Competency Model Clearinghouse - Frequently Asked Questions

Print This Page | Email This Page | FAQs | Rate This Page | A A A A
Topics A to Z Site Search:
Job Banks:
More Resources:

Lost Your
Job?

Visit Worker ReEmployment

Or Job Seeker Tools

Competency Model

Features

	Using Competency Models
	Find Resources
	Users Showcase
	Industry Competency Models
	Tools

Exploring Industries

	Advanced Manufacturing
	Aerospace
	Automation
	Bioscience
	Construction - Heavy
	Construction - Residential
	Energy/Generation, Transmission and Distribution
	Entrepreneurship
	Financial Services
	Hospitality/Hotel and Lodging
	Information Technology
	Mechatronics
	Retail Industry
	Transportation, Distribution, and Logistics
	Water Sector

Related Links

Printer-Friendly Version

Help and FAQs
General

1.	What is the Competency Model Initiative?
2.	Why did DOL/ETA create competency models rather than skill standards?
3.	What is the Competency Model Clearinghouse?
4.	How do the competency models relate to the career clusters?

Learn About Competency Models

5.	What is a competency?
6.	What is a competency model?
7.	What is the difference between a competency and a skill standard?

Users Showcase

8.	How are competency models used?
9.	Who benefits from competency models?
10.	How can Workforce Investment System partners use competency models?
11.	How do the business and industry partners use competency models?
12.	How do Workforce Investment Boards use competency models?
13.	How do One-Stop Career Centers use competency models?
14.	How do education and training providers use competency models?
15.	How would an industry competency framework be used?
16.	Can states use these competency models to support demand for federal training funds such as the Workforce Investment Act?
17.	Are there any tools or resources that provide guidance in using these competency models and career ladder/lattices as tools within regional partnerships?
18.	How can I connect with others who are interested in developing and implementing competency models and career ladders/lattices to facilitate regional workforce development efforts?
19.	Can competency models be used to develop programs for registered apprenticeship?
20.	Where can I find information on obtaining competencies required for registered apprenticeships?

Building Blocks Model

21.	How was the Building Blocks Model developed?
22.	Why is the building blocks model portrayed as a pyramid?
23.	What is the difference between building blocks and competencies?
24.	Why doesn't the model specify 'levels' or 'degrees' of competencies?
25.	What are Tiers?
26.	Why does the competency pyramid appear to be hovering above Tier 1?
27.	What do the different colors on the model mean?
28.	Where can I find information about occupational competencies?
29.	What is considered a cross-cutting industry technical competency?
30.	How can the Building Blocks be used to develop to career paths?

Industry Models

31.	How are the industry competency model frameworks developed?
32.	For which industries will models be developed?
33.	Why do the competency model frameworks focus on industry rather than occupational competencies?
34.	How do the industry competency models relate to the O*NET?
35.	What does it mean for a competency model to be industry-wide?
36.	How are the competency models validated?
37.	Do the validated models cover each state's requirements?

Find Resources

38.	Where can I find resources that describe competencies?
39.	What are the criteria for a model to be included in the database?
40.	What are the different types of competency model resources available in the resources database?
41.	How do occupational and skill certifications connect back to the model?
42.	How do assessment instruments fit into the picture?
43.	Why can't I find a model for a certain occupation or industry?
44.	Can I contact organizations listed in the Competency Model Clearinghouse resources database?

Build a Model Tools

45.	What is the purpose of the Competency Model Clearinghouse Tools?
46.	Who are the intended users of these tools?
47.	How can I build a competency model?
48.	How do I customize competency descriptions when building a model?
49.	Is there help if you get stuck?
50.	Is there a fee to use this tool?
51.	Are the models I build open for public viewing or are they private under my account?
52.	Will the competency models and career ladders/lattices I develop be used by ETA?
53.	How can I build or customize an industry competency model?
54.	Are the career ladders/lattices validated?
55.	What is the difference between the validated models and the models I can develop with the Build a Model tool?
56.	Can I use an existing model as the basis for a career ladder/lattice?
57.	Where can I find career outlook/employment projection information?
58.	How can I use the Career Ladder/Lattice tool for occupations that don't lend themselves well to laddering, such as social worker?
59.	Is there a way to create career ladder/lattices for occupations that cross industry lines and sectors?
60.	Do the tools have the capacity to differentiate competency models and career ladder/lattices by state and/or regions?
61.	How would community college programs align with the career ladder/lattices?
62.	Can I share the document online to jointly complete the model?
63.	Is there any way to share the competency models and career ladders that are developed?
64.	Do the competency models and career ladder/lattices I develop need to be vetted or approved by ETA?
65.	Can I use the documents I create in publications?

1.	What is the Competency Model Initiative? In response to workforce challenges, the U.S. Department of Labor, Employment and Training Administration and industry partners have collaborated to develop and maintain dynamic models of the foundation and technical competencies that are necessary in economically vital industries and sectors of the American economy. The goal of the effort is to promote an understanding of the skill sets and competencies that are essential to educate and train a globally competitive workforce.
Top
2.	Why did DOL/ETA create competency models rather than skill standards? As the Federal partner in the Workforce Investment System, ETA's role is not to set or enforce workplace standards. Standard-setting is more appropriately a function of business and industry; thereby ensuring that a standard can be tailored to an industry, region or individual employer's need. ETA's role is that of information broker - providing information, tools and resources about competency models and how they serve as a resource for talent development in a demand-driven system.
Top
3.	What is the Competency Model Clearinghouse? The Competency Clearinghouse is a new Web concept designed to inform the public workforce investment system about the value of competency models, their development and use. The clear articulation of the knowledge, skills and abilities (competency models) needed by industry to maintain a competitive edge in a global economy form the building blocks for talent development.
Top
4.	How do the competency models relate to the career clusters? Each Career Cluster is a grouping of occupations and broad industries based on commonalities, which are then further sub-divided into between two and eight Career Pathways. The Career Clusters and the Industry Competency Models both identify foundational and technical competencies, but their efforts are not duplicative. The Career Clusters have a greater emphasis on elements needed for curriculum performance objectives, measurement criteria, scope and sequence of courses in a program of study, and the development of assessments. The Industry Competency Models focus more on competencies needed for performance of the work in the workplace and do not go into the same level of detail. As such, they are designed to be used together. See www.careerclusters.org for more information.
Top
5.	What is a competency? A competency is the capability to apply or use a set of related knowledge, skills, and abilities required to successfully perform "critical work functions" or tasks in a defined work setting.
Top
6.	What is a competency model? A competency model is a collection of multiple competencies that together define successful performance in a defined work setting. A model provides a clear description of what a person needs to know and be able to do – the knowledge, skills, and abilities – to perform well in a specific job, occupation, or industry.
Top
7.	What is the difference between a competency and a skill standard? A competency is the capacity to draw upon and apply a set of related knowledge, skills, and abilities to successfully perform a work role, function, or task. Competencies often serve as the basis for skill standards that specify the level of knowledge, skills, and abilities required for success in the workplace. Skill standards in turn form the basis for measurement criteria to assess competency attainment. A competency model differs from a set of skill standards in that skill standards define levels of skills (or competencies) required in a given job or role, while competency models typically do not.
Top
8.	How are competency models used? Competency models are the foundation for important human resource functions such as: recruitment and hiring, training and development, and performance management. Models articulate the business and industry requirements that are essential components for the development of curriculum, skill assessment instruments, and certifications. Competency models also facilitate the development of career pathways and career lattices providing the framework for career advancement. Competency models generally are developed as a platform for these other resources.
Top
9.	Who benefits from competency models? Competency models benefit all partners and stakeholders in the workforce investment system including Workforce Investment Boards, One-Stop Career Centers, business and industry, economic developers, educators and training providers, professional organizations, and students and their parents.
Top
10.	How can Workforce Investment System partners use competency models? Competency models can serve as a bridge for information sharing between workforce investment partners. Working together, postsecondary educators and workforce training providers can partner with employers, industry consortia or trade associations, or labor organizations to define performance levels in the identified competency areas to prepare workers at different career levels. By establishing a baseline for skills required in an industry, competency models can serve as a starting point to evaluate the education and training needs in a community, assess the current organizations and institutions that are addressing those needs, and identify gaps in current education and training offerings. Further, by providing a common language for discussion of regional skill needs, competency models foster industry-education collaboration in developing curricula, planning and assessing career and technical education programs, and developing career pathways of educational courses and programs, as well as career ladders and lattices that help workers progress among jobs within an industry. For specific examples of how workforce investment partners are using competency models, see the Case in Point stories at http://www.careeronestop.org/competencymodel/competencymodel_users.aspx
Top
11.	How do the business and industry partners use competency models? Competency Models Enable Business and Industry to maintain a competitive edge by: Clearly articulating their workforce needs Defining requirements for employee success on a job and at different levels of career Improving hiring and retention practices Focusing on the knowledge, skills and abilities that have the most impact on effectiveness and productivity Increasing return on investment for training and development efforts Informing succession planning practices
Top
12.	How do Workforce Investment Boards use competency models? Competency Models Enable Workforce Investment Boards to become more demand-driven by: Managing changing industry skill requirements within regions Assessing the local workforce in relation to the competency requirements articulated by business and industry Identifying specific skill gaps that can be resolved through training and development activities, such as coaching, job shadowing, etc Ensuring that training offerings, curricula, and certifications meet business and industry needs Identifying available workers with the employers' required skill sets
Top
13.	How do One-Stop Career Centers use competency models? Competency Models Enable One-Stop Career Centers to: Design programs and provide services to meet the needs of employers in the region served Compare the skill base of workers and job seekers to required competencies to identify gaps Provide credible guidance and counseling to workers about the kinds of jobs or training they should consider Serve the needs of workers transitioning from declining industries by identifying transferable skills and skill gaps
Top
14.	How do education and training providers use competency models? Competency Models Enable Educators and Training Providers to: Work with business and industry to identify skill requirements to ensure that the curriculum and/or technical training programs are responsive to these requirements Design and develop course and program curriculum based on skills required by business and industry Determine which competencies are in highest demand and help students plan their courses accordingly Promote articulation between secondary and postsecondary education offerings
Top
15.	How would an industry competency framework be used? An industry model is intended to contain the competencies needed for entry-level workers—and also to ensure that workers have the foundation competencies needed for additional education or training so that they can advance up the career ladder or lattice. An industry model can also be used to identify the training needed to upgrade incumbent workers skills to adapt to new technology and new work processes.
Top
16.	Can states use these competency models to support demand for federal training funds such as the Workforce Investment Act? Yes. Competency models can be useful when applying for grants to train people in careers specific to an industry in a regional area.
Top
17.	Are there any tools or resources that provide guidance in using these competency models and career ladder/lattices as tools within regional partnerships? On the Competency Model Clearinghouse homepage there is a section called Users Showcase. There we have a series of Case-in-Point stories that provide best practice case samples of organizations effectively using competency models.
Top
18.	How can I connect with others who are interested in developing and implementing competency models and career ladders/lattices to facilitate regional workforce development efforts? You can connect with other workforce professionals through Workforce3 One a knowledge sharing webspace that provides access to Communities of Practice around common topics.
Top
19.	Can competency models be used to develop programs for registered apprenticeship? Recent changes to the regulations for apprenticeship programs provide for a competency-based (rather than time-based) approach which required the apprentice to demonstrate competency in defined subject areas. Competency models provide a resource for identifying the knowledge, skills, and abilities to include in training and assessment. See http://www.doleta.gov/OA/pdf/Apprenticeship_Final_Fact_Sheet.pdf
Top
20.	Where can I find information on obtaining certain competencies through apprenticeships? The U.S. Department of Labor, Employment and Training Administration, Office of Apprenticeship provides technical consultation services on the development of apprenticeship standards. Employers or groups of employers and labor organizations design, organize, manage, and finance registered apprenticeship programs under a set of apprenticeship standards, which include an on-the-job training outline, related classroom instruction curriculum and the apprenticeship operating procedures. Occupational competencies learned through apprenticeship programs are described in the Work Process Schedules included in the standards. Search the Competency Model Resources Database (Search by Model type 'Apprenticeship') to view competencies acquired through apprenticeship training or access them through the Office of Apprenticeship Web site at http://www.doleta.gov/oa/eta_default.cfm. Move the cursor over Policy; then select Policy Guidance. You will find the Work Process Schedules under FY 2010 Bulletins and Circulars and Previously Issued Bulletins and Circulars, usually as a linked attachment.
Top
21.	How was the Building Blocks Model developed? To support the development of industry competency models, ETA worked with industrial/organizational psychology experts to develop a generic model of competencies essential to work performance. The model, referred to as the Building Blocks for Competency Models, or the Competency Model Content Framework, provides a structure or framework for developing the personal effectiveness, academic, and workplace competencies required by an industry or an occupation.
Top
22.	Why is the Building Blocks Model portrayed as a pyramid? To help users quickly grasp the key features of the competencies required, the Building Blocks model is portrayed in a graphic format. The pyramidal shape conveys the increasing level of specificity and specialization of the content on the upper tiers of the graphic. Tiers 1 through 3, called Foundation Competencies, form the foundation needed to be ready to enter the workplace. Tiers 4 and 5, called Industry Competencies, show competencies that are specific to the industry or industry sector. The top tiers represent specialization or the knowledge and technical competencies within specific occupations within an industry.
Top
23.	What is the difference between building blocks and competencies? The tiers on the model are divided into blocks. The blocks represent competency areas, that is, the skills, knowledge, abilities and other factors essential to successful performance. A table of the competency definitions or key behaviors follows the graphic and provides additional detail or explanations of the competencies.
Top
24.	Why doesn't the model specify 'levels' or 'degrees' of competencies? The competency model framework identifies competencies, or the knowledge, skills and abilities needed for success. When curricula or standards are developed around the competencies identified for an industry or occupation, the level or degree of competence must be considered by the developer. For example, plane geometry is an example of a competency needed for carpenters, drafters, and architects, but the level of competence varies with occupation. The industry competency models do not include performance indicators or measurement criteria for each competency content area. Performance indicators of competence must be developed by industry.
Top
25.	What are Tiers? Each tier in the model includes a set of related competencies, for example Personal Effectiveness, Academic, Workplace, Industry, or Occupational competencies. The tiers are arranged in a pyramid. At the base of the model, the competencies apply to a large number of occupations and industries. As a user moves up the model, the competencies become industry and occupation specific. The arrangement of the tiers in a pyramidal shape represents the increasing level of specificity and specialization of the content on the upper tiers of the graphic.
Top
26.	Why does the competency pyramid appear to be hovering above Tier 1? The Personal Effectiveness Competencies shown on Tier 1 hover below the pyramid because these competencies are essential for all life roles. Often referred to as "soft skills," the Personal Effectiveness competencies are generally learned in the home or community and reinforced and honed at school and in the workplace. They represent personal attributes that may present some challenges to teach or assess, or may more often be developed through coaching and similar techniques.
Top
27.	What do the different colors on the model mean? For easy reference similar competencies have been grouped on tiers. The colors provide a visual point of reference for the groups. Competencies on Tiers 1-3, referred to as Foundation competencies, are shown in shades of red. The technical competencies that are cross-cutting to an industry or industry sector on tiers 4 and 5, called Industry competencies, are shown in shades of yellow. The knowledge and technical competencies that are specific to an occupation on Tiers 6-8, called Occupational competencies, are shown in shades of blue.
Top
28.	Where can I find information about Occupational competencies? The lists of knowledge, skills and abilities found in O*NET OnLine Occupational Profiles is a good source of information for identifying the competencies required for an occupation.
Top
29.	What is considered a cross-cutting industry technical competency? A competency that is significant in several industry sub-sectors is considered to be cross-cutting. Although some competencies may well be common to each and every sub-sector, the definitions and behaviors will vary for the industry sub-sectors.
Top
30.	How can the Building Blocks be used to develop to career paths? A career path may take many forms: career and technical education in a traditional or alternative high school, Job Corps training, apprenticeship training, military training and experience are some of the more common paths. The competencies articulated in the industry models provide the core foundation and technical competencies that must be addressed regardless of the source of the education or training. The model is not just for entry-level workers, but should be used in a continuum of training so that workers have the foundation competencies to advance in their careers.
Top
31.	How are the industry competency model frameworks developed? ETA works with industry leaders to develop a model of the foundation and cross-industry sector technical competencies required for success in an industry cluster. This effort builds on existing national and state skill standards, technical curricula, and recognized certifications in the respective industry. After identifying and analyzing these key resources, a draft model is developed using the Building Blocks Model as a framework. ETA convenes meetings of industry experts to review and comment on the model providing feedback and input to ensure that the competencies are those critical to the industry. After acceptance and endorsement by industry leaders, this framework allows for consistency across industries, customization within sectors, and easy updating in order to accommodate changing technology and business practices.
Top
32.	For which industries will models be developed? The initiative targets education and skills development resources toward helping workers gain the skills they need to build successful careers in industries that are economically important, are projected to have long-term growth, or are being transformed by technology and innovation.
Top
33.	Why do the competency model frameworks focus on industry rather than occupational competencies? In a rapidly changing economy that relies on innovation to maintain its edge, it is important that workers have a core of foundation and technical skills that are valued and applicable across occupations. By identifying the competencies that cross industries and industry sectors it become possible to create career paths for entry level workers and to identify career ladders or lattices to insure upward mobility. Furthermore, in the 21st century economy, a flexible workforce is needed - one where workers can shift work roles within the workplace as demand dictates - or who can work well in a variety of cross-functional teams.
Top
34.	*How do the industry competency models relate to the ONET?** ONET information on Knowledge, Skills, Abilities, and other variables for key occupations within an industry are reviewed as one of the inputs that goes into drafting each industry competency model. In addition, on the Competency Model Clearinghouse Web site, for each of the specific industry models there is a link from the top tiers to the list of in-demand ONET occupations for that industry and links from there to the full O*NET occupational competency profile for each of those occupation.
Top
35.	What does it mean for a competency model to be industry-wide? Industry-wide means the model encompasses the broad baseline skills and competencies needed for the entire industry, not just an industry sector or occupation. For example, the advanced manufacturing model is very broad including cross-cutting competencies applicable to various sectors such as pharmaceutical manufacturing or aerospace manufacturing.
Top
36.	How are competency models validated? For each model, ETA reaches out to industry associations who in turn reach out to member organizations, educators, and subject matter experts to review the draft model. Comments, feedback, and suggested revisions are collected and incorporated into a revised model which is then sent out for further review. The review and revision process continues until the validators agree that the competency model represents as close as possible the skill and competency needs of the industry.
Top
37.	Do the validated models cover each state's requirements? No, the validated industry models do not include all the states' specific requirements. They include common competencies that represent as close as possible the workforce demands of the industry.
Top
38.	Where can I find resources that describe competencies? The database of competency-based resources has been assembled to provide background information for workforce development efforts. The database entries include documents or other resources that list, describe or are based on competencies, such as curriculum, assessment instruments, skill standards, apprenticeship work process schedules, etc. Information about the resources is contained in a link to the Web site that describes the resource.
Top
39.	What are the criteria for a model to be included in the database? Competency model resources are included to provide information on competencies required for industry or occupations. The resources might be called or described as: competency models, skill standards, competency-based curriculum, apprenticeship requirements or some other format. The resources were selected because they contain information about the knowledge, skills, tasks, and/or abilities that a worker must possess to perform satisfactory work in the occupation or industry described by the model. The developers of the Competency Model Clearinghouse do not endorse, take no responsibility for, and exercise no control over the developing organization or its views or site contents, nor do they vouch for the accuracy of the information contained on the destination server.
Top
40.	What are the different types of competency model resources available in the resources database? Competency models generally are developed as framework to be used as a reference or resource. The purpose of the resources database is to assist users to identify the many existing competency-based resources currently in use. The database is not exhaustive, but contains numerous examples of the resources that were tapped to identify competencies in the development of the high growth industries models. These resources include: apprenticeship work process schedules, career lattices or ladders, skill certifications, curricula and education programs, and skill standards. These resources generally contain descriptive information about the knowledge, skills, and abilities required for success in the field.
Top
41.	How do occupational and skill certifications connect back to the model? Certifications are a form of credential that indicates the holder of the certification possesses certain competencies or skills. The competencies identified by certifications are generally developed by industry associations or private firms that market a product or process. Competency models in the clearinghouse database are linked to existing certifications based on the certification's requirements.
Top
42.	How do assessment instruments fit into the picture? Assessment instruments have many uses: personality tests, interest inventories, achievement tests, and others. Assessments also take many forms: paper-pencil tests, oral exams, demonstrations of skill or proficiency, and/or evaluations by peer groups or supervisors. Assessment instruments can measure the attainment of knowledge, skills, or abilities contained in the foundation and technical competencies. Frequently, the attainment of a certification requires successful performance on an assessment test.
Top
43.	Why can't I find a resource for a certain occupation or industry? The Competency Model Clearinghouse resource database is a work in progress. Resource information is added and updated on a continual basis. Not all industries and occupations have competency resources that are available to the general public.
Top
44.	Can I contact organizations listed in the Competency Model Clearinghouse resources database? All information in the clearinghouse has been obtained from publicly available Web sites. There is no evaluation or endorsement of the information or products contained on these sites. Contact information for developers will usually be available from the developer Web site links provided for each summary description in the competency resource database.
Top
45.	How can I build or customize an industry competency model? The Build a Competency Model Tool enables you to build or customize industry competency models that can serve as the foundation for important human resource functions such as recruitment and hiring, training and development, career planning, and performance management. The tool lets you to choose one of the industry models or the generic Building Blocks model as a framework to guide model development.
Top
46.	How do I customize competency descriptions when building a model? To customize competency descriptions you must first create the model with the Competency Model template tool and then save the model to a MS Word document. The text descriptions for any competency can be customized to ensure that the language 'rings true' for the industry or occupation in question.
Top
47.	What is the purpose of the Competency Model Clearinghouse Tools? To enable strategic partners to collaborate to build customized competency models and career ladders/lattices that reflect regional workforce needs, ETA has developed online tools. The collaborative process for building a competency model or career ladder/lattice is described in two documents in the green HelpLine box on the Build a Model page.
Top
48.	Who are the intended users of these tools? These tools are intended to be used by people who are trying to build talent and strengthen the workforce in regional economies. They're meant to support workforce training and recruitment efforts. Models and career ladders/lattices could be created by local businesses, and community colleges, or by components of the workforce investment system, such as workforce investment boards or One-Stop Career Centers. Visit the Using the Competency Models section of the Competency Model Clearinghouse for best practice case samples of organizations using competency models.
Top
49.	Is there help if you get stuck? General instructions are available in the green helpline box on the left side of the screen. Links to specific sections of the general instructions are available on most pages. The helpline box also contains tutorials that demonstrate the functionality of each tool.
Top
50.	Is there a fee to use this tool? No.
Top
51.	Are the models I build open for public viewing or are they private under my account? The models you build are private under your account.
Top
52.	Will the competency models and career ladders/lattices I develop be used by ETA? No. ETA will not have access to the competency models and career ladders/lattices you develop unless you submit them to Workforce3One.
Top
53.	How can I build or customize an industry competency model? The Build a Competency Model Tool enables you to build or customize industry competency models that can serve as the foundation for important human resource functions such as recruitment and hiring, training and development, career planning, and performance management. The tool lets you to choose one of the industry models or the generic Building Blocks model as a framework to guide model development.
Top
54.	Are the career ladders/lattices validated? Career ladders and lattices consist of a group of related jobs that may comprise a career. They often include a pictorial representation of job progression in a career as well as detailed descriptions of the jobs and the education and experiences that facilitate movement between jobs. In reality an individual must get the education, training, and work experience necessary to move to other jobs on the career ladder/lattice. The eight samples provided on the CMC Web site are theoretical examples designed to illustrate the concept. Collaborative development of career ladders/lattices helps ensure that the career ladders/lattices reflect actual possible career progression as well as accurate detailed information.
Top
55.	What is the difference between the validated models and the models I can develop with the Build a Model tool? The industry models we post are broad, nationally-validated models containing cross-cutting, industry-wide competencies. The competency models you can develop with the Build a Model tool can be tailored for your regional economy, a specific industry-sector, or maybe even for a few key employers.
Top
56.	Can I use an existing model as the basis for a career ladder/lattice? Yes. To do so, simply select Add New Model, choose a model to be the basis, and proceed through the tool checking Include All on each tier. When you click Save, the model will be available to serve as the foundation for your career ladder/lattice. It is designed this way so that you can review the competencies before you begin building the career ladder/lattice.
Top
57.	Where can I find career outlook/employment projection information? On the Job Information screen, click on the Research Job Information tab. Enter a keyword, choose a location, and select relevant job titles to show job profiles. The job profile displays state and national employment trends as well as a job description, associated tasks, and salary/wage information.
Top
58.	How can I use the Career Ladder/Lattice tool for occupations that don't lend themselves well to laddering, such as social worker? For such occupations, the tool can still provide the structure and functionality to develop a career ladder/lattice, though the user must supply more of the detailed occupational information if the job titles are not O*NET-SOC level occupations. It is also possible to create a career lattice documenting different occupational specialties, for example such as different types of social work laterally with the opportunity of becoming a manager or supervisor as the next step up.
Top
59.	Is there a way to create career ladder/lattices for occupations that cross industry lines and sectors? Yes. To create a career ladder/lattice for occupations that cross industry lines, you can use the generic building blocks model to serve as the foundation that would be applicable to any industry.
Top
60.	Do the tools have the capacity to differentiate competency models and career ladder/lattices by state and/or regions? The validated industry competency models are nationwide. The tools allow you to customize the models to accommodate state and regional differences. For example, states often have differing licensing requirements. So if you're building a state-specific career ladder/lattice you could include that state's unique licensing requirements.
Top
61.	How would community college programs align with the career ladder/lattices? Community college degrees could be included under the educational component of each job in the career ladder/lattice. Individual community college programs could be included in the critical developmental experiences needed to move between occupations.
Top
62.	Can I share the document online to jointly complete the model? Only one user can be logged in at a time. However, it is possible to share log-in information with colleagues so that each could provide input in turn.
Top
63.	Is there any way to share the competency models and career ladders that are developed? To share models under development, you may provide colleagues with the username and password information to login to the account. To share competency models and career ladders/lattices that have been developed, you may email the finished products or submit them to Workforce3One.
Top
64.	Do the competency models and career ladder/lattices I develop need to be vetted or approved by ETA? No. ETA does not have the capacity to review and validate competency models and career ladder/lattices developed by individual users. To increase buy-in, we recommend validating the model with your local community, interested parties, and stakeholders.
Top
65.	Can I use the documents I create in publications? Yes. The tools are in the public domain.
Top

CareerOneStop is sponsored by the U. S. Department of Labor,
Employment and Training Administration