Canadian HR Reporter

CANADIAN HR REPORTER MARCH 2018 FEATURES 19 IN FOCUS PROFESSIONAL DEVELOPMENT MAKE WAY FOR W hat are micro-credentials? Some- times known as "badges," they are most frequently online represen- tations of profi ciency in a particular skill or competency. In lieu of conventional academic credentials, they are becoming the preferred route to new opportunities for many employ- ers in today's labour market. ere are many driving factors behind the popularity of micro-credentials. With obvious exceptions related to academic requirements for licensing, employers are overwhelmingly con- cerned with competencies over credentials. Often credentials in job descriptions are used by employers as a way of vetting job applicants to a manageable level or as an approximate indicator of likely competency in a series of required skills. Micro-credentials can be a much better way to identify candidates who clearly demonstrate specifi c competencies. In addition, through online profi les and search tools, it is easier to fi nd the right candidate with the right skills if those skills are represented in precise badges issued by a competent and trusted assessing organization. Advantages for learners, employers Micro-credentials are short, specifi c and autono- mous. Learners can pick the exact competencies to the levels of mastery they want. is focus keeps the student or trainee more engaged and lowers the costs of their education. Similarly, the à la carte approach personalizes the learning experience. Incremental competen- cy recognition through scaff olded badge levels also introduces game-like incentives to learning and certifi cation. Unlike traditional credentials, micro- credentials are not time-based. Learners can omit training components and proceed directly to evaluation as they wish. Online asynchronous training and assessment provides the prospect of authentic self-direction for learners to study exactly what, where and when they want. Finally, the personalized asynchronous ap- proach off ers the opportunity to disrupt the in- dustrial cohort and time-based education and training model. Scalability and much greater cost-eff ectiveness in skills training is at last be- ginning to emerge. Another advantage of micro-credentials is their focus on competency and relevance to em- ployment or "external relevance." Conversely, traditional credentials most often concentrate on diff erentiating learners within a cohort by award- ing marks through knowledge-based assessment or "internal relevance." Micro-credentials simply recognize compe- tence in tasks directly related to employment, most often with a pass or fail grade at various levels of capability. Displaying badges on a digital profi le also aff ord the opportunity for learners to link with digital evidence of competence, such as learning assignments or work projects. Gaining ground in mainstream Of course, micro-credentials must evolve further to gain wider acceptance in the work and aca- demic worlds. Some of the remaining challenges relate to rigour, relevance and recognition. Rigour varies considerably among micro-cre- dentials and it is diffi cult for employers to distin- guish the validity of many competency claims. Trusted issuers of micro-credentials that assure accuracy and relevancy to employer needs are beginning to emerge. However, there are remarkable opportunities for the public and private sector in the micro- credential "trusted issuer" space. In order to assure relevance, micro- credentialing organizations must integrate course off erings with employers' specifi c and changing competency needs. Closer partner- ships with employers are needed to better inte- grate micro-credentials with employer training and recruitment requirements. While micro-credentials may be issued by a specifi c employer or academic institution, how they are recognized sector-wide remains unclear. In addition, most academic institutions still need to scaff old micro-credentials for advanced credit within traditional credentials. Currently, limited sector-wide recognition is a major impediment to the growth of micro-credentials. Despite the challenges, fresh developments of- fer a glimpse into the future evolution of micro- credentialing. For example, how can micro-cre- dentials be accurate and meaningful for so-called "soft" skills? Micro-credentials tend to work best with spe- cifi c and easily demonstrable (and verifi able) skills. Skills in computer coding, for example, will result in a program unambiguously functioning to expectations. Evaluation of these types of skills can be au- tomated and done online, providing a scalable, cost-eff ective, accessible and accurate method for assessment and certifi cation. But what about more equivocal soft skills such as communica- tions, critical thinking and supervision? Assessment of these skills is often based on the most readily available yet least rigorous tools — interviews and references. e challenge has al- ways been how to assess in a way that is accurate, relevant to specifi c sectors and cost-eff ective. Artifi cial intelligence (AI) simulations are be- ginning to provide solutions to evidence-based scalability challenges in assessment. As access to AI becomes less expensive, more and more simulations are being developed and employers may select assessments that are most relevant to their context. As micro-credentialing gains popularity among employers, both public and private as- sessment services are proliferating. However, for micro-credentialing to succeed in the long term, assessing agencies and employers must develop more easily understood and precise sector-wide standards. Forward-thinking, sector-based organizations are already collaborating with academic and as- sessment agencies to ensure the relevancy, rigour and accessibility of micro-credentials to their in- dustries. Sector-based standards co-ordination also serves to address micro-credential recogni- tion and skill transferability challenges among employers in those sectors. Bow Valley College pilots process e opportunities for micro-credentialing are no more apparent than in Calgary where a very large segment of the labour market needs to repurpose their skills and certifi cations outside the energy sector. For Bow Valley College, "micro-credentials represent excellent opportunities to get the new types of certifi cation required for employment in growing sectors such as data analysis or in- formation security," says academic vice-president Misheck Mwamba. e college is piloting a process to validate sector-wide recognized micro-credentials re- lated to both technical and soft skills. e micro- credentials could be taken independently or amassed for recognition in new credit credentials such as the post-diploma certifi cate in software de- velopment at the School of Creative Technologies. As employers and educational institutions experiment, it is more important than ever that innovative experiences and lessons learned are shared as the disruption of skills training and as- sessment continues. David Harvey is dean of continuing learning at Bow Valley College in Calgary. He can be reached at dharvey@bowvalleycollege.ca or (403) 410-1452. For more information, visit www.bowvalleycollege.ca. Micro-credentials recognize competence in tasks directly related to employment. Credits: (photo) Jeff Whyte (Shutterstock), (icon) Dragana Eric (Shutterstock) MICRO - CREDENTIALS By David Harvey Bow Valley College in Calgary.

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