Examples, deciding on a framework

1. Bioscience Laboratory Workforce Skills:
Next Steps
November 18, 2013

2. Bioscience Laboratory Core Skills Draft

3. Draft of Common Core based on:
2007 Biotechnology and
Biomedical Skill Standards;
Copyright 2007
http://www.biolink.org/home/shorelinecommunitycollege/biotechnology-skillstandards
Bioscience Competency
Model: U.S. Department of
Laborwww.careeronestop.
org/COMPETENCYMODEL/
pyramid.aspx?BIOSCI=Y

4. DRAFT: Common Core Bioscience Laboratory
Skill Standards

5. Existing draft
• 10 Core topics
• Common Work Tasks
• Useful to stimulate discussion and get
feedback

6. From various guidelines:
• Skill standards answer two critical questions:
– What do workers need to know and be able to do
to succeed in today’s workplace?
– How do we know when students are performing
workplace skills well?

7. From “Skill Standards: A Primer”
• Graham Slee, the head of the voluntary National
Training Board (NTB) of Australia,visited the United
States in 1991 and gave several speeches and seminars
on the topic of developing a skills standards system.
Consistently, he said that the single most important
lesson to be learned from that Board’s work is the
importance of developing common language and the
attendant common levels of recognized knowledge and
skills.
• http://wdr.doleta.gov/opr/fulltext/95-voluntary.pdf

9. Washington State Skill Standards
Format Example
• Critical Work Functions
– Major responsibilities of the job
• Key Activities
– Activities need to accomplish a critical work
function
• Performance Criteria
– Concrete, visible ways that we will know the
individual is doing the activity correctly

11. Performance Indicators

13. Skill Standards Resource Page
Bio-Link web site, search: “draft core”

14. • Lots of vocabulary and lots of ways to organize
• Task, Activity, Skill, Competency, Element
• Oh My

16. Let’s pretend
• We don’t know anything about the format of
previous skill standards
• Let’s just…

17. Format?
• How can we improve these lists?
– Make learning outcomes clear to students and
educators
– Make it easier to develop curriculum
– Make it easier to design authentic assessments
• Many alternative assessments ?
– Make products, perform projects, portfolios, presentations
– Use technology in creative ways

18. From T.W. Zane, SLCC
• In curriculum-based education you begin with
the textbook.
• In competency education you begin with the
job/task.
• But pulling this “stuff” (a very technical term)
from your brain can give you a headache if
you don’t approach it systematically.
• We use the protocol found on the next page.

19. Keys for Success
• Build bullet lists first (don’t start by
crafting competency statements or test
objectives)
• Keep the domains manageable – don’t
overbuild!
• Focus on competency (doing rather than
knowing)

20. Brainstorming Tool
From T.W. Zane, SLCC
Example Competency
(Task, Activity)
Change a Tire Safely
Know
Why psi is important
Nature of hazards involved in changing a tire
Know How
(procedural
knowledge
Know pattern for removing and replacing lug nuts;
Know correct order of steps in process (loosen lug nuts before
raising car)
Know how to use the jack to raise the vehicle
Show How
Chock the wheels,
(small controlled tasks) Raise the vehicle
Do
(Messy real world)
Be
Car on hill, in traffic ?

21. Example Competency
(Task, Activity)
Prepare Solutions
Know
Different concentration expressions, Molarity, C1V1, etc
Understand sources of error in measurement methods
What is pH and conductivity and how to measure
Types of balances, and devices to measure volume
Etc. Etc.
Know How
(procedural
knowledge
How to use an analytical balance to measure weight
How to choose appropriate glassware and volume
measuring device
How to use a pH and conductivity meter
How to mix reagents, solutions properly
Calibrate a pH meter and measure pH of a solution.
Choose appropriate volume measurement device
Show How
(small controlled
tasks)
Do
(Messy real world)
Prepare a solution with 4 different solutes of differing
concentration expressions

22. Prepare Solutions
• The “Know” is pretty big and includes metrology,
safety, quality control, documentation, etc.
– Use significant figures correctly when recording
measurement values
– Verify proper performance of instruments (balance, pH
meter)
– Make weight measurements with acceptable accuracy and
precision
• Use proper balance, verify performance,
– Make volume measurements with acceptable accuracy and
precision
– Make pH measurements with acceptable accuracy and
precision

23. • Does performance criteria or performance
indicators

24. So…Working groups
• Pick a Core Topic area
• Next, pick a common work task that is laboratory
based.
• Brainstorm an authentic assessment in a perfect
world
– Don’t worry about how hard it is to implement or how
much it costs
– As authentic as possible
• As time, permits, pick another common work task
and design another assessment

25. Next steps?
• Format?
• Identify and/or develop assessments
• How to continue this work and develop
consensus?
– Committees? Meetings?
• Industry Validation process

26. Curriculum development
• New program development
– High level Look at skill standards to determine what courses are
needed to encompass the content in question.
• New certificate development from existing program,
examine existing courses to determine alignment with
common core
– Madison College Example (14 credits)
•
•
•
•
•
Safety series (Haz Mat and BioHazard)
Biotech Lab Skills for the Regulated Workplace
Laboratory Calculations (aka Lab math)
Chemistry
Cell Biology
• Useful for gap analysis

28. Texas Example

29. Texas Skill Standards Elements
• 3 “Work-Oriented” Elements:
– Critical Work Functions - broad areas of
responsibility (10-12)
– Key Activities – major tasks required to achieve
Critical Work Function (3-6)
– Performance Criteria – standard or proficiency
level to which Key Activity must be performed
• Plus 3 “Worker-Oriented” Elements

30. Example
2. Critical Work Function
Key Activity
• 2.1 Clean laboratory environment
Performance Criteria
• 2.1.1 SOPs are followed
• 2.1.2 Personal protection equipment (PPE) such as
gloves, eye protection, aprons and respirators are worn
as needed
• 2.1.3 Appropriate agent(s) and amounts for cleaning
are used
• 2.1.4 Cleaning is documented

31. • 3 “Worker-Oriented” Elements
Occupational Knowledge, Skills and Conditions – technical knowhow plus tools, resources & equipment
• Knowledge of the cleaning agents, pest control and other pertinent
information needed to clean and maintain the laboratory environment
• Knowledge of company EH&S, GXPs, and OSHA
• Knowledge of documentation
• Knowledge of basic chemistry
• Company SOPs
• Cleaning Agents
• Gloves, goggles, apron, respirator
• Safety SOPs, Safety Data Sheets (SDSs) and related documentation
• Other PPE as needed
• Company safety forms for activity
PLUS
– Academic Knowledge and Skills – traditional subjects
– Employability Knowledge and Skills – SCANS-type competencies

32. Elements in Skill Standards
• 7th Element:
• Statement of Assessment – how to
evaluate skill competency of person, as
recommended by industry
• Examples: Lab practical, lab notebook