MARCH 2013

Published by the association for career and technical education

• taking charge of your career Path

• Workplace trends in hVac/r

• linking industry to the classroom

• integrating Project Management into cte

• the 2012 acte fellows speak out

Workplace Trends

illusTraTion by isTock.com/adelevin

20 Techniques March 2013 www.acteonline.org

March 2013 Techniques 21 www.acteonline.org

Workplace Trends

By katherine Manley

The strength of our nation’s economy is dependent on a workforce that is highly skilled, and skilled workers

are in high demand. Institutions prepar-ing these individuals for employment have high expectations to meet. Since 1998 when the Department of Labor released the Workforce Investment Act, employ-ers, and the nation as a whole, have been placing more pressure on educational institutions preparing our most valuable resource.

Career and technical education (CTE) centers, and community and technical colleges have risen to this challenge by not only preparing students enrolled in their programs, but also by creating employee-training programs for various industry sectors. With the automotive industry crisis taking a toll

on the nation in 2008 and 2009, there were high expectations for turning the “Big Three” around. While largely linked to financials, competitiveness was another factor that was critical to survival. What better way to remain competitive than by hiring highly skilled workers and offering training opportunities for existing employees?

One answer to this challenge was the creation of the Automotive Manufactur-ing Technical Education Collaborative (AMTEC), a multistate collaboration of community and technical colleges, along with industry partners, focused on providing ongoing training for automo-tive technicians and engineers. The goal of this collaborative is to equip individu-als with the advanced skills they need to have successful careers in a globally competitive workforce. Here’s their story.

HistoryAMTEC is sponsored by a National Science Foundation (NSF) grant. As one of 39 NSF advanced technology centers, AMTEC has been named a “Big Collaboration” by the National Governor’s Association (NGA). The NGA endorsement was extended to AMTEC because of the program’s reach, which includes 30 community colleges and 34 auto-related plants across 12 states. This collaboration is key to supporting the group’s mission: “To create and sustain an innovative, responsive and standards-based workforce development system that meets the automotive industry’s skill requirements.” NSF is anticipating a model that can be replicated across any technical area aligned to industry-identified standards.

22 Techniques March 2013 www.acteonline.org

The SystemAMTEC implemented an innovative approach to instructional design by involving industry experts to identify the technical standards within the automo-tive industry. These technical standards are the basis of the entire system and have served as the foundation for cur-riculum and assessment development. This industry-driven model focuses on a commitment of continuous improvement through three core functions.

Core Function 1: Developing and Validating Technical Standards

AMTEC used a DACUM process to develop standards. DACUM is an acronym for Develop a Curriculum and is widely used as a unique, innova-tive and very effective method of job analysis. Katherine Manley, a trained DACUM facilitator, used a modified ver-sion of the process she developed called Turbo-DACUM,® which is structured around the DACUM principles and research but includes activities to accurately facilitate skills assessment

development, curriculum design and fundamental workplace re-engineering. This enhanced process incorporates the identification of work enablers like tools and equipment, calculations, communications, technology and safety practices. The workshop is led by a trained facilitator and consists of a committee of five to 10 expert workers representing the technical area being analyzed. Emphasizing a systems approach to curriculum, AMTEC identified additional data for each task, including its function within the system, common sources of errors/mistakes, common causes of malfunctions and troubleshooting strategies. The original process was conducted at Toyota Motor Manufacturing (TMM), a plant that had already implemented a multiskilled maintenance program. In order to validate the work completed by the first panel, a larger group of subject matter experts (SMEs) with varying demographic characteristics were selected to rate the individual duties and tasks through the Delphi process. The Delphi process is a systematic, multilevel

method where panels of experts respond to a series of electronic questionnaires. Statistical analysis of the Delphi results included comparative ratings by industry sector, geography, size and type of businesses and companies, demographic data, and educators compared to industry representatives.

Core Function 2: Turning Technical Standards into Modularized Curriculum

Once the results from Core Function 1 were tabulated, AMTEC hosted a meet-ing to identify a core set of standards for a multiskilled maintenance curriculum which could be used on a national level. The meeting resulted in the identifica-tion of 12 courses for the core curriculum with all identified standards linked to a course. The courses were then subdi-vided into 59 “modules,” which became the foundation for curriculum develop-ment. Detailed lessons and lab activities were created for each of the modules and included clock-time recommendations based on the technical content as part

Workplace Trends

Table 1: Balanced Assessment System

level 1: Formative assessment at the module level

level 2: Diagnostic assessment at the course level

level 3: Certification assessment at the end-of-program level

• Aligned to student learning outcomes• Includes pre- and post-assessments for

each module (59)• Developed by faculty

• Aligned to the appropriate subset of technical standards

• Includes assessments for each course (12)• Developed by industry

• Aligned to all technical standards• Developed by industry

March 2013 Techniques 23 www.acteonline.org

of an associate degree at a community college. The modularized curriculum has created opportunities for profes-sional-development sessions for faculty to implement the “learn-on-demand” course module structure. Colleges are en-couraged to implement the modules in a “flipped classroom” format which focuses on instruction taking place outside the classroom, with students learning back-ground knowledge about a concept or skill through online video lectures, ani-mated Flash learning objects and digital lessons. Actual classroom time becomes the forum for practice, peer coaching and mentoring, rather than lectures and direct instruction. For AMTEC students, more lecture-free classroom time also means more practice time with AM-TEC’s hands-on, integrated system of labs and activities focused on advanced manufacturing.

Core Function 3: Assessing Technical Standards

AMTEC’s comprehensive assessment system is designed to collect and use meaningful information for continuous improvement. One reason AMTEC chose NOCTI’s delivery system was be-cause of its extensive reporting ability. In addition, a number of the colleges in the AMTEC network already use NOCTI assessments and are familiar with the sys-tem and reporting capabilities. The pro-cess used to assess student achievement and activities both within and outside the curriculum uses the data to improve instructional programs and curriculum. This process follows the research that created the National Research Center for Career and Technical Education’s CT-EDDI (Career and Technical Educators Using a Data-Driven Improvement) pro-

gram. Like other NOCTI assessments, the AMTEC assessments conform to the highest accreditation standards and rep-resent best practices within the industry. AMTEC uses a balanced approach to assessment to help gauge the attainment of learning to improve instructional prac-tices and the overall curriculum. Table 1 shows the three key transition points (lev-els of assessments) in the AMTEC career pathway. The comprehensive assessment system, based on the needs of all AM-TEC partners, provides a systematic ap-proach to career planning, instructional support and program evaluation.

Formative AssessmentsAMTEC partners deemed it critical to determine the extent to which every individual met the learning outcomes for each of the modules. They employed a formative assessment model allowing

Workplace Trends

After a post-assessment is administered, results

ensure that students leave an AMTEC college

program with an updated educational

record and documented credit for their progress,

and since each assessment is aligned to learning outcomes,

individual training needs can easily be targeted.

illusTraTion by isTock.com/adelevin

Learning ManageMent SySteMy o u r D a S h b o a r D to h y b r i D L e a r n i n g

w w w . i n t e l i t e k . c o m

“With LearnMate everything is laid out for you: your curriculum, your equipment. I don’t have to create the lesson, I don’t have to get the inventory. Just put me in the classroom and let me teach. That’s what LearnMate allows me to do."

Mechelle WelchTechnology Applications Instructor

LearnMate® is a revolutionary tool that can transform the STEM classroom into a responsive and proactive environment for differentiated instruction!

www.intelitek.com/learnmate

35-AD12-TQ11_ACTE_LM.indd 1 9/19/2012 10:01:17 AM24 Techniques March 2013 www.acteonline.org

Workplace Trends

for real-time progress monitoring. Using NOCTI’s formative assessment format, a pre-assessment is administered to provide baseline data prior to instruction. Differ-ences between a pre- and post-assessment identify learning that occurred while in the AMTEC program. After a post-assessment is administered, results ensure that students leave an AMTEC college program with an updated educational record and documented credit for their progress, and since each assessment is aligned to learning outcomes, individual training needs can easily be targeted. This model is used to adjust teaching strategies, to accurately place students into the program and to award credit for prior knowledge. Given AMTEC’s open-entry/open-exit requirement for the curriculum, having valid and reliable

pre- and post-assessments is critical. In addition, showing students evidence of their progress is a powerful tool to keep them engaged and motivated.

Diagnostic AssessmentsIndustry SMEs developed 12 end-of-course (topic level) assessments linked to the technical standards within each course. These diagnostic assessments provide information for planning more effective, targeted instruction and in-terventions for students and incumbent workers. AMTEC provides diagnostic information to individuals to identify strengths and weaknesses in specific content areas within the curriculum. These end-of-course assessments can be used by the colleges or industries as a pre-assessment to document placement

of individuals into specific instructional modules within a course, can serve as the end-of-course final examination for validation of course completion and can also be used by industry to identify specific employee training needs. Results help to monitor progress throughout the program, providing an opportunity for enrichment or remediation and are used to help make instruction more effective.

End-of-program AssessmentsEnd-of-program assessments, as the name suggests, are designed to provide an overall assessment of an individual’s entire AMTEC program experience and can result in an industry-recognized credential. Creating a credentialing as-sessment of occupational standards was a critical conclusion of the process. The certification assessment is directly linked to, and developed from, the validated technical standards. The certification meets multiple objectives:

A. For students and incumbent workers: The assessment leads to certification, and assists in initial job entry and upward and horizontal career mobility. In the context of lifelong learning, provides a method of documenting competencies learned at different times and through different avenues.

B. For employers: Certifications and assessments assist in hiring, promo-tion, and identifying and planning for internal training.

C. For educational institutions: Certi-fication and assessments provide a method for benchmarking the qual-ity of skills and knowledge provided against the technical standards actu-ally required in an occupation.

Learning AnalyticsThe field of learning analytics has captured the attention of many. The broad promise of analytics is that new insights can be gained from in-depth

Business and industry can be crucial partners

for the success of CTE. Visit www.acteonline.org/business to learn more.

March 2013 Techniques 25 www.acteonline.org

Workplace Trends

analysis of the data with information and technology. AMTEC is developing an integrated-learning analytics platform that attempts to create an open infrastructure for researchers, educators and learners to develop new knowledge in technical education. With an emphasis on greater accountability with reduced funds, new thinking and new approaches to change are required.

AMTEC has collaborated with NOCTI Business Solutions (NBS), a subsidiary of NOCTI, to deliver the AMTEC standardized online assess-ments. All stakeholders in the AMTEC collaborative will have access to an extensive amount of data generated through this national curriculum and evidence-based assessment system. Together, NBS and AMTEC are creat-ing a systematic approach to analyzing the wealth of data generated through the program in an effort to offer more insightful data and encourage additional localized analysis.

AMTEC leaders believe that the improvement of organizational processes, workflows, resource allocation and insti-tutional measurement can be achieved through the efficient use of learner, aca-demic and institutional data. AMTEC

our nation requires new approaches to improving the economy. We can no longer think of our resources in terms of silos; we need to capitalize on the strengths from our partners, our customers and even those we

may deem as competitors.

hopes to implement the measurement, collection, analysis and reporting of data about learners and their contexts for purposes of understanding and optimiz-ing learning and the environments it occurs in. Aggregated results of students’ academic progress will be used for evalu-ating and improving AMTEC’s pro-gramming on a broader scale. Collecting data on student progress allows AMTEC colleges to measure the effectiveness of their educational programs, make any necessary changes and provide college administrators with the necessary infor-mation to make comparisons across all AMTEC colleges. In doing so, adminis-trators can identify particularly effective programs that can serve as models for others. Such data collection can also help AMTEC colleges meet state and federal reporting requirements.

Moving ForwardAMTEC is now moving from develop-ment/project work to making sustain-able, systemic change on a national scale. AMTEC is focused on initiating transformational change, and reforming the nation’s community college systems, workforce and economic-development partners to meet the needs of students

and the business sector. In this critically important work, AMTEC will collabo-rate and leverage resources at all levels to realize long-term, sustainable gains. For the AMTEC initiative to have a long-term impact, colleges will be expected to take these successful innovations and integrate them into their institutional strategic plans and budgets to ensure sustainability.

Our nation requires new approaches to improving the economy. We can no longer think of our resources in terms of silos; we need to capitalize on the strengths from our partners, our customers and even those we may deem as competitors. AMTEC used this approach to form their successful collaboration; they did not view the other community and technical colleges as competitors, but rather as critical partners to achieving a common goal. This is innovation at its best!

Katherine Manley, Ed.D., is a graduate professor in CTE at Ferris State University, a senior consultant for NOCTI and NBS, and director of assessment and evaluation for AMTEC. Manley can be reached at drkittyfsu@yahoo.com. Inquiries related to NOCTI/NBS can be directed to John Foster, Ph.D., at john.foster@nocti.org.