human resources development best practices and trends
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Human Resources Development Best Practices and Trends. Susan GaleLenoir Community College Hedy RyersonMitchell Community College Rena FerraroWake Tech Community College Margaret RobertonNC Community College System Office. What’s Trending. Training Leading to Certification : - PowerPoint PPT PresentationTRANSCRIPT
Human Resources Development
Best Practices and Trends
Susan Gale Lenoir Community CollegeHedy Ryerson Mitchell Community CollegeRena Ferraro Wake Tech Community CollegeMargaret Roberton NC Community College System Office
What’s Trending
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Training Leading to Certification:
o CE Course Offerings
o NCCCS Performance Measures
Where does HRD fit into the Certification models?
• PHCAST• Phase I• Phase II
• MS Digital Literacy• Workforce Readiness Credential
• Career Readiness Certificate• Career Exploration
• Expectations/Fit
What’s Trending
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NCWorks Career Pathways:
o DOL Career Pathways Framework
o NC Model
Where does HRD fit into the Pathway models?
• Program Orientation• Program Assessment• Integrated Employer Engagement• Program Exit
• Interviews• Job Fairs
What’s Trending
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Workforce Innovation Opportunities Act (WIOA):
o Title 1
o Title 2
Job Driven Training
o Proposed Priority 6—Improving Job-Driven Training and Employment Outcomes.
o (c) Integrating education and training into a career pathways program or system that offers connected education and training, related stackable credentials, and other support services that enable low-skilled adults (as defined in this notice) or other high-need students (as defined in this notice) to secure industry-relevant certification and obtain employment within an occupational area with the potential to advance to higher levels of future education and employment in that area.
Tier Designation
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Tier 1A Includes curriculum budget FTE in health care and technical education courses that train North Carolinians for immediate employment in priority occupations that have documented skills gaps and pay higher wages. A limited number of continuing education (OE) courses that train students for the exact same third-party certification as curriculum courses in Tier 1A. Tier 1B Includes curriculum budget FTE in other high cost areas of health care, technical education, lab-based science, and college-level math courses. FTE in short term, workforce continuing ‐education courses that help prepare students for jobs in priority occupations and lead to competency based industry credentials. ‐Tier 2 Includes a) all other curriculum budget FTE, b) all Basic Skills budget FTE, and c) budget FTE associated with other continuing education (OE) courses that are scheduled for 96 hours or more and are mapped to a third-party credential, certification, or industry-designed curriculum. Tier 3 Includes all other continuing education (OE) budget FTE.
This weighted allocation model is designed to provide a 15% funding differential between each tier.
Affordable Care ActSummary Overview
• Terminology – Continuing Education Instructors• Look back period definition• Multiple measures– Safe Harbour – 2.25– Fair, consistent
• Reasonable categorical grouping– Multiplier based on highest prep expectation
within a group – all courses have some prep• Define expectations clearly
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Professional Development Opportunities
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HRD/CRC Training Academy
December 10 – 12, 2014Greensboro Downtown Marriott
Greensboro, NC
Leadership Institute for Continuing Education Administrators
March 23 – 24, 2015North Raleigh Hilton
Raleigh, NC
STATE BOARD UPDATESWorkforce Continuing Education
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State Board Code
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http://www.nccommunitycolleges.edu/Legal/SBCCCode.htm Title 1 Community Colleges
Chapter A State Board Governance
Chapter B College Operations
Chapter C Personnel
Chapter D
Education Programs
Chapter D: Education Programs
Chapter E Student Tuition and Fees Subchapter 100 General Definitions
Chapter F Student Financial Assistance Subchapter 200 Basic Skills
Chapter G Full-Time Equivalent (FTE) Subchapter 300 Continuing Education
Chapter H Fiscal Management Subchapter 400 Curriculum
Subchapter 500 Customized Training
Title 2 Proprietary Schools Subchapter 600 Small Business Centers
Chapter A Proprietary Schools Subchapter 700 General Provisions
Title 3 Rule-Making Process
Chapter A Rule-Making Process
State Board Code
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http://www.nccommunitycolleges.edu/Legal/SBCCCode.htm
Chapter D: Education Programs
Subchapter 100 General Definitions
Subchapter 200 Basic Skills
Subchapter 300 Continuing Education
Subchapter 300. Continuing Education
Subchapter 400 Curriculum 1D SBCCC 300.1 Continuing Education Definitions
Subchapter 500 Customized Training 1D SBCCC 300.2 Enrollment/Registration Process
Subchapter 600 Small Business Centers 1D SBCCC 300.3 Program Classification
Subchapter 700 General Provisions 1D SBCCC 300.94
Faculty
1D SBCCC 300.95 HRD Program Continuation
1D SBCCC 300.96
Continuing Education Program Management
1D SBCCC 300.97
Instructional Service Agreements
1D SBCCC 300.98
Courses and Standards
1D SBCCC 300.99
Education Services for Minors
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SBCC Code Revision Updates
Tuition and Fees Chaptero Failure to Pay
Instructional Service Agreements Course Repeat Policy Numbered Memos Clarification Memos
04/19/2023
ACCOUNTABILITY & CREDIBILITYWorkforce Continuing Education
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Current Statute, Code & Guidance
G.S. 115-5(m)“The State Board of Community Colleges shall maintain an education program auditing function that conducts an annual audit of each community college operating under the provisions of this Chapter. The purpose of the annual audit shall be to ensure college programs and related fiscal operations comply with State law, State regulations, State Board policies, and System Office guidance. The State Board of Community Colleges shall require auditors of community college programs to use a statistically valid sample size in performing program audits of community colleges. All education program audit findings shall be forwarded to the college president, local college board of trustees, the State Board of community Colleges, and the State Auditor.”
1D SBCCC 300.96(c)“Each college’s local board of trustees must adopt a policy which requires the development and implementation of an internal audit plan. Each college is required to publish, maintain and utilize an internal audit plan. The college presidents shall periodically report to the board of trustees on the findings of the internal audit. The internal audit plan must be submitted to the department for compliance review.”
CC00-147 “Revisions to the Accountability and Credibility Plan for Continuing Education”
Internal Audit Plan
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Proposed SBCCC Language
1D SBCCC 300.4 PROGRAM MANAGEMENT
a) Program Planning. Each college shall review the quality and viability of all its programs and services at least once every three years to determine program strengths and weaknesses and to identify areas for program improvement.
b) Program Accountability. Below are the general provisions:
1) Each college's local board of trustees shall adopt a policy which requires the development and implementation of a Continuing Education internal program accountability plan. At a minimum, the Program Accountability Plan will 1) define a system of checks and balances to prevent and detect errors or irregularities when reporting hours for FTE purposes and 2) establish a framework for defining program quality and improvement procedures.
2) The program accountability plan shall be reviewed by the local board of trustees at least once every three years.
3) A copy of this policy including amendments shall be submitted to the System office upon
NEW TECHNOLOGY TOOLSWorkforce Continuing Education
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Colleague Updates
• Tier Funding– Tier Levels
• 1A, 1B, 2, 3
– Credentialing Agencies
• Classification of Instructional Programs (CIP)– The purpose of the Classification of Instructional
Programs (CIP) is to provide a taxonomic scheme that will support the accurate tracking, assessment, and reporting of fields of study and program completions activity.
04/19/2023
New Tier designations coming down
October XX, 2014
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Ellucian Elevate
• What is Ellucian’s turnkey solution?– Elevate is a mobile ready Software as a
Solution (SaaS) to manage, market and measure Workforce Continuing Education courses.• Catalog/Program Management• Course Marketing/Tracking• Enrollment• Completion• Integration to Student Information System
(SIS)
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NEW NCCCS Website
You may have noticed a change if you visited our website recently
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Workforce Continuing Education Webpage
Work in Progress• Credential Information• Training Documents• Accountability Guidelines• Instructor Resources• Student Resources
http://www.nccommunitycolleges.edu/workforce-continuing-education
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Where Did It Go?
• Annual Reporting Plan and Status Updates– http://www.nccommunitycolleges.edu/business-intelligence
• Annual Statistical Reports– http://www.nccommunitycolleges.edu/business-intelligence/ann
ual-statistical-reports
• Audit Services– http://www.nccommunitycolleges.edu/finance-operations/audit-
services
• Budget Information– http://www.nccommunitycolleges.edu/finance-operations/budge
t-accounting/budget-information
• State Board Code– http://www.nccommunitycolleges.edu/sbcccode
• State Board Meetings/Agendas– http://www.nccommunitycolleges.edu/state-board-community-c
olleges
Grants & Initiatives Microsoft Academy
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MS IT AcademyThe Microsoft IT Academy (ITA) program provides colleges with a full curriculum for teaching technology courses and learning tools that help students achieve success.
NCCCS State-wide MOU• Available for both CE and CU academic levels
• Colleges have 500 vouchers for Microsoft Office Specialist (MOS) certification exams at Certiport Centers.
• Colleges have 10 vouchers for faculty/staff certifications in Microsoft Office Specialist (MOS), Microsoft Technology Associate (MTA), and Microsoft Certifications Solutions Associate/Expert (MCSA/MCSE)
• Colleges have access to DreamSpark subscription – Microsoft products outside of MOS Sharepoint; Visual Studio; MS Project; MS Visio; Windows Client
• Colleges have access to Microsoft Official Academic Course (MOAC) digital textbook/curriculumFor more information, contact
Margaret Roberton at (919) 807-7159 or [email protected].
Best Practices and Trends
Susan Gale – Lenoir Community CollegeHedy Ryerson – Mitchell Community CollegeRena Ferraro – Wake Tech Community College