1. The Missing Link Project Hiwot Berhane and James Loiselle Texas Workforce Commission TAIR 2007

2. The World of Higher Education Classification of Instructional Programs (CIP) Taxonomic coding scheme Developed by the National Center for Education Statistics in 1980 Revised in 1985 and 1990 Current standard (CIP 2000) Replaced the HEGIS coding system

3. The World of Higher Education The CIP system is designed to Standardize record-keeping Supports the tracking, assessment, and reporting of fields of study and program completions activity Establish standard terminology Improves communication Facilitates exchange of information

4. The World of Higher Education Intended users of the CIP system Federal, State, and local governments Educational institutions Education research organizations Accrediting agencies Professional associations

5. The World of Work Standard Occupational Classification (SOC) Coding Taxonomic scheme that classifies workers into occupational categories 23 major groups (i.e. 15-0000 Computer and Mathematical Occupations) 96 minor groups (i.e. 15-1030 Computer Software Engineers) Over 820 occupations (i.e. 15-1031 Computer Software Engineers, Applications)

6. The World of Work Occupational Information Network (O*NET) System O*NET Database O*NET OnLine O*NET Career Exploration Tools Database of occupational requirements and worker attributes Replaced the Dictionary of Occupational Titles

7. The World of Work The O*NET Content Model

8. The World of Work O*NET Content Model Hierarchical model Defines the information structure for a single occupation Six domains Expands to 277 descriptors

9. The World of Work The O*NET-SOC Taxonomy Defines the set of occupations across the world of work Based on the SOC Currently contains 812 occupations 8-digit coding system (i.e. 11-1011.00 Chief Executives)

10. The World of Work O*NET originally contained two sets of descriptors Generalized Work Activities (GWA) Broad information regarding the behavior of workers performing a task Occupation-specific tasks Useful in differentiating nuances within and between occupations

11. The World of Work Labor Exchange Skills Project Completed in June 2002 Addressed a need to describe work content/skills at a level more detailed than GWAs and less detailed than occupation- specific tasks Based on a database of skill statements developed by the State of Oregon Resulted in the Labor Exchange Skills and Work Content Statements database

12. The World of Work Detailed Work Activity Statements (DWAs) Developed by the National Center of O*NET Development; completed in March 2003 Replaced the Work Content Statements Linked to the GWAs in the O*NET Content Model Sought to eliminate duplication and redundancies

13. The World of Work Benefits of DWAs They provide succinct yet detailed information about about occupational work activities Facilitate cross-occupational correspondence and help with analysis of transferable skills and skills gaps Promote the use of a common language for describing the activities that occur within occupations

14. The Missing Link Connecting the World of Higher Education with the World of Work through DWAs A link between the CIP and O*NET already exists Developed jointly by the NCES and the United States Department of Labor (DOL) Crosswalk produces a list of related occupations by O*NET code for each CIP code

15. Bridging the Gap Between Programs and Work Activities CIP Employer Training Provider O*NET Unable to determine how to relate to work place Unable to determine detailed work activity

16. Bridging the Gap Between Programs and Work Activities Program/Courses (CIP) CIP – O*Net Crosswalk CIP = 11.0701 (Computer Science)

17. Bridging the Gap Between Programs and Work Activities O*NET/SOC = 15-1032 Computer Software Engineers, Systems Software Partial Task Listing Advise customer about, or perform, maintenance of software system. Analyze information to determine, recommend and plan installation of a new system or modification of an existing system. Confer with data processing and project managers to obtain information on limitations and capabilities for data processing projects. Consult with engineering staff to evaluate interface between hardware and software, develop specifications and performance requirements and resolve customer problems. O*Net /SOC TASK / DWA

18. Bridging the Gap Between Programs and Work Activities O*Net /SOCTASK / DWA Partial DWA Listing O*NET/SOC = 15-1032 Computer Software Engineers, Systems Software

19. Bridging the Gap Between Programs and Work Activities Need Somebody who can do “X”, “Y”, “Z” ? Person taking “P”, “Q”, or “R” courses has those abilities.

20. Project Validation CIP CodeRelated O*NET Occupations 11.0701DWA 1 DWA 2 DWA 3 DWA 4 Potential Quality Issues in Version 1 of DWA to CIP Database

21. Project Validation CIP CodeRelated O*NET Occupations 11.0701 DWA 1 DWA 2 DWA 4* DWA 18 Illustration of DWA to CIP Database After Internal Review

22. Project Validation CIP CodeRelated O*NET Occupations 11.0701DWA 1 DWA 2 DWA 3 DWA 4 Illustration of DWA to CIP Database After Regional Meetings

23. Project Validation CIP CodeRelated O*NET Occupations 11.0701 DWA 1 DWA 2 DWA 4 DWA 18 Illustration of DWA to CIP Database After Regional Meetings

24. Project Validation CIP CodeRelated O*NET Occupations Course 1 Course 2 Course 3 Course 4 DWA 1 DWA 2 DWA 4 DWA 18 Illustration of DWA to Course Linkage Activity

25. Project Validation To what degree does Course 1 train DWA 1? 1. Course does not train student to perform DWA in any way. 2. Course introduces DWA components but does not train student to perform. 3. Course begins to train student to perform DWA. 4. Course mostly trains student to perform DWA. 5. Course fully trains student to perform DWA. Example 5-Point Likert Scale to Determine Strength of Linkages

26. Benefits of the Project Institutions and Employers will now have a set of previously missing information as a standard, integrated resource The statements will be organized into a taxonomy that allows integration with other taxonomies and systems The taxonomy structure provides a common national skill vocabulary, a shared information structure, and hierarchical relationships

27. Benefits of the Project For Institutions Core list of workplace tasks that can be updated as needed Enhanced marketing for short-term workforce education (WECM) Stronger ability to provide educational preparation students need for success

28. Benefits of the Project For Students DWAs are useful in developing a Skills Portfolio Enhanced ability to make decisions about careers and training needed to enter those fields The statements directly support the writing of résumés in consort with occupations

29. Benefits of the Project For Institutional Research Provides IR the ability to develop criterion- referenced instruments designed to assess specific skill sets

30. Helpful Links/References National Center for Education Statistics http://nces.ed.gov CIP 2000 – O*NET Crosswalk http://nces.ed.gov/pubs2002/cip2000/occupationallookup.asp United States Department of Labor – O*NET http://www.doleta.gov/programs/onet O*NET Code Connector – Detailed Work Activities http://www.onetcodeconnector.org/help/ccreport/work