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Planning for Success:
What Education and Workforce Providers
Need to Know to Help Jobseekers
Succeed in the Green Economy
Jennifer M. Cleary, Senior Project Manager
Nicole Corre, Project Coordinator
The John J. Heldrich Center for Workforce
Development, Edward J. Bloustein School
for Planning and Public Policy
Overview
Introduction
3 Principles of Success for Green Job Training Programs
#1: Understand the green labor market and growth drivers
#2: Ensure training is demand-driven, not supply-driven
#3: Understand the competition and track public policy closely
Tools and Ideas for Maximizing Job Placement & Retention
The Heldrich Center for Workforce
Development at Rutgers University
Founded in 1997, the Heldrich Center is a leading
university-based research center focused on workforce
development issues.
Expertise includes:
Connecting workforce education and economic
development
Regional workforce and economic analysis
Real world solutions
Over 300+ interviews with employers, dozens of focus
groups, surveys
Principle #1:
Understand the green labor market
and growth drivers
4
The Definition of Green Jobs is Broad
According to USDOL, green jobs are either:
Jobs in businesses that produce
goods or provide services that benefit the
environment or conserve natural resources.
OR
Jobs in which workers’ duties
involve making their establishment’s
production processes more
environmentally friendly or use fewer
natural resources.
Source: Notice of Comments Received and Final Definition of
Green Jobs, 75 Fed. Reg. 182 (2010), retrieved on 4/5/11
from: http://www.bls.gov/green/frn_2010_09_21.pdf.
5
Most Green Jobs are Not New Jobs
Construction, Installation, Repair, and Maintenance
Skilled trades workers and laborers
Building auditors and raters
Construction and facilities managers
Architecture, Engineering, and Project Management
High-skill design, engineering, project mgt.
Manufacturing
Production of green products and parts
Research and Development
Basic research, testing and development of new green products and technologies.
Business
Administration
Financial/Sales/Marketing
Information Technology
Carbon/SREC trading
New Green Job Growth Drivers
Technology
Culture/
Consumer
Demand
Economy
•Price of
Traditional
Energy
• Economic
Recession
Public Policy
•Tax Breaks and
Incentives
•Regulations and
Requirements
Which Green Jobs are Growing or Require
More Training?
New green job growth varies from state to state due to differences in incentives,
markets, and ARRA spending patterns.
Green jobs, while growing in some areas, form a small fraction of all job openings.
Based on evidence from NJ*, demand for new workers may be shifting from entrylevel workers to high-skill occupations, such as BA+ level engineers, managers, and
geologists.
In NJ, demand for entry- and mid-level “green” training appears highest for
incumbent workers as employers report upgrading the skills of existing staff to perform
much entry- and mid-level green work.
Growth in new jobs at the entry-level may change as the economy recovers and
states restore and grow RE and EE incentives.
*Based on Interviews with employers and initial analysis of job postings data
8
Principle #2:
Ensure training is demand-driven,
not supply-driven
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New Training Models Are Needed
How things should work:
Addressing
Student
(Supply)
Needs
How things often work instead:
Addressing
Employer
(Demand)
Needs
Keys to Creating Demand-Driven Training For
Green Jobs
Identify trusted sources of LMI in your state
Labor Department surveys and statistics
Reports from trusted policy think tanks/ universities
Talk to employers and labor unions
No amount of statistics can replace the value of strong relationships with
employers likely to hire your graduates
Labor unions are key to helping workers find employment and obtain ongoing
training for advancement
Select and train participants to match employer skill needs while providing
participants with portable credentials
Ensure participants gain the basic and foundation skills they need in addition
to “green” skills and credentials
11
Types of Green Credentials
Highly Portable Credentials
College credits
- Generally valued by employers
- But not always aligned with skill requirements
Employer –Recognized Certifications
- Focused on industry skill requirements
- Value in the labor market value may vary by region
Less Portable Credentials
Certificates
- Developed locally, sometimes with employers
- Often less portable in the labor market
Things to Remember
• Different credentials are valued in different labor markets
• Green credentials are often not enough by themselves
Key
EmployerRecognized
Certifications
in RE / EE
•
•
•
•
•
LEED
BPI
NABCEP
RESNET
AEE
Focus on the Basics
Green Skills and
Credentials
Sustainability and
Systems Knowledge
Too many
programs focus
on the “green
layer”, even for
jobseekers with
little or no
traditional job
skills/experience
Traditional Job Skills & Experience
In an uncertain and competitive green job market, integrating
“green layer” with substantial traditional and hands-on
education may be the best option for training to unemployed
workers with limited skills in core job areas.
Principle #3:
Understand the competition and
track public policy closely
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The Competition for Green Jobs Has Two Faces
Completers of
Similar Training
Programs
Experienced NonGreen Labor
Supply
-Many training
providers offer similar
courses
- More foundational
education &
experience
-Completers with
foundational job skills
and “green”
credentials are more
competitive
-May lack “green”
credentials, but
have strong
foundational skills
-May lead to
oversupply in some
skill areas,
undersupply in others
- Hard to measure,
but employers can
inform you
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What Does the Current Landscape of Green Training
Look Like?
The Wild, Wild West……
• Largely unregulated
• Competing & confusing
credentials
• Public & private, amateur &
experienced training providers in
the “Gold Rush”
• Large differences in training
quality
• On-line training is the new
frontier
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The Green Training Landscape
Four Key Trends
Especially among newly created training
programs fueled by growing jobseeker interest
and government funding, these trends are
emerging:
Trend #1: “Crowding at the Bottom “
Trend #2: Widely varied connections
to the job market & related training
Trend #3: Training decisions based on
funding availability or student demand
not employer needs
Trend #4: Specialized “Green” courses,
often without pre-requisites
100%
13%
90%
25%
19%
Sustainability Processes
10%
80%
6%
70%
10%
Other Industry Findings
1%
60%
50%
24%
100%
81%
40%
71%
Environmental Remediation/ Waste
Management
30%
20%
Green Energy Production/Renewable
Energy
40%
Energy Efficiency (green
building/construction/design)
10%
0%
Continuing Ed
Non-Profits
Private Providers
Unions
A Closer Look:
Green Training at NJ Community Colleges
114 Non-Credit Program Offerings
71% (81) Energy Efficiency: Green Building/Construction
2% (2) Environmental Remediation/Waste Management
13% (15) Sustainability Processes
1% (1) Green Energy Production/Renewable Energy
13% (15) Other Industry Findings
36 For-Credit offerings
11% (4) Energy Efficiency: Green Building/Construction
3% (1) Environmental Remediation/Waste Management
17% (6) Sustainability Processes
14% (5) Green Energy Production/Renewable Energy
53% (19) Other Industry Findings
The most offered “green” credential training in NJ
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BPI
LEED
Other Industry Credential
Following policy is essential to tracking green job
growth patterns and placing students in jobs
Changes in local, state, and federal incentive programs and
regulations can cause quick shifts in hiring patterns and
incumbent worker training needs.
Talking to employers can identify these shifts and their
anticipated effect on hiring and training needs.
Ensuring education programs have a strong base in traditional
skill areas may help training providers respond more flexibly to
changes in labor demand for green jobs.
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Tools and Ideas for Maximizing Job
Placement & Retention
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Talent Networks: A Possible Solution
Talent Networks are an organizing framework for bringing employers,
education & training providers, policymakers, and other stakeholders
together to create coordinated, flexible, and demand-responsive
systems of education.
Key objectives of a Talent Network may include:
• Obtaining centralized feedback from employer and labor union groups on
hiring and training needs.
• Coordinating the efforts of training providers to meet regional employer
skill needs and to reduce oversupply of some types of workers.
• Building “stackable credentials” that help workers pursue higher paid green
work over time.
• Obtaining information from employers and policymakers about impending
policy changes that will affect training needs and job availability.
Strategy
Green Jobs Leadership Council
Government Agencies
Labor Market Information
Inventories of Training Programs
Green Jobs
Employer
Council
Green Jobs Talent Network
(Industry / Labor
Unions)
Green Jobs Coordinator
Statement of Skill and
Workforce Needs
Implementation
TALENT NETWORK
MEMBERS
- WIBs / One Stop Career
Centers
-- Community Based
Organizations
- High Schools
- Community Colleges
-Four Year Colleges /
Universities
-Labor Unions
New Curriculum/
Stackable Credentials
Pre-Employment
Training / Education
Incumbent Worker
Training
Model:
Stackable credentials
for jobseekers and
workers in the TLD industry
MBA
Degree
MBA -Supply Chain Management (Rutgers)
BA
Degree
Bachelor’s Degree Programs (Rutgers, Rider)
Associate’s Degree Programs
Possible Tuition
Funding
Sources:
Classroom and
Distance
learning
options
available
ITA’s / ITG’s
NJ BIA / CC
Basic Skills
Grant
Employer
Funded Training
NJP TLD
Curriculum
Implementation
Pell Grants
Urban Enterprise
Zone
Food Stamp
Training
Supervisory Skills Training
TBD
Warehouse
Training
Heavy Vehicle
& Equipment
Repair
Training
Middlesex CC
Hands-on
Instruction
Technology
Customer Service /
Communication (RSC)
HS
Diploma
& college
credit/
Union CC
w/ Union County
VoTech
Fork Lift Operation
Classroom and
Distance
learning
options
available
AA
Degree
TBD
Introduction to TLD
(including overview of TLD careers)
TBD
Basic Skills Training (Industry Focused)
EFF or ESL
Workplace
Readiness
Credential
Referrals
One Stop Career
Centers
High
Schools
Community
Based
Organizations
Employers
Credentials
Recommendations
Training & Education Providers
üForm relationships and hiring/testing agreements with
employers and labor unions and review LMI regularly
üAdjust your approach to training based on changes in
policy and demand
ü For unemployed workers with limited experience in core
job areas, focus on foundational skills first, then the “green
layer”
üArticulate training with related programs to form
“stackable credentials” for career advancement
ü Participate in (or consider starting) coordination efforts
similar to the Talent Network model
Recommendations
Workforce & Education System Policymakers
Consider implementing a Green Job Talent Networks in your state or region
Disseminate up-to-date information on green job demand to education and
training providers
Consider improving standards for funding training providers. Look for:
- Solid partnerships with employers including hiring agreements,
where appropriate
- Provision of foundation skills before “green layer” credentials to
unemployed
- articulation agreements with related programs
Conduct statewide inventories of existing training programs and disseminate
information to educators and WIB’s
Track employment outcomes of training completers and inform providers
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Contact Information
The John J. Heldrich Center for Workforce
Development, Edward J. Bloustein School
of Planning and Public Policy, Rutgers
University
www.heldrich.rutgers.edu
Jennifer M. Cleary [email protected]
Nicole Corre [email protected]