APPENDIX H. DSN Roles and Responsibilities Minimum Qualifications Sectors for 66 DSN positions for 2018 RFA

Transcription

1 APPENDIX H DSN Roles and Responsibilities Minimum Qualifications Sectors for 66 DSN positions for 2018 RFA Sectors for 66 DSN positions for 2018 RFA Los Angeles and Orange County 14 Advanced Transportation (2) (2) Energy, Construction & Utilities (2) Health (3) Information & Communications Technologies & Digital Media (3) Retail, Hospitality, Tourism Bay Region 14 Advanced Transportation Agriculture Bio Tech/Life Sciences (2) Energy, Construction & Utilities Health (2) Information & Communications Technologies & Digital Media (3) Retail, Hospitality, Tourism North/Far North -12 (2) Advanced Transportation & Logistics Agriculture, Water & Environmental Technologies

2 Energy Construction Utilities (1) Health (2) Information & Communications Technologies & Digital Media (2) Retail, Hospitality & Tourism Learn and Earn South Central Coast - 6 Agriculture, Water & Environmental Technologies Health Information & Communications Technologies & Digital Media Inland Empire 6 Advanced Transportation & Logistics Energy, Construction & Utilities Health Information & Communications Technologies & Digital Media San Diego/Imperial-7 Advanced Transportation Bio Tech/Life Sciences Health Information & Communications Technologies & Digital Media Central - 7 Agriculture Health Information & Communications Technologies & Digital Media Retail, Hospitality, Tourism

3 General for all DSNs Minimum Qualifications Recommended for DSN s Education and Experience: Bachelor s Degree. Preferably in a field related to the industry sector or priority area. Substantial work experience or extensive knowledge of the industry sector or priority area Management experience or experience working with distributed teams of collaborators Required Knowledge: Sector or priority area specific knowledge, similar or equivalent to subject matter expert; including knowledge of or experience working with: Sector specific employment needs; Sector specific federal, state, and local laws, codes and regulations; Knowledge of and/or experience with business and strategy development; Basic understanding of the California Community College system and mission Working understanding of how technological, political, environmental and economic trends impact education and technical training needs in public secondary and postsecondary environments; Desirable Knowledge: Knowledge of the higher education mission, organization, policies for California community colleges. Understanding of program planning process including setting measurable objectives; Familiarity with current teaching and learning methods; Understanding of credit, non-credit, and not-for-credit curriculum development; Knowledge of new CTE standards of the California Department of Education; Understanding of grant and contract management including financial elements. Knowledge of advisory committees and how they work. Ability to: Plan, prioritize, assign work, and manage all program assets in order to meet work plan objectives, schedules and timelines; Create and manage work plans, budgets, and ensure up-to-date program reporting; Hire, contract, plan, direct and manage the activities of contractors; Use a computer and related technology and software to effectively manage the program and meet work plan objectives; Supervise, mentor, monitor and evaluate technical and administrative staff; Monitor budgets and contracts; participate in budget development; Manage grants and contracts; Market program training / services to colleges, industry employee groups and legislative bodies;

4 Work effectively with faculty from diverse programs and within the California Community College system; Interpret and apply relevant Federal, State, County, and District rules, regulations, policies, and procedures; Prepare and deliver studies, assessments, articles, outreach presentations, and where possible technical training; Communicate effectively both orally and in writing to diverse groups; Create and maintain cooperative relationships with local, regional, national employers, agencies and governmental entities in allied transportation and energy fields; Develop and use an advisory group to assist in the creation and implementation of program mission and goals; Demonstrate an awareness and sensitivity dealing with racial, ethnic, gender, disabled, economically and culturally diverse people; Assess Industry needs and develop timely deliverable solutions such as curriculum and training that meet regional and statewide needs; Coordinate, archive and disseminate products to the Sector Navigator, California Community Colleges and industry partners; Provide professional leadership and direction for the assigned operation; Secure private and public sector matching funds for grants; Communicate effectively, both verbally and in writing, with faculty and staff, students, and community members. Ability to assemble or collaboratively assemble quality labor market intelligence. Sector Specific Minimum Qualifications 1. Advanced Transportation and Logistics: desired knowledge and experience experience with and knowledge of clean transportation technology and/or related field; experience with implementing industry and workforce education and training programs (or courses) in clean transportation implementation and/or logistics technologies; working knowledge of the technical aspects of alternative fuel vehicles/clean transportation technologies and their system infrastructure and implementation requirements; working knowledge of basic logistics technologies and their related system needs and implications including the various modes of transportation and automation; knowledge of or experience with advanced technology as it relates to on and off-road vehicles, aeronautical applications, light and heavy rail operations, intelligent transportation systems (ITS), geographic information systems

5 (GIS) technologies and marine operations, warehousing operations, and robotics. 2. Agriculture, Water, Environmental Technology: desired knowledge and experience Fundamental knowledge of the Agriculture and Natural Resources industry including, to a lesser degree, some understanding of water and environmental technology; Basic understanding of curriculum development practices and regulations as well how the K-12 system connects to community college system and how the community college system connects to university; Teaching or training experience in agriculture and/or natural resources Demonstrated understanding of Career Pathway development strategies 3. Energy, Construction, and Utilities: desired knowledge and experience Business development: analyzing multiple points of view industry, education, Workforce Investment Boards, and funding agencies to create a practical approach to developing programs that meet the needs of all stakeholders; Strategy development: Translating the above approach plus analysis of labor market data into a shared vision among stakeholders that results in an executable program strategy; Applying consultative skills that respect the diverse positions of stakeholders and achieves commitment to implement the program strategy; Successful experience in budget and project management Previous employment in, provision of services or products to, or participation in developing courses and career pathways with the Energy, Construction, and Utilities industry; Industry stakeholder contacts including current relationships with industry stakeholders that can inform workforce education and training; Knowledge of basic learning and teaching methods that enable the translation of industry workforce requirements into relevant curriculum; 4. doing business as the Centers for International Trade Development (CITD): desirable knowledge/experience: MBA preferred Minimum of three (3) or more years of private sector international business experience; A valid passport; Knowledge and understanding of federal, state and other international business resources;

6 Demonstrated experience and knowledge in mitigating financial or operational risks in the global marketplace; Experience teaching at a CA Community College is preferred but not required; 5. Health Workforce Initiative: desired knowledge/experience Master s degree preferred Licensed health care professional; Four years of related experience with at least two years of management or supervisory experience Experience teaching nursing or allied health related credit or not-for-credit curriculum; Two years of experience working in the health care industry 6. Information and Communication Technology-Digital Media: desired knowledge/experience Subject matter knowledge of: Current occupational requirements for Information Technology, Software Development, and Digital Media skills Mobility and Communications; Industry-recognized third party Certifications; Relevant and evolving future technologies. 7. Life Sciences/Biotechnology Masters in a Science, Technology, Engineering and/or Mathematics preferred; Minimum of five years experience Demonstrated ability working directly in or with related industry. 8. Retail, Hospitality, Tourism, and Learn and Earn Minimum of three years 3-5 years of recent industry sector experience. 9. Small Business MBA preferred Four (4) years of related experience with at least two (2) years of management or supervisory experience OR two (2) or more years experience as a business owner. Experience teaching business related credit or not-for-credit curriculum. Knowledge of: Small business management; Federal, state, and regional resources available to businesses; Principles of public relations.

7 Deputy Sector Navigators The Deputy Sector Navigator s role, under the guidance of the Sector Navigator is to work with industry, colleges and other stakeholders to optimize the performance of their sector s Career Education portfolio within the region as measured by the Strong Workforce Program metrics (see Appendix H for more detail). The Deputy Sector Navigator plays a significant role as the Chancellor s Office aligns Guided Pathways with Key Talent Roles in support of Guided Pathways. The following chart lists specific ways for the DSN to support Guided Pathways and these should be addressed in the need section (the following chart uses the specific practices highlighted in the CCRC Scale of Adoption and the CCCCO Self-Assessment to identify ways that Key Talent can advance guided pathways): Deputy Sector Navigators Pillar 1: Mapping Pathways to Student End Goals College engages in systematic coordination with K- 12, four-year institutions and industry partners to inform program requirements. Every program is well designed to guide and prepare students to enter employment and further education in fields of importance to the college s service area. Facilitate access to employers to support program mapping Validate and provide nuance to labor market data Pillar 2: Helping Students Choose and Enter a Pathway Every new student is helped to explore career/college options, choose a program of study, and develop a full-program plan as soon as possible. College has structures in place to scale major and career exploration early on in a student s college experience. Assist with providing information that supports student exploration activities Pillar 3: Keeping Students on the Path Students can easily see how far they have come and what they need to do to complete their Assist with the examination of possibilities for articulation across meta-majors to support students who swirl (this work should be done

8 program. in conjunction with ASCCC) Pillar 4: Ensure that Students are Learning Program learning outcomes are aligned with the requirements for success in the further education and employment outcomes targeted by each program. Learning outcomes are aligned with the requirements targeted by each program and across all levels (i.e., course, program, institutional) to ensure students success in subsequent educational, employment, and career goals. Assist with the identification of key competencies that should be built into programs, based on employer needs and transfer pathways Assist with the identification of baseline competencies within related meta-majors Pillar 4: Ensure that Students are Learning Students have ample opportunity to apply and deepen knowledge and skills through projects, internships, co-ops, clinical placements, group projects outside of class, service learning, study abroad and other active learning activities that program faculty intentionally embed into coursework. Support colleges in securing workbased learning opportunities Students have ample opportunity for applied/contextualized learning and practice. Opportunities have been coordinated strategically within and/or amongst programs. Pillar 4: Ensure that Students are Learning The college helps students document their learning for employers and universities through portfolios and other means beyond transcripts. Self-Assessment: Shared Metrics College is using clearly identified benchmarks and Provide badges and support access to third-party credentials that allow students to document skills attainment Support understanding and use of Strong Workforce Program metrics to support review of progress toward completion, transfer, and

9 student data to track progress on key activities and student academic and employment outcomes. employment goals. Self-Assessment: Integrated Planning College-wide discussions are happening with all stakeholders and support/commitment has been expressed by key stakeholders to utilize the Guided Pathways framework as an overarching structure for the college s main planning and resource allocation processes, leveraging existing initiatives and programs Support colleges in understanding how to leverage the Strong Workforce Program to implement Guided Pathways