I.Purpose

To provide local elected officials and WIA Administrative Entities information regarding Workforce Investment Act (WIA) Credentials.

II.Effective Date

Immediately

III.Guidance Statement

This guidance was prepared to help local workforce investment areas identify ways to access or create tools that would provide a valid means to substantiate skill and knowledge gains over a period of time and to measure skill development efforts. These are commonly referred to as credentials. Tracking of skill and knowledge gain is required to meet performance measure mandates outlined in the Workforce Investment Act.

The USDOL definition of credential is flexible which allows the state and local areas to expand on the definition. Ohio has adopted the federal definition as follows:

Credential - Will include nationally recognized degree or certificate or State or locally recognized credential.

Credentials include, but are not limited to, a high school diploma, GED or other recognized equivalents, post-secondary degrees/certificates, recognized skill standards, and licensure or industry-recognized certificates. Local Workforce Investment/Policy Boards should encourage certificates to recognize successful completion of the training services listed above that are designed to equip individuals to enter or re-enter employment, retain employment, or advance into better employment. Local areas/subareas should include all State Education Agency recognized credentials.

The local workforce investment area has great flexibility in defining a credential. Local areas have the opportunity to work with employers to develop meaningful credentials. A credential is evidence that someone has acquired certain knowledge and/or mastered certain skills and it is often viewed as proof of an individual's competence to perform certain tasks or a job.

The spirit of the Workforce Investment Act language related to credentialing is one of encouraging a valid process for upgrading and developing skills that lead to, enhance, advance, and/or assist in obtaining or retaining employment. This could include: soft skills training that is recognized by a third party that helps an individual get a job, a driver's license needed to get a job, passing proficiency tests, etc. Local areas should track and document what is acceptable.

Understanding diverse methods of credentialing will permit the workforce development system to be responsive to the special needs of the business community and the individuals served. The better different kinds of credentialing systems are understood, the more it will insure that the training and education provided in the area is meaningful with valid and credible outcomes.

The Workforce Investment Act of 1998 establishes 17 indicators of performance that local areas must meet related to adult, dislocated worker, and youth programs. [Please see Training and Employment Guidance Letter (TEGL) 7-99.]

Three of the seventeen performance measures relate to credentialing. The performance measures local workforce development areas must meet specifically related to credentialing are:

• Adult Employment and Credential Rate;
• Dislocated Worker Employment and Credential Rate; and,
• Older Youth Credential Rate.

Types of Credentials

Existing credentialing systems refer to certificates, degrees, licenses, and endorsements that are already in place. Local credentialing systems refer to methods created to fill specific local needs.

A.Educational Institutions

These credentials are characterized by attendance in a series of classroom learning experiences that are packaged to create a certification or degree program for specific occupations or professions.

Examples of educational institution credentials:

Associate Degree

Management Certificate

Computer Science Degree

Teaching Certificate

Waste Water Management Degree

Automotive Technology Degree

High School Diploma

GED or equivalent

All documentation stating successful program completion must be obtained from the training provider or the participant.

B.Associations

Associations typically represent a targeted population of individuals focused in a particular area of professional interest. Associations serve as advocates and networking units for the profession they represent.

Examples of association credential systems:

Certified in Volunteer Administration (sponsored by the Association of Volunteer Administration)

Child Development Associate (sponsored by The Council for Early Childhood Professional Recognition)

Certified Workforce Development Professional (National Association of Workforce Development Professionals)

All documentation stating successful program completion must be obtained from the training provider or the participant.

C.Professional Accreditation

This type of accreditation is defined by established qualification standards an individual must achieve in order to be considered a certified member of a particular professional group. This group includes licenses and certifications.

Examples of professionals with established accreditation standards include:

Counselors

Certified Public Accountants

Accredited Statistician

Master Teacher

All documentation stating successful accreditation must be obtained.

D.Licenses

Licenses are a credential awarded by a state government or its authorized agent that permits individuals to practice a profession or use a title in association with their work.

Examples of licenses:

Medical Doctors

Dental Hygienists

Beauticians

Real Estate Brokers

Licensed Practical Nurse

Documentation of licensure must be obtained.

E.General Occupational Skills Training

Occupational Skills Training credentials are earned by successfully completing planned classroom instruction that upgrades an individual's occupational skills, but does not result in a certificate. Credentials can also be awarded for recognized skill standards such as Apprenticeship Programs. Occupational skills training credentials may also be awarded for industry recognized training such as: skill upgrading and retraining, entrepreneurial training, safety and risk topics, management topics, leadership topics, sexual harassment or workplace violence prevention, vocational specific training, or industry recognized certificates. This training may be provided via WIA or non-WIA funded services.

The training provider must submit documentation that outlines the training activity and type of training that will be provided, the length of the training, and the specific outcomes that are considered to be a successful completion. This type of documentation might include: a pre- and post-test or pre- and post-evaluation, skills attained and certificate or letter of completion. The certificate or letter could state the type of training received, dates of participation, and number of training hours completed.

F.Partner/Employer/Occupational Skills Training

Partnering agencies and employers offer a variety of in-house training programs. The training provider must submit documentation that outlines the training activity and type of training that will be provided, the length of the training, and the specific outcomes that are considered to be successful completion. This type of documentation might include: a pre- and post-test or pre- and post-evaluation, skills attained and certificate or letter of completion. The certificate or letter could state the type of training received, dates of participation, and number of training hours completed.

G.Job Internship

Prior to completing Job Internship, we recommend the participant complete a career assessment that demonstrates this would be an appropriate assignment. Once it has been determined that these criteria have been met, a work site will be developed. The work site must provide an on-site supervisor who will provide individual training to the participant. The site supervisor will also evaluate the participant's job performance. The local area and the employer will determine the length of the internship. The length of time and specific skills achieved internship must be documented. Documentation could include: time sheets, pre- and post- internship evaluations, job performance evaluations, a copy of the certificate of completion and skills attained.

H.Work Experience

Paid / unpaid Work Experiences are designed to earn a credential for skills attained while in Work Experience. We recommend the participant complete a career assessment that demonstrates this would be an appropriate assignment. The work site must provide an on-site supervisor who will provide individual training to the participant. The site supervisor must also provide an evaluation of the participant's job performance. The worksite will have the responsibility to monitor time sheets and verify hours worked. The local area needs to establish a limited length of time on the Work Experience activity. The length of time must relate the skills that are expected to be learned from this activity. Documentation could include: time sheets, pre- and post-work experience evaluations, job performance evaluations, copy of the certificate of completion and skills attained.

I.On the Job Training (OJT) / Customized Training

An OJT/Customized Training contract is specifically written based on the participant's and employer needs. The specific competencies, tasks, or skills to be attained by the participant must be identified prior to the start of the training and shall be identified by looking at the participant's current abilities and comparing them to the employer needs. The local area and employer determine the length of the contract. Documentation for the OJT/Customized Training should state the name of the training program, dates of participation, number of hours completed and skills attained.

J.Work Readiness Skills Training

Participants completing Work Readiness Skills or other Employability Training may be able to earn a Work Readiness Skills credential. Each local area shall establish a minimum number of hours of training to establish a Work Readiness Skills Training credential. Work Readiness Skills Training may be a self-paced curriculum or may be a group activity. In order to establish a Work Readiness Skill credential the local area must document the following: the skill deficiency prior to training and the skill attainment after the training.

Examples of Work Readiness Skills Training might include:

• Job Retention Skills
• Interviewing and Resume Preparation
• Job Shadow and/or Informational Interview

Documentation for this credential could include: skill deficiency before training, post training skill attainment, a certificate of completion stating the name of the training, dates of participation, with the number of hours completed.

K.Work-Based Learning

Work-based learning is structured work experience that focuses on the demand side of workforce development, the business community. Workers learn on the job based on a set of skills standards and competencies established for specific occupations. Some work-based learning systems require a combination of classroom and on-the-job. The classroom portion may be provided on-site or at another location such as an educational institution or at another business.

Examples of work-based learning credential systems:

• Corporate universities
• Industry consortiums.

The area of work-based learning provides local areas with the greatest opportunity to develop home grown, employer driven credential programs. There are a number of resources (e.g. Skill Standards, existing DACUMs, and SCANs) which can be used to assist employers in establishing skills standards for specific occupations. These skills standards can then serve as a frame work for the development of targeted programs and development of employees to specific levels of competency. Such a homegrown system can be done independently or in partnership with an educational institution.

Documentation for this credential could include: a certificate that states the name of the training, date of participation, number of hours completed and skills attained.

IV.Technical Assistance

Establishing Credential Systems

Local areas/subareas may have interest in establishing their own credential systems that meet their local needs. What follows is a brief outline that would assist in setting up such a system.

To obtain a credential a person must typically fulfill pre-established requirements or satisfy a set of standards that have been set for a specific skill or knowledge area. There are some factors to consider related to accessing an existing credential or developing a homegrown credential.

Some key factors that local areas might consider are:

1.Driver:

a.What is the purpose?

b.Who will benefit and how?

c.Who is the target audience?

2.Requirements:

a.What must an individual do to become certified?

3.Standards:

a.What are the assessment criteria and how were they derived?

4.Assessment Methods:

a.What method will be used to determine whether candidates have met the standards?

5.Governance:

a.Who will provide policy, oversight and stewardship?

6.Administrative Responsibility:

a.Who will conduct the reporting, keep records, insure confidentiality, and prevent misuse of results?

Basic Process - A Suggested Checklist for Getting Started

1.Identify the specific reason a credential is needed.

List the purpose of the certification. The local area/subarea should do research, which might include an employer survey, to determine what employers need and/or use in the way of credentials to determine skill proficiency.

Example: Child-care workers at ABCsCenter need to have consistent standards in order to lower insurance premiums and to provide excellent service.

2.Identify who will benefit from the credential and how.

List who will benefit and how each will benefit.

Example: The business will benefit with increased revenues, uniform staff expertise, and a greater margin of revenue with reduced insurance premiums. The child will benefit with higher level of consistency across child-care workers. The parents will benefit with greater peace of mind and confidence in the business.

3.Who is eligible to participate?

List the target audience.

Example: Individuals currently working as child-care workers at ABCsCenter and individuals wanting to work as a child-care worker at ABCsCenter.

4.What are the requirements?

List what an individual must do to become certified. Include: prerequisites, training, testing, supervision, demonstration, experience, work samples, and fees. List any requirements for re-certification that need to be considered.

Example: 12 semester hours of early childhood development classroom training and 80 hours of supervised on-the-job training in an early childhood development position.

5.What are the standards?

List what will be the assessment criteria and how they were derived.

Example: Standards were set through a job task analysis of existing professionals who are proficient in the field. Standards include: the ability to get along with others, work with, and relate to others; the ability to engage in learning activities with children under the age of 5 using interactive toys; the ability to write reports in a clear and concise format.

6.What assessment methods will you use?

List what methods will be used to determine whether an individual has met the standards.

Example: Individuals will be tested related to classroom training and must achieve at least a "C" to be considered passing. In addition, individuals will be observed while engaged in on-the-job training. The supervisor who is observing will document skills and knowledge. The individual under review must have the observer's signature at the completion of the training recommending approval of the credential.

7.Who will govern?

List who will provide policy, oversight, and stewardship to the credentialing process.

Example: A sub-committee of the ABCs Center Board of Directors will serve as the governing body or the child-care worker certification.

8.Who will have administrative responsibility?

List who will conduct the reporting, keep records, insure confidentiality, and prevent misuse of results.

Example: The Human Resource Department of ABCs Center will be responsible for the administrative functions.

Requirements

The workforce development credentialing entity will need to decide what will be required of the individuals participating to gain the credential. The local area should start with an initial assessment that confirms the individual has the capability and desire to engage in a credentialing program. Next, the workforce development credentialing entity needs to decide the most appropriate requirement mechanisms.

Some of the more common ones are:

Prerequisites.

Testing.

Training.

Supervision.

Demonstration.

Prerequisites help establish that an individual had taken specific classes, had a defined number of years of experience, or had a specified degree in a related field.

Testing might establish that an individual complete a pre-test to establish knowledge and skills prior to certification and/or complete a post-test to document knowledge and skills after training period.

Supervision might outline that an individual have defined measurable outcomes that are observed by a supervisor who attests to successful attainment of knowledge and skills.

Demonstration provides for individuals to show what they have learned through their on-the-job training performance. The individual proves they can perform a task or series of tasks to a standard under regular working conditions.

One or any combination of the requirements above could be used in establishing a credential. When making a decision on which requirements to mandate, a workforce development credentialing entity should consider whether they want knowledge-based, skill-based, or performance-based criteria. Often credentialing involves all three levels.

Knowledge-based refers to the individual knowing terms, rules, principles, concepts, policies, procedures.

Skill-based refers to the individual being able to apply the terms, rules, principles, concepts, policies, and procedures under controlled conditions such as in a simulation.

Performance-based refers to the individual being able to apply the terms, rules, principles, concepts, policies, and procedures under real working conditions.

Standards

Uniform standards enable organizations to hire and train workers that have consistent work practices. Common job descriptions are not enough to ensure employees have the same level of competency to perform the duties and tasks they are responsible for.

Most organizations have "core competencies" that every single person in the organization or in a particular division need. Core competencies are those skills that are needed regardless of the specific position or occupation a person is in. When identifying standards these core competencies need to be identified. Core competencies include skills such as communication, customer service, leadership, managing teams, problem identification, problem solving, critical thinking, and decision-making.

The workforce development credentialing entity should establish what the assessment criteria will be and how it will be derived. A typical way to establish the assessment criteria is job task analysis. Job task analysis is a review of the functions performed that identifies the duties and tasks, skills and knowledge, traits and attitudes, and tools and equipment needed to be proficient in the function. The result of the job task analysis is a competencies chart that outlines needed skill and knowledge for a specific occupation or cluster of occupations.

Another way to establish assessment criteria is simply to ask the organization wanting a credentialing system what skills and knowledge they require for the individual to become proficient in a particular function or series of functions. The job task analysis is recommended because it provides for a consistent set of standards that can be used over and over again to fill positions.

A common job task analysis process used by Community Colleges and for workforce development agencies to design curriculum for private employers is the DACUM method. DACUM is an acronym that stands for Developing A Curriculum. The DACUM process simply brings eight to ten people together who have successfully performed a specific function or series of functions for two or more years and facilitates a process to capture their expert opinion on duties and tasks, skills and knowledge, traits and attitudes, tools and equipment needed to be proficient in the area under review. The method is based on a premise of whom better to define the competencies associated with a job than people who know how to do the job. More information regarding using DACUM by logging onto www.dacum.org or by contacting Dr. Robert Norton at Ohio State University 1-800-848-4815, extension 2-8481.

Assessment Methods

Assessment methods fall into two primary categories:

1)Observation.

2)Testing.

Classroom training can be measured through the grading of tests with some consideration given to attendance, attitude, and work habits. On-the-job training is often measured through observation by a supervisor or mentor/coach who actually sees the individual demonstrate knowledge and skill in pre-established areas. A workforce development system should set an assessment method for each phase of the credentialing process. Be consistent to insure credibility and confidence in the system.

Governance

The governance of the credentialing system has four major responsibilities:

1.To review and approve the purpose, requirements, standards, and assessment methods prior to the start.

2.To make ongoing policy decisions related to the credentialing system.

3.To review and rule on any disputes.

4.To assess and analyze the effectiveness of the credentialing system.

It is important for a homegrown system to have credibility and validity. For the purposes of individuals enrolled in Workforce Investment Act programs, the certification/credential system should be governed by a committee appointed by the local workforce investment board. The committee does not necessarily include only board members, but may also include industry experts from the community in the growth occupation areas. The governance function should include a check for consistency and valid documented measurement of the outcomes.

Administrative Responsibility

Administrative responsibility entails reporting, keeping records, insuring confidentiality, and preventing the misuse of the results. An administrative unit could issue the formal announcement of credential attainment and keep records and tickler systems to insure appropriate follow-up on any re-certification requirements. The administrative responsibility includes keeping original assessment standards and documentation of assessment methods that have determined an individual has met the standards. The local workforce investment board could appoint a staff person or committee member to oversee the credentialing administrative responsibilities.

Non-Occupational Credentials

Training in relationship to workforce development is not always conducted in a business environment or at an educational institution. Many organizations are responsible for training activities that prepare future or existing workers to meet the challenges of a job or occupation. Such training may or may not be occupational specific.

For training that is not occupational specific, a method must outline what learning will take place and how the skill and knowledge attainment will be measured. These types of credentials are rarely found in existing systems and thus must be created. In workforce development programs these types of credentials can be as important as occupational specific credentials. They help instill transferable skills and knowledge to help the participant deal with future job changes with greater ease. This is essential in a working environment that points to each of us having several career moves in the span of our lifetime.

A Recommended Method to Establish A Non-Occupational Credential

1.An organization establishes standards that will be required for participation in training activities.

2.The Certification Plan is submitted to a sub-committee of the local workforce investment board for approval as a credential program along with how participants will be assessed to establish the credential.

3.An individual is determined to be appropriate for enrollment in an activity provided by an organization through established criteria (e.g., pre-test or pre-assessment).

4.The organization's case manager meets with the individual to review the requirements of the training activity.

5.The individual commits to the standards outlined and the methods of measurement.

6.The individual is trained.

7.The case manager and/or trainer attest that the individual has met standards as prescribed with evidence of test scores, demonstrated competencies, and assessment.

8.The individual receives certificate signed by organization and/or the chair of the local workforce investment board.

Please contact the Bureau of Workforce Services (614) 644-7078 or E-Mail WIAQNA@odjfs.state.oh.us with any questions.

V.Reference

Workforce Investment Act Section 122 (c) (5)

20 CFR 663.530

Rescissions: None

Distribution: WIA Guidance Letter

Expiration: Continuing