the prior learning assessment process.

Apply for Admission to College of Your Choice

Students should apply to the college of their choice in order to begin the process.

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Meet or Talk to an On-Campus Career Coach and/or Academic Advisor

Most likely, this will be the first touch point for coaching to take place at the college since all career pathways require postsecondary education. Many of the students the career coaches will work with will have either a high school diploma or some college, but it may be a number of years since they were in a classroom. Therefore, the “continue your education” section of the roadmap may require the career coaches to work more closely and to meet (whether in person or virtually) more frequently with this target audience. Some of the participating colleges have hired career coaches, whereas other campuses have faculty who are wearing multiple hats, potentially serving as an instructor and/or academic advisor as well as a coach. Details on the responsibilities of those serving in a coaching role are included in Chapter 3.

Notify Career Coach/Academic Advisor of Any Previous Training or Other Learning that May Qualify for Academic Credit  

Since the target audience for this program is transitioning adults, we can assume that these students may have either received some education, training, or experiential learning prior to enrollment. The program will provide the opportunity for students to have their education, training, and experiential learning, such as military training and apprenticeships, reviewed for academic credit. Currently, the process at each college is different; therefore, students will need to be referred to the appropriate contact at their college. However, as part of this grant, ASC-GIEC will implement a consistent process for the evaluation of prior learning, training, and experiences for college credit at all five colleges. Once accomplished, these activities will facilitate transferability for energy courses, certificates, and degrees across all consortium colleges and onto the university.

Apply for Financial Aid and/or Veterans’ Education Benefits

Adult students in many cases will qualify for financial aid. A career coach may need to provide guidance for this step. While most college websites and the FAFSA website provide detailed information and the required forms, career coaches should be available to answer questions and assist as needed, or refer students to the appropriate staff at the college. Website links and FAQs are provided in Chapter 4.

If the student is a veteran, they may be entitled to specific education and training benefits. The U.S. Department of Veterans Affairs – Education and Training website (http://www.va.gov/explore/educational-services.asp) is a good source of information for students who are veterans. Education and training benefits are provided through these key programs:

• Post-9/11 GI Bill• Montgomery GI Bill• Survivors’ and Dependents’ Assistance

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In addition, the career coaches should become familiar with the veteran education and training benefits process as well as the point of contact for veteran services at their college.

Enroll in an Energy Program

This is the step where the potential student takes the initiative to complete the paperwork required to enroll in a specific energy program at one of the colleges. Each of the participating colleges have their own energy programs which can be found at http://az.getintoenergy.com/degrees. A listing of these programs by college can also be found in Appendix 7.

All participating colleges require students to take a “GIE Foundation Bundle” their first year. This bundle includes a career and personal development class, a math course, and an energy industry overview, Energy Industry Fundamentals. As part of the GIE Foundation Bundle, the students will earn three credentials: the National Career Readiness Certificate, the Energy Industry Fundamentals Certificate, and one other employability skills certificate (to be determined). These are described in more detail later in this chapter.

Attend the College’s Orientation Session

Detailed information on what is covered during the new student orientation session is included in the Recruitment Handbook.

Once enrolled, students will need to attend an on-campus new student orientation specifically for the energy program. It is during this orientation that the intake form is completed by the students interested in continuing in the Get Into Energy Program. The intake form is found in Appendix 5.

Start School

Take a Career and Personal Development Class

As part of the GIE Foundation Bundle, all students will be required to take a career and personal development class. The course title and number vary by college; however, the content is similar. There are several assessments that are integrated into the course.

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• Take the Kuder® Career Interests Assessment™ (KCIA) and other career inventories

Career choice and development theories indicate that the best single predictor of an individual’s satisfaction in a given occupation is that person’s interests. The KCIA has been selected as the measure of interest for this project. An interest is a preference for doing one kind of activity over another. Thus, there are no “right” or “wrong” interests. Individuals have their own unique pattern of interests. So, an interest assessment will be used in the program to answer the question, “Is this person interested in doing the kind of daily work tasks that energy occupations require?” The inventory has been customized to evaluate interests from energy-related career clusters—construction, manufacturing, and STEM (science, technology, engineering, and math). The student may also access the full KCIA report that includes and considers all careers. However, it is recommended that students begin with the customized assessment first.

In addition, other Kuder inventories may be used in the class. The Work Values Assessment identifies values in the areas of innovation, accomplishment, prestige, workplace, and income. The Kuder Skills Confidence Assessment has the student rate tasks and activities according to the confidence they have in performing or acquiring that skill.

• Meet with a Kuder virtual coach or an onsite career coach

As part of the ASC-GIEC Program, the career coaches are responsible for meeting with students and interpreting the results of all assessments. However, Kuder virtual coaches can also be used to help students interpret their results for the KCIA and other inventories. If instead students meet with the virtual coach to discuss the results of the KCIA and other inventories, it is important that the on-site career coach ask their students to share the feedback they receive from their virtual coach.

There may be times when the on-site career coach may want to refer students to the Kuder virtual coach. This can happen when career coaches:

• feel overwhelmed by the number of students they are coaching within the program

• think a student would benefit from additional time and attention to the Kuder system or career efficacy skills (e.g. a student needs additional attention in occupation interest selection, their job application, or resume or interview skills)

• need support with a student for a variety of reasons: lack of time, attention, or detail to his or her needs

The process for referring students to a virtual career coach is explained in Chapter 3.

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• Identify a specific specialty degree to match to the career interest

With the assistance of the career coach, students will most likely be able to select a specialty certificate or degree. However, the career coach may want to be prepared for some students to decide this towards the end of the GIE Foundation Bundle.

• Earn Work Ready credentials

Included in the GIE Foundation Bundle is a requirement that students earn their National Career Readiness Certificate (NCRC), as well as the Energy Industry Fundamentals Certificate.

The purpose of taking ACT’s WorkKeys assessments is to determine at what level students possess three foundational work skills: Locating Information, Reading for Information, and Applied Mathematics. Scores on these three assessments are provided as level 1 through level 7. The level of these scores determines which of four certificates of career readiness a student may apply for from ACT. The career coach will have the capability to refer students that receive poor scores to sources of training that would serve to improve the level of knowledge in any of these three areas.

A second assessment, which has not yet been determined, will be required of students in this program. This assessment is to determine the level of skill that students have in general employability skills, which include areas like specific technical skills needed for entry into energy occupations and general employability skills, including teamwork, how to behave and collaborate in the workplace, and how to communicate in appropriate business environments. Determining the level of these skills will provide information that the student will be successful or struggle with the program. For now, the career coach can use the results of the KCIA and WorkKeys to guide the referral of students to available training programs that can impact the further development of these skills and determine if students are, in fact, a match/fit for the energy industry.

• Develop personal skills and set personal, academic, and career goals

Instructors will provide opportunities in the career development class to develop personal skills and set personal, academic, and career goals. The on-site career coach, Kuder virtual coach, and instructor may use tools in the Journey platform to assist with this process.

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Take the Energy Industry Fundamentals Course and Make a Final Decision about Working in the Energy Industry

Energy Industry Fundamentals provides a broad understanding of the electric and natural gas utility industry and the energy generation, transmission, and distribution infrastructure, commonly called the “largest machine in the world,” which forms the backbone of the industry. The course includes business models, regulations, types of energy and their conversion to useable energy such as electric power, how generated power is transmitted and distributed to the point of use, emerging technologies, and the connection to careers in the energy industry.

One of the goals of taking the Energy Industry Fundamentals course is for students to make a final decision about working in the industry. Additional information about the Energy Industry Fundamentals course is found in Appendix 6.

Take Remaining Classes for Your Specific Major in Energy or Explore Other Occupations

Once a student has made a final decision about working in the energy industry, they will need to declare a major. A listing of the jobs and the degree programs associated with each, and where they are taught, can be found in Appendix 7.

Some students may decide to go another direction. Part of the ASC-GIEC Program is to build out an “Explore Other Occupations” section of the Get Into Energy website to provide both students and coaches information on related occupations. There is also the option of using Journey for this purpose. Students can select either the customized report or the report that provides the full results of the KCIA. The full report provides a broad brush of a wide variety of occupations and connects students to resources where they can learn more about the occupations.

Get Support to Complete Your EducationOnce students commit to their major or certificate program, their focus will be on completion. Studies show that connecting students with other students on campus can help increase their completion rate. Below are suggestions for how students might connect. Find out what is available on the campus and share this information.

• Become a member of campus student organizations• Participate in social networking opportunities with other students• Join a peer network

The career coach may also want to create a Get Into Energy student group that will provide opportunities for the career coach to connect with these students in a group setting. This can be a very efficient way to meet with students and accomplish multiple objectives. This will also allow for the following:

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1. Students to meet each other2. Create social networking opportunities3. Bring in energy company representatives to mentor the students in a group environment4. Interpretation of assessments in a group setting5. Workshops on resume writing, interviewing skills, etc.

Participate in an Internship, Job Shadowing, and/or Mentoring ExperienceInternships, job shadowing, and mentoring are built into the ASC-GIEC model, though the type of program and timing will vary by campus. The project contact on each campus will provide additional information to help students with this step.

Get Support for Your Job SearchAs students near completion, they will begin their job search. There are several ways that students can prepare.

Take a Career Workshop on Searching for Jobs, Resume Writing, and Interviewing

Each campus offers a variety of career workshops on topics such as the job search, resume writing, and interviewing. Information will be provided to coaches.

Meet with a Career Coach/Kuder Virtual Coach/Utilize Kuder Tools

Journey has numerous tools students can take advantage of to help prepare them for employment. The career coach or Kuder virtual coach can guide students through the online resources available in Kuder. Further detailed information is included in Chapter 7.

Search Job Openings

Students can conduct a job search by clicking on “search for energy job postings” found under quick links on the ASC-GIEC website: http://az.getintoenergy.com/. Often students do not know where to begin when searching for a job. In Appendix 8, we provide a one-pager that provides students with helpful tips on how to begin their job search and where to find job postings on company sites.

Apply for JobsOnce students feel confident about moving into employment, they can start applying for jobs.

Participate in On-Campus Presentations from Energy Companies Highlighting Their Job Openings

Each campus will have presentations from participating employers. The career coach will receive information on these events as they are scheduled.

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Review Requirements on Specific Energy Company Employment Sites

Participating employers have online job sites. The URLs for each of the companies are found below. Students should review the requirements and processes for applying for jobs in each company before applying.

Arizona Public Service - http://jobs.aps.com/Salt River Project - http://www.srpnet.com/jobs/Tucson Electric - https://www.tep.com/careers/Arizona G & T Coops - http://www.azgt.coop/azgt-cooperative-energy/careers/Freeport-McMoran - http://freeport-mcmoran.jobs/CB&I - http://www.cbi.com/careers/job-search

Complete Online Applications

Next, students will complete online applications. The career coach should become familiar with the online application process at each of the energy companies, since students may need assistance and processes may vary by company. This may be the first time some of the students have completed online applications rather than paper versions. Each company’s application process for this specific program is currently being established and will be provided to the career coaches once available.

In addition, ask students to complete the online practice application in Kuder. This will provide them with the opportunity to gather all relevant information typically required on an application, so they will have this information readily available when applying for a job.

Attend Job Interviews

Before students go on interviews, it would be beneficial to provide some coaching and mock interviewing to help them practice. Students aren’t typically familiar with the behavior-based interview process and will need guidance and practice.

Your New Career in Energy!The last step and the goal of the program: Employment.

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CHAPTER 3 – THE COACHES’ ROLE IN THE PROCESSWe will now dive into more detail on the critical elements of the roadmap. Chapter 3 will focus on the role of the career coach in each step of the process, along with the tools available to both the student and the career coach.

Prospective students will be recruited and those interested in energy careers will be asked to complete an intake interview form. Once this is completed, the career coach is responsible for discussing and interviewing the students to begin the steps in the process.

The role of the career coach is to:

• Ensure intake form is completed properly • Pre-register students in the Kuder Journey system • Introduce students to the Journey system and how to use it• Ensure students register in Kuder• Interpret three assessments: KCIA, WorkKeys, and one other employability skills

assessment (to be determined)• Refer some students out to other programs due to criminal record, lack of interest in

energy careers, or lack of availability of specific energy jobs in their geographic region• Assist in developing career goals with energy students• Assist students through prior learning assessment, if applicable• Assist energy students through the enrollment and financial aid process• Track students’ progress in Kuder• Continue to follow-up with the students through their education and through

completion and job placement

Kuder Virtual Coach Referral ProcessAs part of this program, a Kuder virtual career coach will be available to the on-site career coach to provide support and assist their students through the process. Each student in ASC-GIEC receives up to three hours of virtual coaching, as needed. Typically, interpreting assessments, online portfolio review, resume, cover letter, interview ready skills, and career maturity skills are discussed in the meetings. The expectations may be different for each student.

The career coach can refer students to the Kuder virtual coach by completing the Virtual Coach Referral Form. Once the form is completed, the career coach can email this form to coach@kuder.com. The student will be contacted within 24 hours. The form can be found in Appendix 9.

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Continue Your Education or Explore Other OpportunitiesStudents Meet or Talk to On-Campus Career Coach

After the student has gathered personal college admissions material and applied for admission to the college, they will be ready to meet with or talk to an on-campus career coach or academic advisor.

This may be the first touch point for coaching to take place at the college. This is an opportunity to create a collaborative rapport with the student and that rapport will serve the career coach well many times as they move forward through the steps of the program.

This is also an opportunity for the career coach to answer any questions the student may have about ASC-GIEC and also take the opportunity to explain the basic qualifications of candidates who will be successful in an energy career. The career coach should remind the students that the energy industry requires students to be drug free and that a criminal background check will be conducted; the energy industry is for students with no record of a felony. The “Characteristics of a Successful Energy Employee,” found in Appendix 10, is a helpful tool that provides an overview of the softer skills required by energy industry employers. This is a good handout for students.

To ensure that students understand the requirements of the energy jobs, a one-page career pathways roadmap has been created and is available for various in-demand energy jobs. This roadmap can be found on the Get Into Energy website (http://www.cewd.org/roadmap) and it provides students with a good understanding of the duties and job requirements for each job, as well as the potential for growth in that particular career pathway. A sample career pathways roadmap is found in Appendix 11. In addition to this one-page roadmap, there is an interactive roadmap for each of the in-demand job classifications on the Get Into Energy website. These interactive roadmaps provide students with much more detail on each of the steps outlined on the career pathways roadmap. In order to become familiar with some of the energy jobs, we encourage career coaches to walk through each of the roadmaps for the in-demand jobs in Arizona. Not all of the in-demand jobs are found on the GIE website, but most of them are available. It is important that the career coaches understand these job requirements, so they can be effective in their role. In addition to reviewing these resources, we recommend the coaches connect with industry partners and request a tour/job shadow opportunity for the various jobs these students would be applying for. This will give the coaches a good understanding of the work itself.

Once the student has attended the college’s orientation session, the coach should be connecting with the student to begin the coaching process.

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This is also an opportunity for the career coach to introduce the student to the Kuder Journey system as a tool that will help them throughout their education, letting them know that as part of the career development class, they will be required to complete several assessments in Journey. This will be a good time to assist students to register themselves in Journey and enter information about themselves to initiate an electronic portfolio. This process needs to be accomplished for two reasons. First, it will become the basis for all future uses of Journey by the student. Such uses will include taking the KCIA, researching multiple occupations, learning about financial aid, preparing cover letters and resumes, and posting an e-Portfolio for viewing by employers. Second, registering the student at this point will build the electronic portfolio, which serves as a repository of each student’s assessment results, scanned credentials, and uploaded documents. These items can be viewed both by students and by the career coach. Follow these steps to register a student in Journey:

• Log in to www.getintoenergy.kuder.com• Select New Users from the Login box• Complete the registration process with as much information as available based on the intake form

• Assign a user name and password for each student by following this formula: User name: first name + last name (i.e. johnsmith) / Password: getintoenergy

It is essential that students know their user name and password and that they use the exact same name and password each time they access the system. For that reason, it would be prudent for the career coach to provide the user name and password to each student in written form. The “Kuder Get Into Energy Portal Handout,” which can be found in Appendix 12, has been developed for this purpose. The career coach should make sure to provide the student with the appropriate J-Code for their college/program. A list of the J-Codes by college is found in Appendix 13.

The first item that the career coach will want to store in each student’s electronic portfolio is a copy of the intake interview summary form completed by the student. Either the career coach or the student can upload the completed form into the portfolio by following these steps:

• Access www.getintoenergy.kuder.com• Enter the student’s user name and password• Click on the Job Search Tools tab and then Manage My Documents• Select the file to upload• Choose Other for Document Category and Word Document for Document Type• Enter a Title and/or Description• Click Upload

Access to electronic documents will also be provided under the Recommended Links section of each student’s homepage within Journey.

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Apply for Financial Aid

During the next few steps in the process, the role of the coach is to provide assistance and guidance to the students. Once the student decides to enroll, they may need to apply for financial aid. The role of the coach is to provide them with guidance or refer them to the appropriate advisor on campus to assist them with financial aid and the enrollment process. Coaches can also refer students to the Financial Aid Toolkit, which provides great resources and information on financial aid and tax benefits for adults pursuing a college education.

http://financialaidtoolkit.ed.gov/tk/outreach/target/adults.jsp

Other financial aid resources available to coaches and students can be found in Chapter 6 and Appendix 14.

Enroll in Desired Program and Attend GIE Orientation Session

It is at this point that students should enroll in the desired program, even though they have not completed the assessments and the courses in the GIE Foundation Bundle. The student must enroll in the desired program of study to continue in this program.

Take Career and Personal Development Class

As part of the ASC-GIEC Program at participating colleges, students will take a GIE Foundation Bundle their first semester. This includes a career and personal development class, a math course, and an industry overview course entitled Energy Industry Fundamentals. As part of the career and personal development class, students will take the KCIA, as well as the Career Values Assessment and Kuder Skills Confidence Assessment. They will also need to earn their National Career Readiness Certificate and one other credential, which is yet to be determined. The role of the coach in this process is to interpret the results of these assessments and work with the students to develop their career goals. Interpretation of these assessments is reviewed in Chapter 5.

Take the Energy Industry Fundamentals Class and Make Final Decision about Working in the Energy Industry

After taking the Energy Industry Fundamentals class, students will make a final decision about working in the energy industry. This is the third credential the student will receive. This class together with the results of the other assessments will help them make the final decision if energy is, in fact, the career for them. The process and requirements for ordering the Energy Industry Fundamentals Assessments is found in Appendix 15.

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Capturing Notes in Kuder JourneyDuring the entire process, it will be important that the career coach continually takes notes on their students’ progress. The purpose of this is to capture information that cannot be captured elsewhere on the Kuder system. The information captured in this area should be factual and not subjective or behavioral. All information included on this screen is deemed discoverable. Please do not use subjective terms, such as “student is not motivated.” Enter facts, such as “student does not have a vehicle and will need transportation,” or “student was interviewed three times and has been unsuccessful. I referred him to Interviewing Skills Workshop.” The notes feature can be accessed as follows:

When logging in to the administrative database, there will be a coach tab available as demonstrated in the figure below. This coach tab consists of an area to record danger signs and session notes, review assessments, send messages, and attach special resources. The purpose of each of these areas is described in the following table.

Dashboard Overview of student information, including student photo, name, date of birth, gender, address, institution, phone, and email. There is also a section for support documents here that can be uploaded for the career coach through the Tools & Resources tab.

Danger Signs This section tracks signs that the student will drop or is facing issues where additional resources may be necessary.

• Student does not respond to contact or attend sessions• Student is developing a pattern of tardiness or absence from work• Student is complaining about supervisors and/or coworkers• Student is using drugs

or excessive alcohol• Student gets into

trouble with the law

Access to electronic documents will also be provided under the Recommended Links section of each student’s homepage within Journey.

Capturing Notes in Kuder Journey

In addition to completing the forms throughout the process, it will be important that the career coach continually takes notes on their students’ progress. The purpose of this is to capture information that cannot be captured elsewhere on the Kuder system. Also, please note that the information captured in this area should be factual and not subjective or behavioral. All information included on this screen is deemed discoverable. Please do not use subjective terms, such as “student is not motivated.” Enter facts, such as “student does not have a vehicle and will need transportation,” or “student was interviewed three times and has been unsuccessful. I referred him to Interviewing Skills Workshop.” The notes feature can be accessed as follows:

When logging in to the administrative database, there will be a coach tab available as demonstrated in the figure below. This coach tab consists of an area to record danger signs and session notes, review assessments, send messages, and attach special resources. The purpose of each of these areas is describe in the following table.

Dashboard Overview of student information, including student photo, name, date of birth, gender, address, institution, phone, and email. There is also a section for support documents here that can be uploaded for the coach through the Tools & Resources tab. !

!

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Danger Signs

Session Notes

This areas allows session notes and meeting information to be stored. !

!

This section tracks signs that the student will drop or is facing issues where additional resources may be necessary.

• Student does not respond to contact or attend sessions • Student is developing a pattern of tardiness or absence from work • Student is complaining about supervisors and/or coworkers • Student is using drugs or excessive alcohol • Student gets into trouble with the law !

!

! 20

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Session Notes This areas allows session notes and meeting information to be stored.

Assessments This area shows online assessments taken and manually added or offline assessments. It also allows the coach to add assessment results for the student.

Send Message This is another way to access sending internal messages to students.

Resources This area allows the coach to upload specific resources for the student that are pertinent to their situation.

Danger Signs

Session Notes

This areas allows session notes and meeting information to be stored. !

!

This section tracks signs that the student will drop or is facing issues where additional resources may be necessary.

• Student does not respond to contact or attend sessions • Student is developing a pattern of tardiness or absence from work • Student is complaining about supervisors and/or coworkers • Student is using drugs or excessive alcohol • Student gets into trouble with the law !

!

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Assessments

Send Message !

This area shows online assessments taken and manually added or offline assessments. It also allows the coach to add assessment results for the student.

! !

!

!

This is another way to access sending internal messages to students. !

!

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!Ongoing support will be a vital component for this population. Many are going to be in the workforce for the first time; others have had unsuccessful attempts at jobs; others may be reaching beyond what they have ever considered possible for themselves before or are even changing their entire career path. For this reason, the career coach must be available on an ongoing basis to provide a connection and encouragement, and to serve as a general resource about all things career-related. We recommend monthly contact for the first three months, either in person or by phone for 15-30 minutes. After that, bi-monthly contact through the first year can help to assure success for the individual. !During the career and personal development class, the career coach should have much more interaction with the students as they begin to use Kuder and develop their career and personal development plans. !While these steps are described as one-on-one sessions, career coaches who are working with multiple students targeting the Get Into Energy Program should also consider the use of group sessions. Group sessions allow for a greater transfer of knowledge and sharing of experience and may make some individuals feel more comfortable and supported. !Apply for Financial Aid During the next few steps in the process, the role of the coach is to provide assistance and guidance to the students. Once the student decides to enroll, he or she may need to apply for financial aid. The role of the coach is to provide them with guidance or refer them to the appropriate advisor on campus to assist them with financial aid and the enrollment process. Coaches can also refer students to the Financial Aid Toolkit, which provides great resources and information on financial aid and tax benefits for adults pursuing a college education.

http://financialaidtoolkit.ed.gov/tk/outreach/target/adults.jsp

Resources This area allows the coach to upload specific resources for the student that are pertinent to their situation. !

!

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Ongoing support will be a vital component for this population. Many are going to be in the workforce for the first time; others have had unsuccessful attempts at jobs; others may be reaching beyond what they have ever considered possible for themselves before or are even changing their entire career path. For this reason, the career coach must be available on an

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ongoing basis to provide a connection and encouragement, and to serve as a general resource about all things career-related. We recommend monthly contact for the first three months, either in person or by phone for 15-30 minutes. After that, bi-monthly contact through the first year can help to assure success for the individual.

During the career and personal development class, the career coach should have much more interaction with the students as they begin to use Kuder and develop their career and personal development plans.

While these steps are described as one-on-one sessions, career coaches who are working with multiple students targeting the Get Into Energy Program should also consider the use of group sessions. Group sessions allow for a greater transfer of knowledge and sharing of experience and may make some individuals feel more comfortable and supported.

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CHAPTER 4 – BEST PRACTICES FOR COACHING TRANSITIONING WORKERSBackground on Transitioning WorkersAccording to the BLS, displaced workers are defined as persons 20 years of age and older who lost or left jobs because their plant or company closed or moved, there was insufficient work for them to do, or their position or shift was abolished.

January 2012 survey results by BLS show that 56 percent of the 6.1 million long-tenured displaced workers were reemployed at the time of the survey in January 2012, up from 49 percent for the January 2010 survey. The proportion of unemployed at the time of the most recent survey was 27 percent, down from 36 percent in the January 2010 survey. Seventeen percent of long-tenured displaced workers were not in the labor force in January 2012, up from 15 percent for the previous survey. (See Figure 6.)

Figure 6: Long-Tenured Displaced Workers Employment Status

In January 2012, reemployment rates were about 62 percent for workers ages 20 to 54. Reemployment rates were lower for older workers. The rates for those ages 55 to 64 and 65 years and over were 47 and 24 percent, respectively. Among those ages 65 and over, 49 percent were no longer in the labor force when surveyed in January 2012.

Long-Tenured Displaced Workers

Employment Status in January 2012

Total Employed (%)Unemployed

Labor Force (%)Not in the

Labor Force (%)Total, 20 years and over 6,120 56 26.7 17.4

20 to 24 years 128 61.7 22.4 15.9

25 to 54 years 4,268 61.5 26.2 12.3

55 to 64 years 1,338 47.4 28.1 24.5

65 years and over 386 23.5 27.5 49

Numbers in thousands

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Best Practices in Coaching Transitioning WorkersThe following are best practices recommended by Kuder, who has extensive experience working with transitioning workers.

1. Transitioning workers have experience and should be treated as such. Even if they do not have a high school diploma or equivalency, it doesn’t mean that they do not have valuable information to share and contribute. Asking questions and learning about their experiences is an excellent way to connect them to a future occupation or school program that would fit their needs, on top of their occupational assessment.

2. Transitioning workers may feel they have been let down by life and may feel defeated, so encouragement and motivation are important tools to help them stay the course. Many times they just need someone to believe in them.

For example, years ago truck drivers (semi drivers) could be hired without any credentials except a commercial license (i.e., no high school diploma or equivalency or certificate). They may have been trained on the job. They likely held the job for a significant period and made a good annual salary (between $45,000-$65,000, sometimes higher). During the economic downturn, many truck drivers lost their jobs. After a job loss, they tend to lose everything after years of supporting their families sufficiently. In this case, their confidence is shaken and they may feel defeated. Using encouraging words, examples, and behaviors can help them overcome the slump and move on to another field. This goes for manufacturing, distribution, etc. They may have held management positions as they were promoted from within but without education.

As another example, if an individual moves through life gaining and losing employment due to poor employment skills or a misunderstanding on how a hired culture works, they may believe that it is “impossible” to work for someone and be productive. They may have an external perspective of control (locus of control) and develop a victim mentality. In this case, it is essential to maintain patience and respect and develop practices to shift faulty thinking and beliefs to more productive beliefs. This is a slow process and takes work to find the underlying missing skill(s) and belief(s). The rewards for the student and coach in a successful case perpetually create more success.

3. It is essential to develop an understanding about how long the transitioning worker has been transitioning. While some will come immediately after a transition, others will wait until all other resources have been exhausted, creating a level of urgency. It would be a good practice to understand where the worker has come from and how long they have been “transitioning,” as well as create proactive practices where workforce development is used as a resource for connecting with new cases.

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4. Transitioning workers are adults and may have never had academic experience outside of secondary school. They may have a lot of anxiety around this fact and may need extra hand-holding to help them gain confidence to be successful in school. Many transitioning workers started working right out of high school and may not have memories of good experiences with school, so teaching effective study habits and success tips (time management, schedule management, class selection) can help ease the anxiety and transition them into education and training programs successfully.

5. Transitioning workers may need to understand all the options for paying for school, including the effective use of financial aid and any aid refund monies. They may need support in budgeting and effective utilization of income. There are several options for financial aid, such as federal student aid, state financial aid, financial aid from the college, and scholarships. The Department of Labor has a website that lists by state scholarships that may be available to the students: http://careerinfonet.org/scholarshipsearch/ScholarshipCategory.asp. The Financial Aid Toolkit developed by the Department of Education provides great resources and information on financial aid and tax benefits for adults pursuing a college education: http://financialaidtoolkit.ed.gov/tk/outreach/target/adults.jsp.

6. Kuder Journey also provides financial aid and scholarship information. Further details can be found in Chapter 6. Journey provides a detailed filtering system to find scholarships relative to the student’s situation.

7. Make sure everyone involved with this demographic (faculty, coaches, staff, and consultants) have a good understanding about the needs and barriers, as well as ways to help them be successful. Also, include training for the faculty and staff on how to handle the emotional distress described in items 1-4. Some ideas for training and helping these students/adults include:

a. Teach problem-solving skillsb. Provide study tipsc. Use real-life concrete examplesd. Implement flexibility in pace and assignments e. Encourage and motivate, celebrate successf. Discuss networking options for study groups/academic achievement centersg. Ensure they know where to find resources (computers, counselors, etc.)h. Create a resource repository to help overcome barriers and needs (transportation,

childcare, elder care, etc.) (United Way’s 211.org is an excellent resource)i. Identify needs for technology trainingj. Understand and effectively work with diversity and different cultures

For more information on working with transitioning workers, specifically those who are older, see Appendix 16.

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CHAPTER 5 – ASSESSMENT INTERPRETATIONWhile the results of the assessment may be available to students immediately after administration, they will still require some interpretation by the career coach. It is important that the results of all assessments be considered together to create a big-picture view for the individual of the challenges they may face in preparing for a career. Such challenges may include the amount of training or remediation indicated by the assessment results, or an indication that manufacturing or construction or some other area would be more in line with the individual’s interests.

AssessmentsThe Career Pathways Program is designed to attract adults and to determine their interest, fit, and baseline knowledge and skills to qualify them to enter training for energy occupations. Assessment is one of the tools career coaches are asked to use in this process.

There are two kinds of assessments: informal and formal. The career coaches will be using informal assessments when conducting the intake interview, and when making some judgments about a candidate’s level of motivation and interest in moving forward in this program. In other words, informal assessments are any method used to gain information about a person—such as interviews, checklists, and questionnaires—that has not been subjected to the scientific rigor of item development, norming, and studies of reliability and validity.

In the Career Pathways Program, three formal assessments are being used—i.e., instruments that have been developed by organizations that specialize in the development of assessments, as well as one inventory. For each of these three assessments, professionals have given great care to ensure that the items posed to students are not culturally or gender-biased; that the assessment tool measures what it is supposed to measure (called validity); and that if the same assessment were taken a second or third time, it would provide the same results (called reliability) unless some intervention was introduced that was designed to improve skills or knowledge. The leaders of the CEWD Career Pathways Program have been careful to select assessment tools that meet professional standards in these areas, as well as measure the attributes of each person that are relevant to the project’s goals.

Career choice and development theories indicate that the best single predictor of an individual’s satisfaction in a given occupation is that person’s interests. The KCIA has been selected as the measure of interest for this project. An interest is a preference for doing one kind of activity over another. Thus, there are no “right” or “wrong” interests. Individuals have their own unique pattern of interests. So, an interest assessment will be used in the program

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to answer the question, “Is this person interested in doing the kind of daily work tasks that energy occupations require?”

Many of us are interested in doing things that we do not have the skills to do. Thus, it is also critical that the screening process in this project includes measures of skills. A skill can be defined as the knowledge and practical application needed to perform a given task. So, the Career Pathways Program will offer two formal assessments that are designed to measure foundational knowledge and skills in specific areas. These two assessments are ACT’s WorkKeys and a second assessment that has not yet been determined. For these assessments, there are correct answers to each of the items.

Preparing Students for AssessmentStudents will be more relaxed about taking these assessments and will perhaps do a better job if the career coach spends some time in preparing them for the process. Such preparation consists of at least the following items:

• Explain the purpose of taking the assessment• Describe how, where, and when to take the assessment• Explain what the items on the assessment will be like• Explain how to prepare, if relevant• Explain when the results will be available and who will see them• Explain what happens to the results

So, let’s look at each of these items individually.

The Purpose of Taking the AssessmentsThe first global purpose of the assessments is to provide information to the student and to the career coach that will guide decisions about the student’s entry into energy programs in general and also about the specific occupations and training opportunities within the program. A second important global purpose of the assessments is to determine if and what kind of additional training and support may be needed in order to give students the foundational skills they need to acquire credentials, degrees, and/or certifications necessary to reach their goals.

The Kuder® Career Interest Assessment™The Kuder® Career Interest Assessment™ (KCIA) measures the interests of individuals in 16 different industry-related areas. However, for the purpose of this project, individuals’ interest scores will only be displayed in two ways. First, students can review results for the three clusters that contain energy, manufacturing, and construction occupations, as these are the only occupational areas for which this project will provide training and/or job placement. Second, students can review results for all 16 career cluster occupations.

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On the more specific level, the KCIA is used to determine the students’ interest in work within three different industry-based areas as briefly described below:

• Architecture and Construction: Careers in designing, planning, managing, building, and maintaining the built environment. People employed in this cluster work on new structures, restorations, additions, alterations, and repairs. Energy jobs found in this cluster are: lineworker, pipefitter/pipelayer, substation mechanic, and relay technician.

• Manufacturing: Careers in planning, managing, and performing the processing of materials into intermediate or final products, and related professional and technical support activities such as production planning and control, maintenance, and manufacturing engineering. Energy jobs found in this cluster are: power plant operator, dispatcher, nuclear reactor operator, and electrical technician.

• Science, Technology, Engineering, and Mathematics: Careers in planning, managing, and providing scientific research and professional and technical services (such as physical science, social science, and engineering), including laboratory and testing services and research and development services. Energy jobs found in this cluster are: electrical engineer, mechanical/chemical engineer, nuclear technician, and radiation protection technician.

These are three of the 16 Career Clusters identified in the National Career Clusters® Framework and each of these have Career Pathways to help students explore different career options and better prepare for college and career. Each National Career Cluster represents a distinct grouping of occupations and industries based on the knowledge and skills they require. The 16 National Career Clusters and related Career Pathways provide an important organizing tool for schools to develop more effective programs of study (POS) and curriculum. Occupations/career specialties are grouped into the Career Clusters based on the fact that they require a set of common knowledge and skills for career success. The knowledge and skills represented by Career Clusters prepare learners for a full range of occupations/career specialties, focusing on the holistic, polished blend of technical, academic, and employability knowledge and skills. Unfortunately, in most states, energy is not identified as one of the 16 Career Clusters. Note from Figure 7 that the energy jobs are found within three Clusters: Architecture and Construction, STEM, and Manufacturing.

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Figure 7: Energy Career Cluster Map

ACT’s WorkKeysThe purpose of taking ACT’s WorkKeys assessments is to determine at what level students possess three foundational work skills: Locating Information, Reading for Information, and Applied Mathematics. Scores on these three assessments are provided as levels, specifically levels 3-7. The level of these scores determines which of four certificates of career readiness, called the National Career Readiness Certificate and described in Figure 8, a student may apply for from ACT. The career coach will have the capability to refer students who don’t achieve the score they desire to sources of training that would serve to improve the level of knowledge in any of these three areas. The meaning and criteria for the four levels of certificate are included in the box below. The goal for participants in general for the Get Into Energy Program is to achieve the silver level, that is, at least level 4 in each of the three core areas. The gold level, however, is required for those who want to qualify for the nuclear energy industry.

Construction:• Boilermaker• Carpenter• Electrical & Power

Transmission Installers• Electrician• Insulation Worker• Iron / Metalworker• Lineworker• Electrical & Power Line

Installers and Repairers• Millwright• Pipefitter• Pipeline Installer• Pipelayer• Welder

Maintenance Operations:• Boilermaker• Carpenter• Electrician• Heavy Equipment Operator• Insulation Worker• Iron / Metalworker• Millwright• Pipefitter• Pipelayer• Substation Mechanic• Utility Metering & Regulation

Technician • Relay Technician• Welder

Engineering and Technology:

• Electrical Engineer• Power Systems

Engineer• Mechanical Engineer• Nuclear Engineer• Chemical Engineer• Civil Engineer• Energy Transmission

Engineer• Procurement Engineer

Science and Math:• Nuclear Chemist• Nuclear Technician• Materials Scientist• Radio Chemist• Health Physicist• Chemistry Technician

Science, Technology, Engineering, and

Mathematics

Architecture and Construction

Clus

ters

Path

ways

Manufacturing Production Process Development:

• Electrical and Electronics Technician

• Engineering and related Technician

• Power Generating & Reactor Plant Operator

• Gas Plant Operator

Maintenance, Installation & Repair

• Boilermaker• Pipefitter• I & C Technician• E & I Technician• Electrical Equipment

Installer / Repairer• Maintenance Repairer /

Technician• Millwright

Manufacturing

Recommended additions

Energy Career Cluster Map

Design and Pre-construction:• Civil Engineer• Mechanical Engineer• Electrical Engineer• Environmental Engineer• Electrical & Electronics

Engineering Technician Quality Assurance• Quality Control Technician• Quality Assurance

Technician

Logistics & Inventory Control

• Heavy Materials Technician

Sunday, April 13, 14

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Figure 8: National Career Readiness Certificate Levels

Describe How, Where, and When Students Can Take the AssessmentsStudents will take the KCIA within the Journey career planning system during the career and personal development class. The career coach or the instructor will provide them with information about how to sign on to this system. They may take this assessment at any time and from any place that they have access to the internet. The resultant scores will reside in each student’s online Kuder portfolio and can be viewed by the career coach and the students there.

Students will take ACT’s WorkKeys assessment through a variety of avenues, dependent on the school. The scores will be placed on a secure website from which they will be downloaded into the student’s Kuder electronic portfolio, from which the career coach can view them.

Items Covered on the AssessmentThe KCIA has 60 sets of items, three in each set. The person taking the assessment is asked to put these three items in the order in which they would like to do them—even if some seem totally undesirable. On this assessment, there are no right or wrong answers.

! Figure 8: National Career Readiness Certificate Levels !!

Describe How, Where, and When Students Can Take the Assessments !Students will take the KCIA within the Journey career planning system during the career and personal development class. The career coach or the instructor will provide them with information about how to sign on to this system. They may take this assessment at any time and from any place that they have access to the internet. The resultant scores will reside in each student’s online Kuder portfolio and can be viewed by the career coach and the students there. !Students will take ACT’s WorkKeys assessment through a variety of avenues, dependent on the school. The scores will be placed on a secure website from which they will be downloaded into the student’s Kuder electronic portfolio, from which the career coach can view them. !Items Covered on the Assessment !The KCIA has 60 sets of items, three in each set. The person taking the assessment is asked to put these three items in the order in which he or she would like to do them—even if some seem totally undesirable. On this assessment, there are no right or wrong answers. !

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Figure 9: Sample Items from the KCIA

The items on WorkKeys are typically multiple-choice items from which students would choose the one best answer. Sample items for each of the three tests are shown in Figures 10-12. The answer to each of these items is either right or wrong.

!!

! !!Figure 9: Sample Items from the KCIA !

The items on WorkKeys are typically multiple-choice items from which students would choose the one best answer. Sample items for each of the three tests are shown in Figures 10-12. The answer to each of these items is either right or wrong. !

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!

Figure 10: Item From WorkKeys – Locating Information !

!

Figure 11: Item from WorkKeys – Reading for Information !

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!

Figure 10: Item From WorkKeys – Locating Information !

!

Figure 11: Item from WorkKeys – Reading for Information !

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!

Figure 12: Item from WorkKeys – Applied Mathematics !!!How to Prepare !It is not necessary to prepare to take the KCIA, as there are no right or wrong answers and interests are formed by way of both heredity and environment (experiences that are positively reinforced) during one’s whole lifetime. The best preparation is to be sure that the applicant has 30 minutes of access to Journey on the internet, though the inventory itself may not take more than 20 minutes. It is desirable, however, to complete it during one sitting. !Besides doing well in courses related to these assessments, students can prepare for the WorkKeys assessments by paying a $5.00 fee (for each of the three) and taking practice versions of the assessments online at http://www.act.org/workkeys/practice. After the user selects an answer for each item, the correct answer is revealed as well as an explanation of why that item is correct. Students will need to set aside sufficient time to take these assessments, whose length in the online version—whether a sample test or real—is 55 minutes per assessment, thus requiring a minimum of three hours.

When Will Results Be Available and Who Will See Them !All of the assessments that Career Pathways students will take are administered online. Thus, they will be scored immediately. In the case of the KCIA, the results will be available

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Figure 10: Item From WorkKeys – Locating Information

Figure 11: Item from WorkKeys – Reading for Information

Figure 12: Item from WorkKeys – Applied Mathematics

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How to Prepare It is not necessary to prepare to take the KCIA, as there are no right or wrong answers and interests are formed by way of both heredity and environment (experiences that are positively reinforced) during one’s whole lifetime. The best preparation is to be sure that the applicant has 30 minutes of access to Journey on the internet, though the assessment itself may not take more than 20 minutes. It is desirable, however, to complete it during one sitting.

Besides doing well in courses related to these assessments, students can prepare for the WorkKeys assessments by paying a $5.00 fee (for each of the three) and taking practice versions of the assessments online at http://www.act.org/workkeys/practice. After the user selects an answer for each item, the correct answer is revealed as well as an explanation of why that item is correct. Students will need to set aside sufficient time to take these assessments, whose length in the online version—whether a sample test or real—is 55 minutes per assessment, thus requiring a minimum of three hours.

When Will Results Be Available and Who Will See ThemAll of the assessments that Career Pathways students will take are administered online. Thus, they will be scored immediately. In the case of the KCIA, the results will be available immediately for online viewing and interpretation. They will be stored in the student’s electronic portfolio, from which both the student and the career coach can view the results at any time.

The WorkKeys assessments will be scored immediately at the time of administration and, typically, examinees will receive a score report from someone at the testing center. In order to create a National Career Readiness Certificate and make the results of WorkKeys available to employers, student will need to follow these steps:

• Twenty-four hours or later after having taken WorkKeys, the examinee should access the WorkKeys website at www.myworkkeys.com.

• Log in by selecting the words Log in Now under the title Individuals.• If the student has received their certificate, they will have an assigned user ID and

password on the back of the certificate. In that case, they should log in with this user ID and password. If the student has not received a certificate, and therefore does not have a user ID and password, they should choose Create a New Account when using this site.

• Complete the requested contact information, being sure to use exactly the same first and last name, date of birth, and examinee number as when they took the tests. Also, they must fill in all other requested information and create a new user ID and password (if they have not already received one). In addition, they need to select a security question and respond to it.

• Activate the account. After completing the required fields, a Registration Confirmation will appear.

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• An email (which the student can view by opening their mail in a separate window) will be sent to the email address the student provided. That email will contain the activation code that must be entered.

• From the left-hand menu, choose Certificate Management in order to see which level of National Career Readiness Certificate they qualify for and to make the certificate public so that potential employers can view it. The student will need to share the URL of their page with the career coach or give them their certificate ID number. Employers can view the certificate by entering the certificate ID at www.act.org/certificate/verify.html. If the student wishes to get a print copy of their certificate, they can also do that from this location by choosing Order Certificates. The print version costs $16.00, and it may take 3-4 weeks to receive it.

The process described above allows students and their prospective employers to view the results of the WorkKeys assessments and the resultant certificate. However, it is also important that the career coach be able to see the results of WorkKeys. It is also important that students keep all information relevant to job-seeking in one easy-to-view place—their portfolios. The process to enter the assessment scores are described in Chapter 6.

What Happens to ResultsCareer coaches and students will use the scores to help students make decisions about occupations and training programs to be entered. The scores will remain in each student’s Kuder electronic portfolio for the student’s lifetime unless they makes a request through Kuder’s Customer Support operation to have the scores or the entire portfolio removed.

Reviewing and Interpreting Assessment ResultsThe role of the career coach is to take the information from the KCIA, along with the results of the other assessments, to determine if in fact the energy industry is the best career option for the student.

Interpreting the Kuder Career Interest Assessment Specifically for the ASC-GIEC Program, for the assessment results from the KCIA, the student receives a ranking on three areas, in order of interest: STEM, Architecture and Construction, and Manufacturing. The interest level of these clusters determines, with a conversation with the student, if the student is a good fit for the energy industry. Typically, the bar in mid-medium range or above determines an appropriate interest or fit. See the GIE Career Cluster Map in this document for a listing of the energy occupations, which can be found in Appendix 17.

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Figure 13: Sample Score Report from the KCIA

Notice that the three clusters—Science, Technology, Engineering, and Mathematics; Architecture and Construction; and Manufacturing—are displayed in the order, from highest to lowest, of the student’s degree of interest in each. Notice the length of the bar graph provided to the right of the title of the cluster; it indicates whether a given student’s interest is high, medium, or low.

Given other supporting data, the career coach may choose to retain students in the Career Pathways Program who have interest in the “high” range in the Science, Technology, Engineering, and Mathematics (STEM) cluster. Refer those who have interest in the “high” range in Manufacturing to other sources to acquire these jobs, or refer them to energy jobs in that particular cluster, such as power plant operator or pipefitter/pipelayer. Those who have interest in the “high” range in Architecture and Construction should be referred to additional sources to acquire jobs in that area, including substation mechanic, relay technician, metering technician, etc. If a student scores low in all three clusters, energy may not be the career for them.

The Journey system also offers two other online assessments: the Kuder Skills Assessment and the Kuder Work Values Inventory. Though these assessments are not required as a part of the screening package of assessments, they would have high value for the student and for the career coach as both the student and the career coach discuss possible career plans, especially if the student’s interest is the lower mid-medium area (when the interest bar is in the middle of the medium column in the interest report) in a particular career cluster related to the energy industry. A full interpretation of the assessments should be made to determine if all the assessments indicate a lack of job match or fit.

!Reviewing and Interpreting Assessment Results !The role of the career coach is to take the information from the KCIA, along with the results of the other assessments, to determine if in fact the energy industry is the best career option for the student. !Interpreting the Career Search Interest Inventory !Specifically for the ASC-GIEC Program, for the assessment results from the KCIA, the student receives a ranking on three areas, in order of interest: STEM, Architecture and Construction, and Manufacturing. The interest level of these clusters determines, with a conversation with the student, if the student is a good fit for the energy industry. Typically, the bar in mid-medium range or above determines an appropriate interest or fit. See the GIE Career Cluster Map in this document for a listing of the energy occupations, which can be found in Appendix 1.

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! Figure 13: Sample Score Report From Kuder Career Interests Assessment !!

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Interpreting the WorkKeys AssessmentStudents will receive a score from 1-7 on each of the three WorkKeys tests: Locating Information, Reading for Information, and Applied Mathematics. This number, called a level, is based on the number of questions on each test that the student answers correctly. The sample score report is shown in Figure 14.

Figure14: Sample WorkKeys Score Report for Applied Mathematics

Note that this person’s skill level in Applied Mathematics is assessed at 5, with 7 being the highest possible level. In addition, a scale score is provided and is the total of correct answers out of a possible 90. The scale score is most useful as a way to measure whether a person has made progress within a level through, for example, taking a remediation course. As an example, if a student received a level 4 score with a scale score of 75 in Reading for Information at the first administration of this test, then took a Reading course, and then took the Reading for Information test again with a scale score of 78 (though still level 4), the scale score indicates that a gain in Reading for Information has been achieved.

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Figure14: Sample WorkKeys Score Report for Applied Mathematics !!Note that this person’s skill level in Applied Mathematics is assessed at 5, with 7 being the highest possible level. In addition, a scale score is provided and is the total of correct answers out of a possible 90. The scale score is most useful as a way to measure whether a person has made progress within a level through, for example, taking a remediation course. As an example, if a student received a level 4 score with a scale score of 75 in Reading for Information at the first administration of this test, then took a Reading course, and then took the Reading for Information test again with a scale score of 78 (though still level 4), the scale score indicates that a gain in Reading for Information has been achieved. !The text below these scores explains what this level of skills means—in other words, what the student can be expected to do, related to mathematics, in the job setting. !The ranges of scale scores related to the levels for each of the WorkKeys tests are as follows: !!

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The text below these scores explains what this level of skills means—in other words, what the student can be expected to do, related to mathematics, in the job setting.

The ranges of scale scores related to the levels for each of the WorkKeys tests are as follows:

There are five levels of difficulty. Level 3 is the least complex, and level 7 is the most complex. The levels build on each other, each incorporating the skills assessed at the previous levels. For example, at level 5, individuals need the skills from levels 3, 4, and 5. For example, one would need to understand fractions in general before being able to do the measurements required in linework.

WorkKeys - Range of Scale Scores

Reading for Information Applied Mathematics Locating Information

Scale Score Level Scale Score Level Scale Score Level

65-72 <3 65-70 <3 65-70 <3

73-74 3 71-74 3 71-74 3

75-78 4 75-77 4 75-77 4

79-81 5 78-81 5 78-81 5

82-84 6 82-86 6 82-86 6

85-90 7 87-90 7 87-90 7

Figure 15: WorkKeys Range of Scale Scores

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Figure 16 provides an example of the extensive information that can be found on the WorkKeys site.

Figure 16: An Example of Level Descriptions

Some employers contract with ACT to profile the positions within their company on each of these three foundational tests. In other words, the minimum level on each that is required to perform a specific job well is determined by ACT. The scores of individuals who apply to such companies would be compared against those in-house profiles to determine whether a given person is prepared to enter that job or to identify the additional coursework that would be needed to make that person eligible for the job.

ACT has also profiled hundreds of occupations in general and provided that information at http://www.act.org/workkeys/skillsearch.html. The information available there looks like that in Figure 17.

! !Figure 16: An Example of Level Descriptions !

Some employers contract with ACT to profile the positions within their company on each of these three foundational tests. In other words, the minimum level on each that is required to perform a specific job well is determined by ACT. The scores of individuals who apply to such companies would be compared against those in-house profiles to determine whether a given person is prepared to enter that job or to identify the additional coursework that would be needed to make that person eligible for the job. !ACT has also profiled hundreds of occupations in general and provided that information at http://www.act.org/workkeys/skillsearch.html. The information available there looks like that in Figure 17. The required levels for the Get Into Energy Career Pathways Programs have been determined based on the knowledge and skills needed to move into occupation-specific training after reviewing a large number of job profiles related to the energy industry. By requiring potential students to meet the silver or gold (for nuclear) levels, they are more likely to be successful in their job-specific training, which would translate to being better prepared for employment. Descriptions of each level and the skills associated with it for

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The required levels for the Get Into Energy Career Pathways Programs have been determined based on the knowledge and skills needed to move into occupation-specific training after reviewing a large number of job profiles related to the energy industry. By requiring potential students to meet the silver or gold (for nuclear) levels, they are more likely to be successful in their job-specific training, which would translate to being better prepared for employment. Descriptions of each level and the skills associated with it for each of the three tests are provided on ACT’s WorkKeys website at http://www.act.org/workkeys/assess/math/levels.html.

Figure 17: Occupations and Required WorkKeys Score Levels

By this time, students have passed some preliminary screening and have taken two major assessments: the KCIA and the WorkKeys assessment. The career coach has the results of these two assessments in each student’s electronic portfolio, from which the student or the career coach can print reports.

Now the question is, “What do I do with this information?” From this point on, students may go in many different directions. However, the coach can play a critical role in helping the students interpret the results of the assessments and answer the question: What does this mean?

each of the three tests are provided on ACT’s WorkKeys website at http://www.act.org/workkeys/assess/math/levels.html. !

! !Figure 17: Occupations and Required WorkKeys Score Levels !!!

By this time, students have passed some preliminary screening and have taken two major assessments: the KCIA and the WorkKeys assessment. The career coach has the results of these two assessments in each student’s electronic portfolio, from which the student or career coach can print reports. !Now the question is, “What do I do with this information?” From this point on, students may go in many different directions. However, the coach can play a critical role in helping the students interpret the results of the assessments and answer the question: What does this mean? Below is a chart that may be helpful in providing guidance on career direction (Figure 18). !!

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Below is a chart that may be helpful in providing guidance on career direction (Figure 18).

Figure 18: Assessment Interpretation Chart

KCIA ResultsWorkKeys

Assessment Results

Recommendation

Low/Medium range in

all three career clusters

Silver or above

(scores 4 or above)

Even though this student has the basic knowledge and skills to succeed in an energy program, the energy jobs may not be a fit or match for their interests. The student may want to consider a path more aligned to their career interests. Refer the student to videos about the energy jobs or arrange for a meeting with someone in energy to discuss the jobs in more detail.

Low/Medium range in

all three clusters

Bronze or lower

(scores 1, 2, or 3)

This student may struggle in the program due to low WorkKeys scores, and the energy jobs may not be a fit or match for their interests. For this student, refer them to videos about the energy jobs or arrange for them to meet with someone from energy to discuss the jobs and determine if there really is a fit. In addition, they should take remediation and retake the WorkKeys assessment to bring them up to the silver level.

High in all three clusters Bronze or lower

(scores 1, 2, or 3)

This student is a fit or match for the energy industry. However, the student may struggle with some of the more technical parts of the program. Recommend that the student take remediation and retake the WorkKeys assessment to bring them up to the silver level.

High in only one cluster Bronze or lower

(scores 1, 2, or 3)

This student is a fit or match for only one career cluster. Review the occupations listed in the career cluster that was rated high, and ensure that the student is pursuing a job in that area. If the student is pursuing a job found in a career cluster that was rated low or medium, spend time discussing the potential disconnect with the student. Again, refer them to videos or connect them to someone in industry so they better understand the work. They also need to bring up their WorkKeys score to a silver level; otherwise, they will struggle with technical parts of the program. Recommend remediation.

High in only one cluster Silver or above

(scores 4 or above)

This student has the basic knowledge and skills to succeed in an energy program. They also scored high in one of the clusters. Ensure that their career path is aligned with the occupations listed in the career cluster where the student scored high.

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Regardless, if the student’s career interest results are mixed, assure them that the job they are interested in pursuing is aligned with the career cluster that they scored high in. If it is not, the student may still be a fit for the energy industry, but they may need to look at other potential jobs that may be better aligned to their interest.

The student will also take the Energy Industry Fundamentals course as part of the GIE Foundation Bundle. CEWD has developed this new curriculum, whose successful completion will merit a credential accredited by the American National Standards Institute (ANSI). The instructor and student guides have been developed for use by community colleges, unions, or other appropriate training centers. However, there is a set of requirements for organizations offering the course that lead to the credential. CEWD is the administrator of the credential and only approved providers will have access to the assessment for their students. Students taking the course from an approved provider will be able take the assessment, and successful completers of the curriculum will be awarded the ANSI Energy Industry Fundamentals Certificate. After taking this program, the student will have a thorough understanding of the energy industry and whether the jobs in this industry are truly a fit for them. In order to receive their credential, the student must take the assessment. This assessment is part of the class.

If the student does not pass the Energy Industry Fundamentals course the first time, they are allowed to retake the class. If, however, the student passes the class but does not pass the assessment, there are study guides developed by CEWD that each instructor has and can provide to the student. These study guides will help them prepare to retake the assessment. In order to receive the credential, the student must pass the assessment. If the student struggles with the class and the assessment, they may have difficulty with the other technical courses in an energy program. It is also important to let the student know that some opportunities for either internships or jobs may not be available to them if they do not pass all the assessments and receive the EIF credential.

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CHAPTER 6 – KUDER JOURNEY AS A TOOLThe directors of the Arizona Sun Corridor Career Pathways Program have contracted with Kuder to provide its online career planning system Journey to participants and their career coaches as a valuable tool to support the entire process described in Chapter 2.

Students can take the results of their assessments and begin adding this information to their portfolio. The coaches must also capture this information for reporting purposes; therefore, it is advisable that coaches work with the students to enter data into Kuder.

To View a Student’s Location (Activation Code) 1. Log in as administrator2. Click Administration tab3. Click Transition Users4. Click Search or set criteria5. Find student and review college name under ORGANIZATION6. To transition a user to a different activation code, check the box next to the

student name, scroll to the bottom, type in the new code, and click Apply

A list of activation codes for each of the colleges is provided in Appendix 14 and is shown below. Please note that activation codes have an expiration date. New activation codes will be provided by Kuder.

! !Registration, Needs and Barriers, and Electronic Portfolio !The first time an ASC-GIEC student uses Journey, he or she will detail some personal information, including name, address, e-mail address, phone number(s), educational experience, and work experience. Students will also indicate, from the list shown on the screen below, the needs and barriers they perceive to getting a job or having the necessary support to do so. These items and many others generated as the system is used are stored in a personal, electronic portfolio that the individual will be able to access and edit throughout their lifespan. Career advisors can also view this portfolio, with user permission. !

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Registration, Needs and Barriers, and Electronic PortfolioThe first time an ASC-GIEC student uses Journey, they will detail some personal information, including name, address, email address, phone number(s), educational experience, and work experience. Students will also indicate, from the list shown on the screen below, the needs and barriers they perceive to getting a job or having the necessary support to do so. These items and many others generated as the system is used are stored in a personal, electronic portfolio that the individual will be able to access and edit throughout their lifespan. Career advisors can also view this portfolio, with user permission.

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Financial Aid !Some participants in this program will need some financial support. In order to assist these individuals, the career coach can do the following: !

• Ask students to view all of the information about financial aid that is available under the Education and Financial Aid tab in Journey. In that section, the student should take the online FAFSA, the standard government form used to assess the amount that an independent student or their family should/can contribute to one year of education. This amount, called the Expected Family Contribution, is subtracted from the total cost of one year at a given postsecondary institution. The remaining amount is called Unmet Student Need. Financial aid officers at community and four-year colleges work with this amount and attempt to supply it through a combination of grant money (student does not have to pay back), work-study (on-campus work), and a student loan. Caution participants about applying for and accepting student loans that result in a large debt that they must begin to pay off as soon as they are employed.

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Financial AidSome participants in this program will need some financial support. In order to assist these individuals, the career coach can do the following:

• Ask students to view all of the information about financial aid that is available under the Education and Financial Aid tab in Journey. In that section, the student should take the online FAFSA, the standard government form used to assess the amount that an independent student or their family should/can contribute to one year of education. This amount, called the Expected Family Contribution, is subtracted from the total cost of one year at a given postsecondary institution. The remaining amount is called Unmet Student Need. Financial aid officers at community and four-year colleges work with this amount and attempt to supply it through a combination of grant money (student does not have to pay back), work-study (on-campus work), and a student loan. Caution participants about applying for and accepting student loans that result in a large debt that they must begin to pay off as soon as they are employed.

• Refer prospective students to the Financial Aid Office at the community college they are planning to attend. Staff in this office will have information about all of the types of financial aid that they administer.

• Refer prospective students to the website of their state financial aid commissions. These links will be provided in the Financial Aid section of Journey. There may be some state-specific financial aid programs for which students are eligible.

• Help students find out about financial aid programs that may be offered by their parents’ employers, local unions, and a variety of local clubs (Rotary, Lions, etc.) and organizations.

Kuder also provides a list of recourses available for financial aid. Coaches and students can access this information by doing the following:

1. Log in as a student to the Kuder system2. Click Education and Financial Aid tab3. Select choices appropriate to student needs

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!!!

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! !Scholarships !The student can search for scholarships through the Kuder system as well by clicking the Education and Financial Aid tab, then clicking Financial Aid Search. This provides a detailed filtering system to find scholarships relative to the student’s situation.

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Scholarships

The student can search for scholarships through the Kuder system as well by clicking the Education and Financial Aid tab, then clicking Financial Aid Search. This provides a detailed filtering system to find scholarships relative to the student’s situation.

! !Scholarships !The student can search for scholarships through the Kuder system as well by clicking the Education and Financial Aid tab, then clicking Financial Aid Search. This provides a detailed filtering system to find scholarships relative to the student’s situation.

! !!Barriers and Needs !Many, if not most, of the participants in this program will have some needs or potential barriers that could reduce their chances of successful completion of this intense pathway of skill development and education. For that reason, it is extremely important that the plan developed with each student includes a listing of these needs and barriers along with possible ways to reduce or meet them. These barriers/needs may include physical problems, mental health problems, addictions, childcare, housing, lack of English proficiency, and many others. !

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Barriers and NeedsMany, if not most, of the participants in this program will have some needs or potential barriers that could reduce their chances of successful completion of this intense pathway of skill development and education. For that reason, it is extremely important that the plan developed with each student includes a listing of these needs and barriers along with possible ways to reduce or meet them. These barriers/needs may include physical problems, mental health problems, addictions, childcare, housing, lack of English proficiency, and many others.

When users sign on to Journey, they are asked to indicate any needs or barriers they may have to successful training and employment.

! !!Barriers and Needs !Many, if not most, of the participants in this program will have some needs or potential barriers that could reduce their chances of successful completion of this intense pathway of skill development and education. For that reason, it is extremely important that the plan developed with each student includes a listing of these needs and barriers along with possible ways to reduce or meet them. These barriers/needs may include physical problems, mental health problems, addictions, childcare, housing, lack of English proficiency, and many others. !When users sign on to Journey, they are asked to indicate any needs or barriers they may have to successful training and employment. !

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The system then generates a custom-made list of external websites to which the user can link to get information and potential assistance with the identified needs or barriers.

In addition to this kind of assistance, it is important for a career coach to develop an organized notebook or folder that lists local agencies or organizations that provide services to meet the needs included in Journey, as well as others. It would be very helpful to visit each of these referral sources and get personally acquainted with their services and key personnel, so that the career coach is able to call and make personal referrals when needed. Appropriate referral steps include the following:

• Describe the service or agency referred to a student• Indicate what that service or agency can do to lessen barriers or meet needs• Include action steps related to communication with the agency or service as a part of the

student’s Career and Support Services Plan• Provide information about how the student can make contact and request the services• Indicate whether or not there is a cost for services• Call the agency, indicating the referral of a specific student by name, and provide any

background information that can be shared and that would be helpful• Follow through with the student after they have made contact with the agency or service• Make sure that the student knows what to do next to access the services

The best way to provide this information in the Kuder system is to place it under Recommended Links in the Administrative Database Management System. It then displays on the student’s main page when they log in under Recommended Links.

To add links to this section:

1. Log in with the administrative login2. Click the Tools & Resources tab3. Click Post Links4. Add a link with the full web address and a label5. Click Add Link

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Making a Career Cluster and Pathway a FavoriteOnce the student receives their scores for the assessment, the student can mark one or all of the career clusters that are of high interest as a favorite. It can be marked as a favorite by clicking the star icon next to the Cluster or Pathway. This also places it in the portfolio.

Clicking on any of the Clusters directs the student to the Career Pathway. Again, once the star is clicked, the Pathway will be placed in the student’s portfolio. See below.

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Helping Students Make Occupational Choices• Take the other two assessments (the Kuder Skills Assessment and the Super’s Work Values

Inventory) under the Assessments tab.

• Go to the Occupations tab and choose By Assessment Results as a way to identify occupations that they should explore seriously. Choose a level of education or training they desire to complete or have completed, and view the list of occupations that appear on the screen. If any of the occupational titles are marked with an asterisk (*) under Interests, Skills, and Values, consider these first. Move down the list to any occupations that are suggested by two of the three assessments.

• In this same list, research these occupations by clicking on their titles and looking at a complete job description. Store the title of any occupations that they want to consider further in their portfolios by clicking on the star that appears on the descriptions.

• Select the My Portfolio tab, and the Career Goals section of the portfolio. Select any two or three occupations on the list and then the Compare button. Information about each topic included in the descriptions will be displayed side by side for the selected occupations. Through this kind of comparison, students may be able to eliminate some occupations.

• Assuming that a list of three or more occupations has been saved in the portfolio, go to the Occupations tab and select View Saved List. Then select a desired salary level and/or level of employment demand. These choices will remove occupations from the list that do not meet these criteria and may provide a realistic list for more in-depth exploration.

If time allows, the career coach should view the portfolios of these students in order to assess their progress. Through the Administrative Database Management System, the career coach can also send messages to the students via cell phone or email, assuming that they have entered the necessary data when they registered in the system.

• Once students have zeroed in on one to three possible occupational choices, attempt to set up one or more of the following “reality-testing” experiences for them:

q An information interview with someone who works in that occupation, in person (preferably) or by telephone

q An opportunity for a student to spend a day “job shadowing” a person who works in an occupation of his or her choice

q A web search, using the title of an occupation, to find related professional associations, job openings, or any other kind of information that might provide even more detailed information about the occupation

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Making an Occupation a Favorite If an occupation is of high interest, it should be marked as a favorite by clicking the star next to any interesting occupation or cluster.

Another feature of Journey is the provision of detailed information about more than 1,000 occupational groups. For energy occupations, the best single source of information is the Get Into Energy website (www.getintoenergy.com). However, Journey can provide additional information about energy occupations as well as hundreds of others, making this section particularly useful when working with students who need to be referred to non-energy occupations.

Occupations can be identified by their titles or keywords, the assessment results of the student, or a system of classification called the “federal clusters.” Descriptions are detailed and include access to a short video about the occupation and many external resources that can provide even more information. On the following page is a sample job description found in Kuder.

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Searching Occupations1. Under View Assessment Results, click preferred cluster (at this point, the student may

want to watch the video about the particular cluster or click next to the career pathway). Students can also log in to the Get Into Energy website and review the energy career options before deciding on a particular career path: www.getintoenergy.com.

2. Click on careers that look interesting under any particular degree. 3. After reading through the occupation, if it continues to seem interesting, click the

star at the top of the page next to Save to My Portfolio. Repeat this for all interesting occupations.

4. To see all “starred” occupations, click My Portfolio tab. 5. Click Career Goals.

Comparing Occupations Comparing occupations is a great way to review the similarities and differences between occupations.

1. Go to “starred” occupations, click My Portfolio tab. 2. Click Career Goals. 3. Click check boxes next to occupations to be compared. 4. Click compare. 5. Review the occupations on the Compare Occupations page.

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Adding Assessment Results to Student PortfolioIt is also important that student keep all information relevant to job-seeking in one easy-to-view place—their portfolios. For those reasons, ask students to record their WorkKeys scores in their portfolios by following this process:

1. Sign on to Journey with the same user ID and password they used on previous visits. 2. From the tabs at the top of the screen, choose Assessments.3. From the menu that follows, choose Enter Assessment Scores.4. Select the plus (+) sign across from the title WorkKeys Assessment.5. Enter the level scores for Applied Mathematics, Locating Information, and Reading for

Information. Also, enter the month, day, and year on which they took these tests. The student can print the WorkKeys scores and date of administration from www.myworkkeys.com, or they may already have them because they received a printout immediately after taking the assessments.

6. Click Save.

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The Energy Industry Fundamentals assessment results will be automatically entered and updated into Kuder.

After all assessments have been entered, the Enter Assessments screen will look like the screenshot found below:

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Note: If remediation is necessary after taking assessments, the WorkKeys Assessment would be overwritten, so if a history is desired then add the new WorkKeys Assessment with the Other score.

Viewing My Favorites and PortfolioIf a student wants to view his or her favorites and portfolio, including career goals:

1. Click My Portfolio2. Click Career Goals under Review My Favorites

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CHAPTER 7 – PREPARING FOR A JOB SEARCHWhen students are nearing the time for job interviews, there are several parts of Journey that would be extremely helpful: developing a resume online, creating a cover letter, making a list of references, preparing for a job interview, and developing and posting an electronic portfolio. Resumes can be developed in various formats and styles and can then be either printed out or sent to someone electronically. Cover letters can be developed online and sent electronically, as well.

These documents, other scanned documents (such as certificates earned or letters of reference), and even short videos showing work samples can all be stored in a user’s portfolio. They can then be transferred as parts of an electronic portfolio (e-Portfolio), which can be shared with prospective employers at the user’s discretion. These are valuable capabilities both for those students who are in the energy-occupation track and those who are not.

Creating an e-PortfolioInstructions for creating and editing an e-Portfolio are found below:

• To create and edit My e-Portfolio, log in to Journey and click My Portfolio, then click My e-Portfolio.

• At this point, the student is able to create a home page, resume, cover letter, references, and then Publish and share with appropriate parties.

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Steps for Accessing Job Search Tools1. Log in as the student to Kuder2. Click on Job Search Tools3. Click on the vast resource selection in the left navigation pane. Students can create and

access several resources, such as:a. Creating a resume

i. This is a step-by-step process as illustrated belowb. Creating a cover letterc. Storing referencesd. Completing interview tutorial, videos, and processe. Completing a sample job applicationf. Networking toolsg. Developing an online portfolio that can be shared publicly if desiredh. And so much more…

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Job PlacementThe overarching goal of the entire Career Pathways Program is to prepare individuals who might otherwise not have an opportunity to succeed with the foundational and technical skills needed to get a job that has long-term career potential. Thus, helping these individuals find, enter, and become successful in appropriate entry-levels jobs is a central focus of the program and of the career coach’s support. This process should begin eight weeks prior to program completion.

The first step in getting a job is, of course, to prepare appropriate job-search documents—specifically, a resume, a modifiable cover letter, a list of professional references, and information for completion of a job application. Under the Job Search Tools tab in Journey, users can do the following:

• Enter data in questionnaire form and have it formatted into either a chronological or functional resume in various styles.

• Save multiple versions of this resume in their portfolios.• Create one or more cover letters and store these in their portfolios.• Develop and store a list of references, sending each an email to ask permission to place

them on the list.• Build a public e-Portfolio that can be shared with employers on the student’s personal

website, made available through Journey.• Scan documents (such as certifications earned) and upload them into the public e-Portfolio.• Upload Word or Excel documents, and even short videos, into the public e-Portfolio.• Prepare a sample job application as an exercise to pull all needed data together into one

place and to assure that spelling is correct. Read and watch videos about job interviewing. A career coach can also refer individuals to interview workshops in the area.

Given these powerful capabilities, we suggest that career coaches follow these steps as they work with students who are nearing readiness for job placement:

• Assign them the task of developing a resume, cover letter, sample job application, and a list of references by using the Job Search Tools tab in Journey.

• Review the documents in their portfolios and suggest any needed changes.• Require students to post an e-Portfolio through Journey and to post the cover letter, resume,

references, and other relevant documents (scanned certificates, for example) to a personal website (accommodated in the system).

• Require students to use the section in Journey on job-interviewing skills.• If possible, do mock job interviews by bringing in an interviewer from the Human

Resources Department of a nearby employer. Employers usually utilize the behavior-based interviewing process. Students aren’t usually familiar with this process and will need some training and coaching. Career coaches should arrange for mock job interviews.

Approximately eight weeks prior to completion of the program, have students begin the job search process by reviewing the websites of participating employers for job openings.

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When these students have completed these tasks as well as their training, they are ready to be interviewed by employers. The following steps are suggested at that time:

• Contact cooperating employers to tell them that trainees are ready for placement. • Provide links to the candidates’ websites (containing their public e-Portfolios) to the

appropriate employers. • Tell students that if they meet the requirements of the job opportunity, they should apply

for the position. The career coach should provide the students with the steps necessary to apply for a job.

• Follow through with both students and employers after interviews. • Coach students on weak areas in their interviewing skills. • Continue this process until all candidates have been accepted for a job.

How to Keep in TouchIt is important as students face these kinds of challenges that they know the career coach is still there to encourage and support them. There are several ways in which the career coach can maintain this contact either with individuals or small groups. Based on personal preferences and how far away the students are, the career coach may use any combination of the following:

• One-on-one in-person interviews• Small group meetings of 3-4 students who share their experiences and support

each other• Phone conversations• Cell phone text messages• Asynchronous email exchanges• Visual or audio-only communication with one or more at a time, using Skype or a

similar product

Skype is free software that both parties would download from the internet. Version 4 supports audio and/or visual communication (assuming each party has a webcam) between two individuals. Version 5 supports audio and/or visual communication among several individuals at a time.

Another way to communicate with the student is through the Kuder Administrative Database Management System, which allows the career coach to post messages and/or send emails to students, assuming that they have entered an email address at the time of registration. In order to do either of these things, follow these steps:

• Go to www.getintoenergy.kuder.com• Enter administrator user name and password• Select the Tools and Resources tab and then Post a Message• Click on Add New Message and complete Steps 1 and 2 accordingly

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This process is designed to send a common email to a group of people.

To email individual students, follow these directions:• Go to www.getintoenergy.kuder.com• Enter administrator user name and password• Select the Administration tab and Download Directory. From here the career coach can

run a list of each individual’s information, including email address. With these, they can send individual emails.

individuals. Version 5 supports audio and/or visual communication among several individuals at a time. !Another way to communicate with the student is through the Kuder Administrative Database Management System, which allows the career coach to post messages and/or send e-mails to students, assuming that they have entered an e-mail address at the time of registration. In order to do either of these things, follow these steps:

- Go to www.getintoenergy.kuder.com - Enter administrator user name and password - Select the Tools and Resources tab and then Post a Message - Click on Add New Message and complete Step 1 and 2 accordingly !

This process is designed to send a common e-mail to a group of people. !

! !To e-mail individual students, follow these directions:

- Go to www.getintoenergy.kuder.com - Enter administrator user name and password - Select the Administration tab and Download Directory. From here the career coach

can run a list of each individual’s information, including e-mail address. With these, they can send individual e-mails. !

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!

! !Regardless of the chosen method(s) of communication, the central focus of those communications is to convey that the career coach cares and is still there to provide support to the student’s progress in personal growth and success in embarking on a satisfying career. !

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Regardless of the chosen method(s) of communication, the central focus of those communications is to convey that the career coach cares and is still there to provide support to the student’s progress in personal growth and success in embarking on a satisfying career.

!

! !Regardless of the chosen method(s) of communication, the central focus of those communications is to convey that the career coach cares and is still there to provide support to the student’s progress in personal growth and success in embarking on a satisfying career. !

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Danger SignsSome of the common danger signs that may give the career coach a clue that the student is not being successful include the following (note: these danger signs can be tracked in the Kuder system as well):

• Student does not respond to contact via phone or email, or does not keep an appointment

• Student is developing a pattern of tardiness and/or absence from work• Student is complaining about supervisors or co-workers• Student is using drugs or excessive alcohol• Student gets in trouble with the law

As indicated above, it is important, especially during the first three months of employment, that the career coach keep in touch with each student. That contact may be as elegant as a scheduled face-to-face interview, or as simple as a “How are you?” email. Regardless of the method of contact used, the student is expected to be responsive. If or when the student does not respond by attending the appointment or responding to the email, this fact can be a clue that something may be brewing. Under these circumstances, it is important to increase efforts to reach the student, and if those efforts fail, a letter should be sent to the student’s home requesting a response or, if feasible, attempt to have a brief meeting at his or her place of work.

Due to the diligence with which the career coach has supported students through the training and credentialing process, it is very likely that students have the skills that they need to perform daily job duties effectively. So, if there are problems, they are likely to relate to ordinary employability skills, such as being consistent with attendance, arriving to work on time, commitment to work duties without interruption by personal calls or web usage, and wearing suitable clothing for the job. If monitoring reveals that there are problems in these areas, immediate intervention is critical. Find out why the student is not going to work regularly or being late or unsuitably dressed and attempt to provide appropriate interventions and referral. Such problems might lead the career coach to doing some of these things:

Danger Signs !Some of the common danger signs that may give the career coach a clue that the student is not being successful include the following (note: these danger signs can be tracked in the Kuder system as well):

• Student does not respond to a contact via phone or e-mail, or does not keep an appointment

• Student is developing a pattern of tardiness and/or absence from work • Student is complaining about supervisors or co-workers • Student is using drugs or excessive alcohol • Student gets in trouble with the law

! As indicated above, it is important, especially during the first three months of employment,that the career coach keep in touch with each student. That contact may be as elegant as a scheduled face-to-face interview, or as simple as a “How are you?” e-mail. Regardless of the method of contact used, the student is expected to be responsive. If or when the student does not respond by attending the appointment or responding to the e-mail, this fact can be a clue that something may be brewing. Under these circumstances, it is important to increase efforts to reach the student, and if those efforts fail, a letter should be sent to the student’s home requesting a response or, if feasible, attempt to have a brief meeting at his or her place of work. !Due to the diligence with which the career coach has supported students through the training and credentialing process, it is very likely that students have the skills that they need to perform daily job duties effectively. So, if there are problems, they are likely to relate to ordinary employability skills, such as being consistent with attendance, arriving to work on time, commitment to work duties without interruption by personal calls or web usage, and wearing suitable clothing for the job. If monitoring reveals that there are problems in these areas, immediate intervention is critical. Find out why the student is not going to work regularly or being late or unsuitably dressed and attempt to provide appropriate interventions and referral. Such problems might lead the career coach to doing some of these things:

• Helping the student understand the culture of the workplace and the expectations of supervisors

• Helping the student find alternate reliable transportation • Helping the student find more reliable childcare • Referring the student for assistance with medical problems • Referring the student to places that can provide suitable work clothing • Helping the student budget time in order to get enough sleep

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• Helping the student understand the culture of the workplace and the expectations of supervisors

• Helping the student find alternate reliable transportation• Helping the student find more reliable childcare• Referring the student for assistance with medical problems• Referring the student to places that can provide suitable work clothing• Helping the student budget time in order to get enough sleep

Another telltale warning sign of impending problems is the student’s constant complaining about the work supervisor and his or her “unfairness” or demands. Once this pattern begins, it is likely to get worse and end with the firing of the employee. There is no easy fix, as neither the career coach nor the student has any control over the supervisor, who may or may not be making unreasonable demands. So, it will be necessary to help the student understand the authority structure in the company and, at least in the early months of employment, the need to bend to accept this structure during the probationary period. Explain the options that employees have related to perceived prejudice or harassment in the workplace.

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CHAPTER 8 – ADMINISTRATIVE DATABASE MANAGEMENT SYSTEMThis chapter is designed as a resource for utilizing the Administrative Database Management System (ADMS) for the Arizona Get Into Energy students.

Creating an Administrative Login1. Obtain the organization code and password from the master administrator

before starting this process2. Go to www.getintoenergy.kuder.com3. Click New User4. Click Administrator5. Complete form

a. When creating a username, it is recommended to put admin in the username, like johnadmin. This way it is easy distinguish from a sample student account and easy to remember that this is access to the admin side of the system.

6. Click I Agree7. Click Register

Finding Journey Activation Codes1. Log in at www.getintoenergy.kuder.com 2. On the right-hand side, click Journey Activation Codes3. This displays the student activation codes, license dates, and license usage

!

Finding a User 1. Log in at www.getintoenergy.kuder.com 2. Click the Administration tab 3. Click Find a User 4. Click Search for all students (takes a bit longer) or enter identifiable information about

the student !

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Finding a User1. Log in at www.getintoenergy.kuder.com 2. Click the Administration tab3. Click Find a User4. Click Search for all students (takes a bit longer) or enter identifiable information

about the student

5. Click on the button under Actions to view the student account information6. Click to see details on assessments and reports for this user

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Example User Details Window

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Helpful ReportsThere are a few key reports that are most helpful, especially for cohorts of energy students. This is not a comprehensive list of all reporting options in ADMS but a review of key reports that will help with coaching. For most reports, specific criteria can be selected and exporting to CSV can be done. At the top of the reporting screen, click the appropriate choice.

1. To access reports, log in to www.getintoenergy.kuder.com 2. Click Reports tab3. Toward the bottom:

a. CEWD Reports: Shows the data entry for energy students, including demographics, NCRC scores, enrollment information, and much more

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b. Energy Industry Fundamentals Assessment: Displays scores for students who have taken the Energy Industry Fundamentals Assessment

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c. Needs & Barriers – User Reports: Displays either an aggregate or individual report for a group of students and their selected needs and barriers

!

1. To access reports, log in to www.getintoenergy.kuder.com 2. Click Reports tab 3. Toward the bottom:

a. CEWD Reports: Shows the data entry for energy students, including demographics, NCRC scores, enrollment information, and much more

b. Energy Industry Fundamentals Assessment: Displays scores for students who have taken the Energy Industry Fundamentals Assessment !

!

!!c. Needs & Barriers – User Reports: Displays either an aggregate or individual

report for a group of students and their selected needs and barriers !

!

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!

d. Core reports: Listing of the top ranking in interests, skills, and work values !

!

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d. Core reports: Listing of the top ranking in interests, skills, and work values

!

d. Core reports: Listing of the top ranking in interests, skills, and work values !

!

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Exploration Usage Reports

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System Usage Reports

79

APPENDIX 1

AppendicesAppendix Title

1 Arizona Get into Energy Stackable Credentials Model

2 Energy Industry Competency Model

3 Career Navigation Roadmap

4 Roadmap Resources

5 Intake Form

6 Energy Industry Fundamentals Overview

7 List of Degrees and Jobs

8 Helpful Tips on Beginning the Job Search

9 Virtual Coach Referral Form

10 Characteristics of a Successful Energy Employee

11 Sample Career Pathways Roadmap

12 Kuder Get Into Energy Portal Handout

13 List of Kuder J-Codes

14 Financial Aid Resources

15 Process and Requirements for Ordering the EIF Assessment

16 Working with Transitioning Workers

17 Energy Career Cluster Map

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APPENDIX 1

81

APPENDIX 2

Plant Operator

Electrical Technician

Mechanical Technician

Instrument & Control Technician

Alternate Fuel

Technicians

Lineworker Substation Technician

Engineering Technician

Relay Technician

Natural Gas Technology

Business Fundamentals

Teamwork Following Directions

Planning, Organizing & Scheduling

Problem Solving Decision Making

Ethics Employability & Entrepreneurship

Skills

Working with Basic Hand & Power Tools

& Technology

Mathematics Locating,

Reading & Using Information

Writing Listening Speaking Engineering &

Technology

Critical & Analytical Thinking

Science Information Technology

Interpersonal Skills

Integrity Professionalism Reputation Motivation Dependability & Reliability

Self- Development

Flexibility & Adaptability

Ability To Learn

Non-Nuclear Generation (Coal, Natural Gas, Oil, Hydro,

Solar, Wind, BioFuel, Geothermal) Nuclear Generation

Electric Transmission &

Distribution

Gas Transmission & Distribution

Tier 5 – Industry-Specific Technical Competencies

Safety Awareness Industry Principles

& Concepts

Environmental Laws &

Regulations

Quality Control & Continuous

Improvement Troubleshooting

Tier 4 – Industry-Wide Technical Competencies

Tier 3 – Workplace Competencies

Tier 2 – Academic Competencies

Tier 1 – Personal Effectiveness

Tier 6-8 – Occupation-Specific

Energy Industry Competency Model

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APPENDIX 3

• Receive outreach materials• Attend presentations for adult audiences and veterans• Participate in open houses• Search keywords on the Internet

• Utilize Get Into Energy website: www.getintoenergy.com• Take Get Into Energy career assessment• Utilize ASC Get Into Energy website with in-demand careers for the state

• Gather personal college admissions materials (transcripts, training records, certificates, etc.)

• Apply for admission to the college of your choice• Meet or talk to on-campus career coach/academic advisor • Notify career coach/academic advisor of any

previous training or other learning that may qualify for academic credit

• Apply for financial aid and/or veterans’ education benefits• Enroll in desired energy program • Attend Get Into Energy orientation session • Start school

o Take career and personal development class o Take Kuder customized Interest Inventory and

other career inventories o Meet with career coach/Kuder virtual coach o Identify specific specialty degree to match to

career interest o Earn Work Ready credentials o Develop personal skills and set personal,

academic, and career goals • Take Energy Industry Fundamentals class and make a final

decision about working in the energy industry• Take remaining classes for your specific major in energy,

or Explore Other Occupations

• Become a member of campus student organizations• Participate in social networking opportunities with other students• Join a peer network

• Meet with on-campus career coach• Participate in program

• Take a career workshop on searching for jobs, resume writing, and interviewing• Meet with Kuder virtual coach• Utilize Kuder tools• Search job openings

• Participate in on-campus presentations from energy companies highlighting their job openings• Review requirements on specific energy company employment sites• Complete online applications• Attend job interviews

YOUR NEW CAREER IN ENERGY!

APPLY FOR JOBS

GET SUPPORT FOR YOUR JOB SEARCH

PARTICIPATE IN AN INTERNSHIP, JOB SHADOWING, AND/OR MENTORING

GET SUPPORT TO COMPLETE YOUR EDUCATION

CONTINUE YOUR EDUCATION

EXPLORE ENERGY CAREERS

LEARN ABOUT THE ENERGY INDUSTRY AND THE CAREER PATHWAYS

CAREER NAVIGATION ROADMAP

for Transitioning WorkersArizona Sun Corridor

OR EXPLORE OTHER OCCUPATIONS

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APPENDIX 4

1    

ASC-­‐GIE  Student  Career  Navigation  Roadmap  Resources  

Roadmap  Step   Student  Actions   Resource(s)     If  resources  are  created,  where  do  you  find  them?  Learn  about  the  Energy  Industry  &  Career  Pathways  

     

  Receive  outreach  materials  

Flyer/outreach  materials  from  each  college  

Recruitment  network  (consortia  colleges,  workforce  system,  One  Stops,  and  TAA  agencies)  

  Attend  presentations  for  adult  audiences  and  veterans  

Presentation  outlines  and  PPTs     -­‐-­‐ASC-­‐GIEC  Recruitment  Manual  -­‐-­‐Schedule:  http://az.getintoenergy.com/news  

  Participate  in  open  houses  

Presentation  flyers,  outlines,  thank  you  letter,  and  evaluation  template  

-­‐-­‐ASC-­‐GIEC  Recruitment  Manual  -­‐-­‐Schedule:  http://az.getintoenergy.com/news  

  Search  key  words  on  the  internet  

Key  words    

Explore  Energy  Careers  

     

  Utilize  GIE  website   Website   www.getintoenergy.com     Take  GIE  career  

assessment  Website  tool   http://getintoenergy.com/career_quiz.php    

  Utilize  ASC-­‐GIE  website  with  in-­‐demand  careers  for  the  state  

Website   http://az.getintoenergy.com/    

Continue  Your  Education  

     

  Meet  or  talk  to  career  coach  

-­‐-­‐Roles  document  for  career  coaches  (may  vary  by  campus)  -­‐-­‐College  website  with  detailed  course/program  information  -­‐-­‐General  information  on  energy  industry  careers,  credentials,  degrees  

-­‐-­‐Roles  document  developed  by  Kuder  found  in  Drop  Box  -­‐-­‐College  websites  on  courses/program  already  developed  -­‐-­‐Energy  Industry  Credentialing  document  and  pyramid;  career  pathways  roadmaps  from  CEWD  

  A. Get  guidance  in  applying  for  financial  aid  

-­‐-­‐Career  coach  guidance  -­‐-­‐College  websites  

FAFSA  website  

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APPENDIX 4

2    

Roadmap  Step   Student  Actions   Resource(s)  Required   If  resources  are  created,  where  do  you  find  them?     B. Determine  

credit  for  prior  learning  

-­‐-­‐Career  coach  guidance  -­‐-­‐College  websites  

PLA  process  is  currently  being  developed.  Will  not  be  ready  until  year  end  2014  

  Enroll  in  energy  program  at  the  location  closest  to  you  

Process  will  vary  by  college   College  websites  

  Attend  college’s  orientation  session  

Presentation  outlines,  PPTs,  and  templates  

-­‐-­‐ASC-­‐GIEC  Recruitment  Manual  -­‐-­‐Schedule:  http://az.getintoenergy.com/news  

  Start  school         Take  Career  &  Personal  

Development  Class     See  separate  documents  (Career  Coach  Roles  and  

CPD  104  Course  Outline  to  Kuder)     Take  Energy  Industry  

Fundamentals  and  make  a  final  decision  about  working  in  the  energy  industry  

-­‐-­‐Course  guides,  presentations  -­‐-­‐Career  coach  provides  guidance  

CEWD  curriculum  site:  http://cewd.org/curriculum/        

  Take  remaining  classes  for  your  specific  major  in  energy  

Academic  advisor/career  coach  provide  guidance  

Based  on  requirements  and  processes  at  each  school  

  EXPLORE  OTHER  OCCUPATIONS  

Website   Related  Occupations  section  to  be  built  out  on  GIE  website    

Get  Support  to  Complete  Your  Education  

     

  Become  a  member  of  campus  student  organization  

Information  on  each  college’s  website  and  from  career  coach  

College  websites    

Participate  in  an  Internship,  Job  Shadowing,  Mentoring  

     

  Meet  with  your  Career  Coach  

Career  coach  will  have  list  of  opportunities  and  maintain  relationships  with  employers  

 

  Participate  in  program      

provides guidance

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APPENDIX 4

3    

Roadmap  Step     Student  Action   Resource(s)  Required   If  resources  are  created,  where  do  you  find  them?  Get  Support  for  Your  Job  Search  

     

  Take  a  career  workshop  on  searching  for  jobs,  resume  writing,  and  interviewing  

Will  vary  by  campus   Each  college  may  already  have  this  available.  Coach  to  determine  what  is  available,  and  invite  industry  partners  to  present  at  the  workshop.      

  Meet  with  your  career  coach  

   

  Utilize  Kuder  Tools   Kuder  account     Will  already  have  an  account  from  CDP104     Search  job  openings   -­‐-­‐Company  websites  

-­‐-­‐Career  coach  Google  Job  Locator  on  Get  Into  Energy:  www.getintoenergy.com  

Apply  for  Jobs           Participate  in  on-­‐

campus  presentations  from  energy  companies  highlighting  their  job  openings  

-­‐-­‐Information  from  career  coach  -­‐-­‐School  web  sites  

 

  Review  requirements  on  specific  energy  company  employment  websites  

  Google  Job  Locator  on  Get  Into  Energy:  www.getintoenergy.com  

  Complete  online  job  applications  

See  previous  step    

  Attend  job  interviews      Your  New  Career  in  Energy!  

Continuing  support  from  career  coach  once  employed  

   

 

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APPENDIX 5

87

APPENDIX 5

88

APPENDIX 6

www.getintoenergy.com

What is the Energy Industry Fundamentals Certificate? The Center for Energy Workforce Development (CEWD) is a non-profit consortium of electric, natural gas, and nuclear utilities and their associations—Edison Electric Institute, American Gas Association, Nuclear Energy Institute, and National Rural Electric Cooperative Association. CEWD was formed to help utilities work together to develop solutions to the coming workforce shortage in the utility industry. One solution is to fill a gap in industry training. While there are occupation-specific credentials in the energy industry, there is no credential that ensures potential workers gain an understanding of the industry as a whole, to make occupation-specific training more meaningful and to understand how one’s company (once hired) fits into the big picture. In many instances, utilities end up having to provide this training after employees are hired. This philosophy of learning the basics before occupational training aligns with the energy industry competency model. See the pyramid below.

How were the course content and materials developed?

The content and materials for Energy Industry Fundamentals was developed based on the energy industry competency model for Skilled Technicians in Energy Efficiency, Energy Generation, and Energy Transmission and Distribution built in partnership with the Department of Labor’s Education and Training Administration. This model is the accepted standard of practice by the industry. From the competency model, a curriculum framework was created and vetted by an advisory council made up of representatives from industry and education.

Energy Industry Fundamentals Certificate

89

APPENDIX 6

Center for Energy Workforce Development 2

www.getintoenergy.com

The instructor, student guides, labs, and other materials were then written by the Council on Occupational Research and Development (CORD) and were reviewed extensively by subject matter experts from CEWD member companies, including Gulf Power, New Jersey Resources, NV Power, Central Iowa Electric Cooperative, Lakeland Electric, as well as Thomas Edison State College.

How is the course structured? Energy Industry Fundamentals is divided into modules. In order to receive the credential, all modules must be completed, and students must take and pass an assessment. The modules for the program include:

• Basic and emerging principles and concepts that impact the energy industry • Compliance with procedures necessary to ensure a safe and healthy work environment • Electric power generation • Electric power and natural gas transmission • Electric and natural gas distribution • Energy careers and entry requirements • Energy ‘hot topics’ (such as Smart Grid technologies)

What are the benefits to utilities? The Energy Industry Fundamentals course, for which the credential is based, takes a comprehensive look at the energy industry, including nuclear, natural gas, and renewable. Instructor guides and student materials are provided as part of the program, focusing on experiential learning techniques with a comprehensive online assessment at the end of the course. Students will be required to pass the assessment to receive the certificate. There is no other credential that ensures potential workers have an understanding of the industry as a whole.

What are the benefits to students? Since CEWD is a coalition made up of energy companies, this credential has been created by the industry for the industry. This ensures that students are learning the right material that will help them succeed at their jobs.

What is required of schools to issue the credential? CEWD is accredited by the American National Standards Institute (ANSI) for assessment-based certificate programs. The American National Standards Institute Certificate Accreditation Program (ANSI-CAP) documents that the program meets an American National Standard for quality, representing the best in quality education and training. This accreditation ensures the quality and integrity of the certificate. Therefore, there is a set of requirements for organizations offering the course, to lead to the credential. A handbook is available for potential providers.

90

APPENDIX 7

   

1    

                           ASC-­‐GIEC  List  of  Degrees  and  Careers  

College   Degree   Careers  AAS  Electric  Utility  Design  Technology  

• Electric  Utility  Design  Technician  

• Cable  Splicer  AAS  Electric  Utility  Technology   • Lineworker  CCL  Electric  Utility  Technology   • Lineworker  

 Chandler-­‐Gilbert  Community  College  

AAS  Engineering  Technology   • Engineering  Technician  • I  &  C  Technician  • E  &  I  Technician  • Boilermaker  • Millwright  • Electrical  Repairman  • Pipefitter  Or  • Pathway  to  Bachelor’s  in  

Engineering  =    Electrical,  Mechanical,  Power,  Health/Safety,  Environmental,  and  Chemical  Engineer  

 

College   Degree   Careers  AAS  Power  Plant  Technology     • Maintenance  Technician  

(mechanical,  electrical,  I  &  C)  • Boilermaker  • Millwright  • Electrical  Repairman  • Pipefitter  • Power  Plant  Operator  • Aux  Equipment  Operator  

AAS  Power  Plant  Technology  with  NUCP  Certificate  

• Nuclear  Maintenance  Technician  (mechanical,  electrical,  I  &  C)    

• Radiation  Protection  Technician  

• Non-­‐licensed  Plant  Operator  Or    • Nuclear  Engineering  (with  

ASU  articulation)  

Estrella  Mountain  Community  College  

CCL  IT  Security  Associate   • IT  Security  Associate/Cyber  Security  Technician  

 

College   Degree   Careers  

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APPENDIX 7

   

2    

                           ASC-­‐GIEC  List  of  Degrees  and  Careers  

 

College   Degree   Careers  Pima  Community  College   Certificate—Electrical  Utility  

Technology  • Load  Dispatcher  • System  Operator  • NERC  QA  • Relay  Technician  • Substation  Mechanic  • Electric  Equipment  Installer  

Electrician/Mechanic  • Lineman/Cable  Splicer  • Metering  Technician  • Distribution  Designer  • Heavy  Equipment  Operator  • Electronics/Communications  

Electrician  • Shop  Electrician  • Automotive  Mechanic  

 

College   Degree   Careers  

AAS  Mechatronics  Engineering  Technology  

• Electro-­‐Mechanical  Technician  

• Drafter  • Electrical  Engineering  

Technician  • I  &  C  Technician  • Boilermaker  • Millwright  • Electrical  Repairman  • Pipefitter  

Northland  Pioneer    College  

AAS,  CAS  or  CP  Industrial  Maintenance  and  Operations  

• Plant  Operator  • Aux  Equipment  Operator  • Maintenance  Technician  

(mechanical,  electrical,  I  &  C)  • Water  &  Waste  Water  

Operators  • Substation  Mechanic    • Electric  Equipment  Installer    • Relay  Technician  • Pipefitter  • Boilermaker  • Millwright  

92

   

3    

                           ASC-­‐GIEC  List  of  Degrees  and  Careers  

Yavapai  College   AAS  Electrical  Instrumentation  Technology  

• Maintenance  Technician  (mechanical,  electrical,  instrumentation)  

• Lineworker  • Cable  Splicer  • Power  Plant  Operator  • Aux  Equipment  Operator  • Electrician  • Electric  Equipment  

Operator  • Boilermaker  • Millwright  • Electrical  Repairman  • Pipefitter/Steamfitter  • Relay/Substation  

Technician    

APPENDIX 7

93

APPENDIX 8

!

Fortunately, most of us don’t need to do a job search often enough to be really good at it, so the skills and knowledge we have are rusty, even if last used only two years ago. For transitioning adults, it may have been even longer since you have had to look for a job. So here are some helpful tips in beginning your job search.

!Step 1.  Support for Your Job Search Your coach can be a valuable resource in helping you get started.

In the last few years, both social media and search engines have become more powerful and widely used. As a result of these major changes, getting help in understanding how the recruiting and job search processes work now is very important to your success. Most companies use these search engines to post positions and screen resumes.

In the Get Into Energy program, your coach will provide you with guidance on the application processes used by the various energy companies that are part of this initiative. It is important that you follow each of the steps identified by the companies to ensure that your application is reviewed.

Networking can be an important element of your job search. Former coworkers can be a wonderful source of support and important connections. With the advent of LinkedIn Groups, employer “alumni” groups have become more popular and also easier to find.

The many job search and networking clubs can be very supportive as well as helpful in guiding you and increasing your network. You can find networking and job search support groups in your area by asking at your local public library, local churches and houses of worship, college or university career centers, and local State Employment and One Stop Career Centers.

Your network is only limited by the company you keep, both on and off the job. Just don’t think the only time you are networking is during a job search.

You are networking when you... ▪ attend professional meetings, conferences, or conventions

▪ visit with other parents during your child’s sporting or music events

▪ volunteer for “clean-up” day at the park

▪ visit with other members of your social clubs or religious groups

▪ talk with your neighbors

▪ strike up a conversation with someone else waiting at the veterinarian’s office

! 1

Helpful Tips on Beginning the Job Search

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APPENDIX 8

▪ search out friends (current as well as former) on Facebook

▪ re-connect with former colleagues on LinkedIn

Networking is consistently cited as the Number 1 way to get a new job. You know how everyone says that “80% of the jobs available never get advertised?” This is how you find them and get them!

Networking does not have to be a carefully-choreographed process of meeting and greeting people. For some people it’s more manageable on an informal basis, but always remember that networking is a two-way street. It must benefit both persons to be most effective, so as you ask your network for help when you are in need, be prepared to return the favor when asked.

Benefits of mentoring include increased visibility, propelling your professional development, finding mentors, or finding your next job.

Define what information you need and your goals for networking. Develop a one-minute paragraph about yourself.

Identify your network. Make a list. Attend meeting of organizations/associations in your field of interest. You never know where you are going to meet someone who can give you a lead. In a large group setting, circulate and meet people, but don’t try to talk to everyone. It’s better to have a few meaningful conversations than 50 hasty introductions. Don’t cling to people you already know; you’re unlikely to build new contacts that way. 

Your networking meeting should be a source of career information, advice, and contacts. The person you are networking with may not have a job opening, but he or she may know someone who is hiring. The key is to exchange information and then expand your network by obtaining additional referrals each time you meet someone new. 

Networking should be ongoing. You will want to stay in touch with contacts over the long haul, not just when you need something. Make networking part of your long-term career plan. !Step 2.  Preparing for the Job Search Establish a Professional Identity Ensure that your personal email address is professional. Your professional email address is like a handshake to clients. It represents who you are. Many people use nicknames or hobbies as their email addresses. If this is you, please establish an email address that is professional, and will not leave people wondering. !An email will enable potential employers and other job search contacts to stay in touch with you easily. If you don’t already have an email account different from the one you use in your school, establish one now. Free accounts are available through Google, Yahoo, and MSN, and they provide you with a safe way for potential employers to contact you, and for you to

! 2

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APPENDIX 8

contact them. Use this email address for your job search and also for your LinkedIn and other online profiles.

Personal Cell Phone

A personal cell phone enables potential employers and other job search contacts to stay in touch with you easily and safely. Make sure that your voicemail message is professional. !Preparing Your Resume

Customize your resume by focusing on each employer’s requirements in a “Summary of Qualifications” section at the top of the resume you submit to that employer. Be sure you are applying for jobs where you do meet the minimum job qualifications.

Kuder Journey provides you with many tools in the preparation of your resume. Spend some time doing the research and preparing your resume. Have your career coach review your resume and provide you with comments and feedback.

Keep Your Profiles and Your Resumes Aligned !Ensure that the information on your resume matches the information on any of your profiles, such as LinkedIn or other profiles you may have. Employers will look at these and any discrepancies will raise questions.

Step 3.  Implementing Your Job Search !As part of the ASC-GIEC Program, you should begin your search by looking at the employers that have partnered with your college on this program. Your search should begin at least 2-3 months before you complete your education. Work with your career coach to identify open positions that you may qualify for. Your career coach can be a valuable resource in helping you prepare your resume and in completing any job applications.

In addition, you may also start your search by looking at some of the large employment sites, which are listed below:

America's Job Bank America’s Job Bank is one of four interlinked sites sponsored by the Department of Labor. It is free to both employers and job-hunters. Possibly more than with the other job boards, you should be careful about the currency of job listings on America’s Job Bank. Not all employers pull their listings once they are filled. Before applying for a position that is some weeks old, you might confirm that it is still a viable opening. !!!

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APPENDIX 8

Monster Monster has many thousands of job listings, from all over the U.S. Besides searching these listings by keyword, geographic area, and industry, Monster also has a “Job Search Agent,” which is a software program that will examine new listings as they are created, and will email you with listings that match your criteria. Monster’s basic services are free to the job-hunter, although you must register. CareerBuilder CareerBuilder is jointly owned by the Tribune Company, Gannett, and Knight-Ridder—newspaper companies all. This means that they not only accept paid postings from employers, but their database also has the want-ads from around 200 newspapers across the country. As a result, their database is huge, and because of the newspaper origin of many of their postings, you will find more lower-tech and traditionally blue collar jobs listed here. Registering with the site allows you to search their database by keyword, field, and location. !Other Sources of Job Postings In addition to the large employment sites, there are other sources of job postings. Some are listed below:

1. Employer Websites - search your target employers’ websites and find the job postings on them. For most employers, once you log in to their site, look for a tab entitled ‘careers.’ Click on that tab and there you should find information on various careers in the company, any pre-employment testing requirements, and a listing of all job postings.

For the ASC-GIEC student, this should be the first step in you process. Work with your career coach to find out how to apply for their open positions. Also inquire about how you, as an ASC-GIEC student, should identify yourself on the resume so that the companies know that you are part of this program.

2. Networking - the person-to-person connection is the source of the most job offers. Let people know that you are about to complete your education. See networking tips on page 1.

3. Associations and Alumni Groups - are very effective for networking. Join the alumni group at your college.

4. LinkedIn - a professional social network where you can post your resume, make connections with others, and find job postings.

5. Classified Ads – these can be effective for local job listings.

!!

! 4

97

APPENDIX 8

Making an Impression

It’s easy to get lost in the crowd of job seekers. So you need to stand out from the crowd. With some effort, you can clearly differentiate yourself from others. Kuder Journey provides some valuable tools and guidance on helping you do this successfully. For example, creating an e-Portfolio to attach to your resume can be an attention-grabber.

Remember a job search is usually a sales job—the product is yourself and your skills. So your success will depend on your ability to differentiate yourself from everyone else who wants the same job you want. Here are some ways to differentiate yourself.

1. Research the employer before you apply for the job or go in for the interview. There is so much information available on the internet! At a minimum, visit the company website to see what it says.

▪ This research will enable you to do a better job of customizing your resume and cover letter.

▪ You’ll be able to ask informed, intelligent questions based on your research during the interview, which will impress the interviewer.

▪ Your research may also help you to avoid wasting time on a company that isn’t a good fit for you.

Visit the company website. Google the company to see what is happening in their world. Have they recently been in the news, or are they working on some major initiative that you can refer to?

2. Customize your resume and cover letter for each job. Emphasize the skills and experience you have related to the job. Align your skills to the job requirements. For the ASC-GIEC employers, make sure to follow the posting guidelines provided by your career coach.

3. Write your resume and cover letter in terms of what you can do for them. When filling a job, most employers don’t care what they can do for you; they are interested in how you can help them be more successful. Don’t let them try to figure out how you can help them—tell them.

Don’t minimize your skills, but don’t over-inflate them either. Stick to the facts—selecting the ones most relevant to the opportunity you are seeking and linking them to the employer’s specific needs.

! 5

98

APPENDIX 9

Virtual Coach Referral Form Please complete as much information as possible to ensure a smooth transition.          

www.kuder.com  |  coach@kuder.com  |  877.773.8444   Page  1  of  1  

Please use this form when referring a student to Kuder for virtual coaching (Kuder Coach). This will ensure the student is cared for and transitioned smoothly between the college and virtual coach. Kuder Coach services support the college career coaches in ensuring students stay connected to the program while learning valuable career efficacy and maturity skills. Please include the appropriate contact information for the student to ensure a seamless connection for scheduling a coaching session. Referring College:

Referral Made By:

Name:

Phone Number:

E-mail:

Student Information:

Name: Phone Number:

E-mail:

Best contact

method:

Areas of Interest/Focus of Coaching

Strengths

Weaknesses

How many sessions are expected for this student?

Each student in the Arizona Sun Corridor Get Into Energy Consortium receives up to three hours of virtual coaching, as needed. Typically, interpreting assessments, online portfolio review, resume, cover letter, interview-ready skills, and career maturity skills are discussed in the meetings. The expectations may be different for each student. Email this form to coach@kuder.com. The student will be contacted within 24 hours as the preference indicates above. Please call 877-777-5833 with any questions.

99

APPENDIX 10

 

 

Characteristics  of  a  Successful  Energy  Worker    

 

1    

Energy  powers  practically  everything  in  our  lives.  And  energy  comes  from  many  different  sources:  natural  gas,  coal,  uranium,  water,  sun,  and  wind.  Transforming  natural  resources  into  energy  and  safely  delivering  that  energy  to  homes  and  businesses  require  the  talent  of  many  types  of  skilled  workers.  And,  while  training  and  knowledge  requirements  vary  depending  on  the  nature  and  complexity  of  the  job,  there  are  foundational  competencies  many  energy  companies  look  for  in  selecting  employees.  Few  new  hires  may  be  able  to  demonstrate  every  competency  beginning  on  day  one,  but  collectively,  their  mastery  points  to  the  characteristics  of  a  successful  worker  for  many  energy  jobs.  

What  is  competency?  It’s  the  ability  to  repeatedly  do  something  with  success  and  efficiency,  regardless  of  condition  or  circumstance.      

Demonstrating  competency  in  personal  effectiveness,  academics,  and  workplace  effectiveness  is  the  focus  of  Tiers  1-­‐3  of  the  Energy  Industry  Competency  pyramid  developed  by  CEWD.  While  higher  tiers  of  the  pyramid  hone  in  on  specific  competencies  required  in  the  industry  and  for  particular  occupations,  Tiers  1-­‐3  describe  the  basic  skills  necessary  to  be  successful  in  most  energy  jobs.    

Tier  1:  Personal  Effectiveness  Competencies:    � Works  effectively  one-­‐on-­‐one  and  in  teams  � Treats  people  fairly  and  respectfully  � Acts  professionally,  demonstrating  self-­‐control  and  composure  � Is  identified  by  others  as  honest,  ethical,  and  law-­‐abiding  � Completes  work  assignments  safely,  accurately,  and  completely  � Is  reliable  and  dependable    � Understands  and  complies  with  rules  and  policies  � Demonstrates  a  desire  and  ability  to  learn  and  grow  � Adapts  effectively  and  quickly  to  changing  requirements  or  assignments    

Tier  2:  Academic  Competencies:  � Uses  mathematical  concepts  and  equations  to  solve  problems  � Is  able  to  read,  understand,  and  interpret  written  information  � Is  able  to  write,  understand,  and  speak  standard  English    � Demonstrates  understanding  of  appropriate  engineering  and  technology  concepts  � Understands  and  uses  scientific  rules  and  methods  to  solve  work  problems  � Applies  basic  IT  skills  to  maximize  personal  efficiency  and  work  flow  � Uses  logical  thought  processes  to  analyze  information  and  draw  conclusions  

 Tier  3:  Workplace  Competencies:  

� Understands  how  individual  job  duties  contribute  to  company  goals  and  operations  � Works  effectively  in  a  team  environment  with  co-­‐workers  and  supervisors  � Accepts,  understands,  and  completes  work  assignments  with  minimal  supervision  � Is  able  to  work  effectively  within  a  schedule  using  correct  procedures  

100

APPENDIX 10

 

 

Characteristics  of  a  Successful  Energy  Worker    

 

2    

� Anticipates  potential  issues  and  applies  appropriate  problem-­‐solving  and  critical  thinking  skills  � Practices  ethical  behavior  and  understands  consequences  of  unethical  or  illegal  behavior  � Demonstrates  positive  work  behavior  � Maintains  any  industry-­‐required  credentials  

Follow  this  link  to  see  the  complete  CEWD  Competency  Model:  CEWD  Competency  Model      

Education  and  Training  Checklist  

High  school  graduates  frequently  demonstrate  many  of  the  characteristics  exemplified  in  the  personal  effectiveness  (Tier  1)  and  academic  competencies  (Tier  2)  listed  above.  But  achieving  competency  in  all  three  tiers  is  helped  by  earning  a  series  of  industry-­‐recognized  credentials.  Students  who  want  to  pursue  a  career  in  the  technical  and  skilled  craft  areas  (lineworkers,  utility  technicians,  power  plant  operators,  pipefitters/pipelayers/welders,  engineers)  should  consider  gaining  these  credentials  in  addition  to  a  high  school  diploma  or  GED:  

! National  Career  Readiness  Certificate  (NCRC)  or  NCRC-­‐Plus  (Silver  Level  or  Higher)    ! Energy  Industry  Employability  Skills  Certificate  

You  can  learn  more  about  the  NCRC,  the  NCRC-­‐Plus,  and  the  Employability  Skills  Certificate  at  your  local  employment  office  or  at  www.cewd.org.    

A  Final  Thought  

Being  happily  employed  in  the  energy  industry  is  as  much  about  what  you  like  as  it  is  about  what  you  know.    A  career  in  energy  may  be  right  for  you  if:    

! You  like  to  know  how  things  work  on  a  practical  level.    ! You  like  to  work  with  your  hands.      ! You  like  being  outdoors  or  in  a  plant  environment.  ! You  want  a  job  that  helps  people.      ! You  work  well  under  pressure.      

101

APPENDIX 11

LEARN MORE / EARN MOREPass Pre-Employment Tests and Become a

HELPER

START HERE

EARN CREDENTIALS:• National Career Readiness Certificate• Energy Employability Skills Certificate• Energy Industry Fundamentals Certificate

EDUCATIONAL OPPORTUNITIES FOR ADVANCEMENT

* Science, Technology, Engineering, and Math** Dependent on company requirements

8+ YEARS**• Bachelor’s Degree• Long-Term On-the-Job Training

GENERATION SUPERVISOR($85,000)

6-8 YEARS**• Long-Term On-the-Job Training• Experience in Position

SENIOR ELECTRICIAN/ MAINTENANCE TECHNICIAN

($75,000)

HIGH SCHOOL DIPLOMA OR GED

• Associate’s Degree**• Long-Term On-the-Job Training

EXPERIENCED ELECTRICAL/MAINTENANCE TECHNICIAN

($62,000)3-6 YEARS**

• Apprenticeship (for College Credit)**• Experience in Position

TECHNICAL OPERATOR(MAINTENANCE, ELECTRICAL)

($27,000)1-4 YEARS**

Power Plant Technician:Putting STEM* to Work

GET INTO ENERGY CAREER PATHWAYS

(Includes generation of all types except for nuclear)

102

APPENDIX 11

POWER PLANT TECHNICIAN: What will you do? (Includes generation of all types except for nuclear)

Energy industry careers offer:• Excellent salaries • Opportunities for advancement• Job growth & stability • Community service• Great benefits

Where can I find training?Go to the Get Into Energy web site at www.getintoenergy.com/careers.php and check “Training Programs and Work-Based Training.”

Where can I find a job?Go to the Get Into Energy web site at www.getintoenergy.com/careers.php and check “Featured Employers.”

ENERGY INDUSTRY COMPETENCY MODEL

STARTING OFF AS AN ENTRY-LEVEL TECHNICIAN:• Provide assistance to plant operators by reading

gauges and checking equipment• Make work area safe

• Teamwork• Able to lift 75 lbs• Listening and following directions• Be comfortable with heights• Be able to work in noisy conditions• Math skills including algebra, trig and geometry• Come to work on time and prepared

What competencies will you need? (built on energy foundational competencies—incremental as career advances)

Note: Most utilities use a pre-employment test—to pass you will need math, communications, problem solving, and mechanical reasoning skills.

TRAINING COMPONENTS:• Alternating Current / Direct Current• Valves• Pumps• Engines/turbines• Plant processes and systems (water, electric, etc.)• Programmable logic controls

• Physical ability to climb stairs and ladders, operate stiff valves manually, lift weights, control pneumatic or hydraulic wrenches

• Apply knowledge obtained during training in the work environment• Work with various types of test equipment including multi-meters• Work with various types of tools• Perform soldering

SENIOR TECHNICIAN:• Inspect equipment including motors and belts, fluid

levels and filters• Take apart machines, then repair and replace parts

using hand or power tools• Use large equipment such as hoists and cranes• Use repair manuals to determine problems and

then fix them• Do preventive maintenance checkups on machines,

mechanical equipment and on buildings

• Use information to diagnose and solve problems• Be able to manage multiple tasks at one time• Ability to understand basic mechanical principles (e.g., gear trains,

centrifugal force, heat flow)• Ability to comprehend entire systems and how they function• Ability to foresee system implications of malfunctions or of

own actions• Ability to anticipate required future conditions in numerous

interacting systems

GENERATION SUPERVISOR:• Determine schedules and work activities of team

members• Review team member performance and provide

feedback• Inspect records and log book entries to determine

plant efficiency• Prepare and manage budgets• Report to management• Deal with potentially stressful situations

• People management• Communications skills• Financial management• Computer skills for report preparation• Assign priority or sequence to the steps for completing a job• Coordinate several competing activities for efficient use of time

and material• Adapt work procedures or priorities in response to changing or

unforeseen requirements or conditions

Tier 6-8 — Occupation Speci�c

Tier 5 — Industry-Speci�c Technical

Tier 4 — Industry-Wide Technical Competencies

Tier 3 — Workplace Competencies

Tier 2 — Academic Competencies

Tier 1 — Personal E�ectiveness

103

APPENDIX 12

         09/13  

 

 Add   school   logo  here                                  

 

 

Arizona  Sun  Corridor    Get  Into  Energy  Consortium  Career  Planning  System  Career  Assessment  

Kuder®  Career  Interest  Assessment™  

Match  your  top  interests  with  

possible  careers.      

Rank  sets  of  activities  from  what  you  would  like  to  do  most  to  

least.  Once  completed,  see  how  your  interests  match  with  possible  energy  careers.  

 Time  to  complete:  

Approximately  9  minutes  

Kuder®  Skills  Confidence  Assessment™  

Rate  your  skills  to  see  how  you  can  

apply  them  to  careers.    

Estimate  how  comfortable  you  feel  performing  certain  tasks.  When  

completed,  get  a  list  of  occupations  that  will  allow  you  to  use  those  

skills.    

Time  to  complete:  Approximately  7  minutes  

 

Kuder®  Work  Values  Assessment™  

 Learn  what  is  most  important  to  

you.    

Indicate  how  important  work-­‐related  values  are  to  you.  Once  you  are  done,  find  out  how  your  values  match  with  

possible  careers.    

Time  to  complete:  Approximately  4  minutes  

 

Username:  _______________________  Password:  _________________________  

 

 

• Go  to  the  Get  Into  Energy  Career  Planning  System  at  http://az.getintoenergy.kuder.com  and  select  New  Users  from  the  Login  Area  to  begin  the  registration  process.    

• Select  Adult  and  choose  your  grade  level  from  the  dropdown  menu  and  click  Continue  to  create  your  account.    

• During  the  process  you  will  need  to  create  a  unique  user  name  and  password.  We  recommend  using  your  first  name  and  last  name  for  your  user  id  and  using  getintoenergy  as  the  password.  Write  down  this  user  name  and  password  in  the  space  provided  below.    

• Be  sure  to  check  the  box  next  to  “I  have  read  and  agree  to  the  terms  and  conditions  of  use”  after  reading  this  information.    

• Click  Register  to  complete  the  process.    

• If  at  any  point  an  activation  code  is  required,  please  enter  school  activation  code  

 

Taking  an  Assessment  

The  first  step  in  the  educational  and  career  planning  process  is  learning  about  yourself.  • Click  on  Assessments  from  the  top  navigation  menu.  

o Choose  Take  an  Assessment  and  click  on  one  of  the  assessment  titles.    • After  completing  the  assessments,  use  your  results  and  the  other  available  tools  from  the  top  navigation  menu  

to  support  your  ongoing  education  and  career  exploration  planning.  • Schedule  time  with  your  Get  Into  Energy  Career  Coach  to  review  results.  

Once  you  complete  the  assessments,  use  your  results  and  the  other  available  tools  from  the  top  navigation  menu  to  support  your  ongoing  education  and  career  exploration  planning.  

 

• S  

 

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APPENDIX 13

 

 

Arizona  Sun  Corridor  Get  Into  Energy  Consortium  

Kuder  Journey  Activation  Codes  

 

 

College   Activation  Code  

Chandler-­‐Gilbert  Community  College   J3745238RVC  

Estrella  Mountain  Community  College   J3745234GHX  

Northland  Pioneer  College   J3734854MBR  

Pima  Community  College   J3744568VYQ  

Yavapai  College   J3689379MQK  

 

 

 

Please  note  that  activation  codes  have  a  termination  date.    They  are  usually  good  for  one  year  and  a  new  activation  code  will  be  provided  by  Kuder  before  the  termination  date.    Please  ensure  that  the  

activation  codes  listed  above  are  still  valid  before  assigning  to  students.    

105

APPENDIX 14

!

Financial Aid Resources !U.S. Department of Education

This free site allows students and parents to learn about ways to pay for college; guides them through loan, scholarship, and financial aid applications; and offers instruction in managing their debt afterwards. http://www.ed.gov/fund/landing.jhtml

!FinAid Established in 1994, FinAid is possibly the finest single source for information and resources for all types of educational financial aid, including military aid programs and prepaid tuition/529 savings plans. Under each category, visitors will find comprehensive information on various programs, advice on how to approach each, important legislative information, warnings about potential problems or even scams, and much more. There are numerous calculators to help students and parents figure out how much is needed, the true cost of a loan, and almost anything else a user could dare to ask. Educators are also included with guides to help them work with students and parents. This continues to be the premier site for financial aid information online, and it continues to be free. http://www.finaid.org/

Student Aid on the Web This is a one-stop center for all of the U.S. Department of Education’s Federal Student Aid (FSA) programs. Available in English and Spanish, this site will guide the user through the process of preparing for college, selecting and applying to schools, securing funding from a variety of sources, attending college, and repaying loans. Information is available for high school, undergraduate, and graduate students as well as parents, international students, and other targeted student populations. The site links to FAFSA, the Free Application for Federal Student Aid (www.fafsa.ed.gov), for easy access and application processing. A few portions of the site require the user to create a login and password, but this is to allow the users to save profile information, store applications, and customize areas for specific needs. Users can review their extensive privacy policy from the link at the bottom of each page for information on how this data is used and protected. Under Tools and Resources are links to additional funding resources, including: Student Loans.gov: https://studentloans.gov/myDirectLoan/index.action; the National Student Loan Data System (NSLDS); and more: http://www2.ed.gov/about/offices/list/fsa/index.html. Federally guaranteed student loans under the Federal Family Education Loan Program can also be found on this website.

!!

106

APPENDIX 14

 

   Federal Income Tax Credits for Higher Education Expenses

Two tax credits help offset the costs (tuition, fees, books, supplies, equipment) of college or career school by reducing the amount of your income tax:

• The American Opportunity Credit allows you to claim up to $2,500 per student per year for the first four years of school as the student works toward a degree or similar credential.

• The Lifetime Learning Credit allows you to claim up to $2,000 per student per year for any college or career school tuition and fees, as well as for books, supplies, and equipment that were required for the course and had to be purchased from the school.

Even if you normally wouldn’t file a tax return because of your income level, be sure to do so. If you don’t, you’ll miss out on tax credits that would put money in your pocket.

Coverdell Education Savings Account A Coverdell Education Savings Account allows up to $2,000 a year to be put aside for a student’s education expenses (elementary, secondary, or college).

Qualified Tuition Programs (QTPs; also known as 529 Plans) A QTP/529 plan is established by a state or school so that you can either prepay or save up to pay education-related expenses. Once you’re in college or career school and you withdraw money from your account to pay your education expenses, the money you withdraw will not be taxed. Learn more about state 529 plans. To find out whether the college you plan to attend participates in a QTP, ask the financial aid or admissions staff.

Student Loan Interest Deduction You can take a tax deduction for the interest paid on student loans that you took out for yourself, your spouse, or your dependent. This benefit applies to all loans (not just federal student loans) used to pay for higher education expenses. The maximum deduction is $2,500 a year.

Using IRA Withdrawals for College Costs

• You may withdraw from an IRA to pay higher education expenses for yourself, your spouse, your child, or your grandchild.

• You will owe federal income tax on the amount withdrawn, but won't be subject to the early withdrawal penalty.

107

APPENDIX 15

In order to receive the credential, students must take the Energy Industry Fundamentals Class, as well as the assessment at the completion of the course. It is also important that the college:

be an Approved Course Provider (ACP) through CEWD. MUST teach the Energy Industry Fundamentals class as required to be able to order the

assessment.

Below is the process for ordering the assessment:

1. Within 2-3 weeks prior to the end of the course, send an email to schlitterk@kuder.com (Katie Schlitter) requesting the necessary number of codes and include: In the subject line: YOUR COLLEGE NAME & “ARIZONA TAACCCT GRANT EIF CODES” In the email, please include your name and the number of codes you need and

include that they are for the TAACCCT grant in Arizona for appropriate tracking and processing (no charge).

2. Katie will communicate with you about the process and then provide the codes to you within the timeframe requested. If for some reason you need a rush, please be explicit about it so the order can be processed accordingly. However, it is always better to leave enough time for the codes to be processed and provided in a timely manner.

3. The following representatives from the colleges have been identified by the consortium to receive the required codes (future changes to the list must be submitted to Dora Grote):

a. Consortium Steve Kiefer and Clay Goodman b. Estrella Mountain Monica Williams and Kristen Hepburn c. Chandler Gilbert Jen Ekern d. Pima Community College Carlos Gonzales and Joanne Kingman e. Northland Pioneer Bill Fee and John Spadaccini f. Yavapai CC Jim Voska

4. If a student does not achieve a 68 or above, they must retake the assessment. In order to retake the assessment, a new code must be ordered and the same process and timing are necessary.

Process and Requirements for Ordering the Energy

Industry Fundamentals Assessment

Appendix 13

108

APPENDIX 16

!

All college learners have some universal needs, such as good study skills, efficient time management, academic and social support systems, and recreational outlets. However, these behaviors and mechanisms have different characteristics for non-traditional students. 

Managing Change

Transitioning workers may feel they have been let down by life and may feel defeated. Losing a job can be a huge emotional crisis. Jobs and careers help define who people are. What they do for a living is part of who they are. When they lose their job, it can feel like losing a part of themselves. There is a grieving process that will most likely occur that is similar to the grieving when you have lost a loved one. The last stage of grief is acceptance. This is the stage that allows people to move forward. Transitioning workers go through this grieving process, but when they make a decision to begin their education, they are starting to move forward. It is important to consider what they have just gone through when working with them. There is still a lot of uncertainty that they are facing. Navigating the College System

In addition, they may have a lot of anxiety around going back to school and will need support and guidance. They may have been out of school for some time, and their academic experience may be limited or dated. They may need help in learning effective study habits and success tips that can help ease the anxiety and transition them into education and training programs successfully. Encourage them to join a study group with others similar in age, such as a group of second-career people, or encourage them to find study buddies. Study buddies can create powerful support networks, particularly when they come together with commonalities, such as age and professional interests.

Financial Resources

Help your students determine how to access the financial resources available to them at the college, as well as the list of online resources found in the career coaching handbook. Kuder also provides a list of resources; encourage your students to take advantage of all the resources available to them.

Tax Breaks

Students may be able to get a credit on their income taxes. Programs such as the Hope Credit, the Lifetime Learning Credit, and the American Opportunity Credit can potentially take thousands of dollars off of their tax bill if they qualify. Tuition and fees can also often be used to reduce their taxable income. The financial aid office of the school should be able to provide guidance about these programs.

!!

Working with Transitioning Workers

109

APPENDIX 16

Balancing School and Other Priorities

The transitioning worker may also have to manage their other priorities, such as family, along with school. So, time management is a vital practice that will determine the ease or difficulty in approaching their studies. Helping them make a schedule that works for them is important.

Refer students to the campus learning center. They offer free help for undergraduates. They tend to focus on the areas of math, writing, reading and study skills, and the many classes undergrads must take and find problematic. Regular users of learning centers experience higher grades than comparable nonusers. As a coach, make sure to provide these resources to your students. Find out about campus daycare opportunities, counseling services, women’s centers, and so on. Many campuses have official nontraditional student support groups. If so, make a list of these resources at your campus for your students.

Credit for Prior Learning

Remember that transitioning workers have experience and should be treated as such. Asking questions and learning about their work experiences is an excellent way to connect them to a future occupation or school program that would fit their needs, on top of their occupational assessment. This information will also be helpful in determining any prior learning that may need to be assessed. You may want to refer the student to the appropriate person at the college that may assess their prior learning for credit.

Make sure everyone involved with this demographic (faculty, coaches, staff, and consultants) have a good understanding about the needs and barriers, as well as ways to help them be successful. Also, include training for the faculty and staff on how to handle the emotional distress described above.  Some ideas for training and helping these students/adults are listed below. Is there a class or online resource available at the school that can help with the following areas?

a. Teach problem-solving skills

b. Provide study tips

c. Use real-life concrete examples

d. Implement flexibility in pace and assignments

e. Encourage and motivate, and celebrate success

f. Discuss networking options for study groups/academic achievement centers

g. Ensure they know where to find resources (computers, counselors, etc.)

h. Create a resource repository to help overcome barriers and needs (transportation, child care, elder care, etc.). United Way’s 211.org is an excellent resource.

i. Identify needs for technology training, such as Excel, Word, and PowerPoint

110

APPENDIX 17

Construction

Maintenance Operations

Engineering and Technology

Science and Math

Career ClustersA grouping of occupations and broad industries based on commonalities. The sixteen career clusters provide an

organizing tool for schools, small learning communities, academies, and magnet schools.

Science, Technology, Engineering, and

MathematicsPlanning, managing, and

providing technical services

Architecture and Construction

Designing, planning, managing, building, and maintaining the

built environmentClus

ters

Path

ways

Manufacturing Production Process Development

Quality Assurance

ManufacturingPlanning, managing, and performing the processing

of materials into the intermediate or final

products

Energy Career Cluster Map

Design and Pre-construction

Maintenance, Installation & Repair

Logistics & Inventory Control Pathway

Sunday, April 13, 14

111

APPENDIX 17

Construction:• Boilermaker• Carpenter• Electrical & Power

Transmission Installers• Electrician• Insulation Worker• Iron / Metalworker• Lineworker• Electrical & Power Line

Installers and Repairers• Millwright• Pipefitter• Pipeline Installer• Pipelayer• Welder

Maintenance Operations:• Boilermaker• Carpenter• Electrician• Heavy Equipment Operator• Insulation Worker• Iron / Metalworker• Millwright• Pipefitter• Pipelayer• Substation Mechanic• Utility Metering & Regulation

Technician • Relay Technician• Welder

Engineering and Technology:

• Electrical Engineer• Power Systems

Engineer• Mechanical Engineer• Nuclear Engineer• Chemical Engineer• Civil Engineer• Energy Transmission

Engineer• Procurement Engineer

Science and Math:• Nuclear Chemist• Nuclear Technician• Materials Scientist• Radio Chemist• Health Physicist• Chemistry Technician

Science, Technology, Engineering, and

Mathematics

Architecture and Construction

Clus

ters

Path

ways

Manufacturing Production Process Development:

• Electrical and Electronics Technician

• Engineering and related Technician

• Power Generating & Reactor Plant Operator

• Gas Plant Operator

Maintenance, Installation & Repair

• Boilermaker• Pipefitter• I & C Technician• E & I Technician• Electrical Equipment

Installer / Repairer• Maintenance Repairer /

Technician• Millwright

Manufacturing

Recommended additions

Energy Career Cluster Map

Design and Pre-construction:• Civil Engineer• Mechanical Engineer• Electrical Engineer• Environmental Engineer• Electrical & Electronics

Engineering Technician Quality Assurance• Quality Control Technician• Quality Assurance

Technician

Logistics & Inventory Control

• Heavy Materials Technician

Sunday, April 13, 14