Regional Workforce Demands Maximizing Labor Market Responsiveness
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Transcript Regional Workforce Demands Maximizing Labor Market Responsiveness
Regional Workforce Demands
Maximizing Labor Market
Responsiveness
Presenters
Chabot
Ron Taylor, Vice President, Academic Services
Tom Clark, Dean of Applied Technology and
Business
Carolyn Arnold, Coordinator, Institutional
Research & Grants
Las
College:
Positas College:
Don Milanese, Vice President, Academic Services
Birgitte Ryslinge, Dean of Academic Services,
Vocational Education & Economic Development
Amber Machamer, Director of Research and
Planning
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Agenda
Introduction
Profile of County Employment Demand
and our Occupational Students
Community Based Demand on Educational
Services and Workforce Training
Chabot
LPC
Apprenticeship
Challenges and Future Directions
Discussion and Questions
3
Sources of Data on
Employment Demand and Projections
State, Region, and Counties
Alameda County
LMI: Labor Market Information from CA EDD
ABAG: Association of Bay Area Governments
CC Benefits Strategic Planner Tool (in District)
Region and Local Service Area Cities
ABAG
Community Advisory Groups
Special Community Surveys/focus groups
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Local Job Growth & Demand
Projected Total Jobs 2005 to 2015
ALAMEDA
CONTRA COSTA
Chabot Service Area
Las Positas
Service Area
LPC Adjacent
Service Area
Number of
Pct.
New Jobs Increase
2005
2015
747,500
373,000
153,330
884,970
439,020
182,460
137,470
66,020
29,130
18%
18%
19%
111,280
147,360
35,080
31%
53,610
64,450
10,840
20%
Source: Association of Bay Area Governments (ABAG) Projections 2005
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Alameda County: Selected Occupational Groups
with Highest Projected Growth: 2005- 2015
Occupational Group
Office and
administrative support
Business and
financial operations
Healthcare practitioners &
technical occupations
Healthcare support
New
Jobs
Replacement
Jobs
Total
Jobs
11,546
47,701
59,247
17,104
9,690
26,794
14,946
9,165
24,111
9,822
3,692
13,514
Source: CC Benefits Strategic Planner Tool
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Alameda County: Selected Detailed Occupations
requiring AA/AS degree or occupational training
with Fastest Projected Growth: 2001-2008
Detailed Occupation
Registered Nurses
Computer Support Specialists
Medical Assistants
Automotive Techs/Mechanics
Police & Sheriff's Officers
Welders, Cutters, Solderers
Number of
new jobs
1,750
Percentage
growth
19%
1,110
610
590
480
400
35%
28%
10%
13%
17%
Source: State of California EDD Employment Projections
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Occupational Students
at Chabot and Las Positas
How many?
All
Occupational Pct. Occ. Disadvantaged
Students Students
Students Occ. Students
Chabot
21,629
10,475
48%
3,002
Las Positas 11,049
4,681
42%
683
Source: State Chancellor’s Office MIS/VTEA Allocation Report: AY 2003-04
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Occupational Students
at Chabot and Las Positas
Who are they?
Similar to our other students in:
Educational Goal: 1/3 intend to transfer vs. 40%
Age: 1/2 < 25 at Chabot; 1/2 < 22 at LPC
Race-ethnicity: 3/4 diverse groups at CC/1/3 at LPC
Paid work: 3/4 work; 15% have FT jobs
Gender at Chabot: 1/2 women
Full-time college attendance at Chabot: 1/3 FT
Somewhat different from our other students:
Full-time college attendance at LPC: 44% FT
Gender at LPC: Only 1/3 women
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Occupational Programs at Chabot
Community Input
October 2004 Focus Groups
26 key community advisors
Selected Top Strategic Objectives
Strengthen existing relations … with local
businesses and employers….
Initiate…industry-educational partnerships in
response to … economic development needs.
Develop and enhance occupational training to
meet our student’s needs.
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Occupational Programs at Chabot
Community Input
October 2004 Surveys
General praise for our occupational
programs
Local Rotary, Business Groups, Advisory
Committees, Community Advisors
“Prepares students in our area for the workforce”
“Provides courses geared to the job market area”
Praise for specific programs
“Great welding department”
“I am able to hire well-trained teachers”
“Chabot’s Nursing Program is essential to our
operations”
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Chabot College
Current Range of Programs
Applied Technologies
Automotive, Drafting/Design, Electronics and
Computer, Interior Design, Machine Tool,
Manufacturing and Industrial, Welding.
Business Studies
Accounting, Business and Commerce, Business
Management, Computer Applications, International
Business and Trade, Marketing, Real Estate,
Retailing and Sales Accounting
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Chabot College
Current Range of Programs (cont.)
Information Technologies, Media,
Communications
Journalism, Mass Communication, Applied
Photography, Graphic Art and Design, SpeechLanguage Pathology
Health and Public Services
Administration of Justice, Emergency Medical
Services, Fire Technology, Health Information
Technologies, Dental, Nursing, Medical Assisting,
Fitness, Early Childhood Development
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Chabot College
New and Developing Programs
NATEF/GM ASEP Automotive Expansion
Online Business Management Certificate
Digital Media, Graphics, Photo, Music
ESL and Technology Students
Human Services
Hybrid Electronics/CISCO, Online/LPC
Nursing Partnerships, VHC, LPC
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Trends in Employer Needs
Interpersonal skills, job specific skills,
problem solving skills, knowledge of
business/industry and basic computer skills
Global competition is 2-way (goods & labor)
Contracted skills (multi-company or part time)
Bay Area (more recent immigrants, more
retirees, limited high tech training needs)
Upgrades, workers need life-long learning
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Las Positas College
Range of Workforce Programs
Applied Technology
Automotive Technology
Design Technology, Electronics, Laser Tech,
Vacuum Tech, Industrial Tech, Welding
Automotive Electronics, Automotive Service
Technician, Smog Certification, General Motors
and Isuzu Regional Training Center
Business Studies
Accounting, Entrepreneurship,
Management/Supervision, Marketing, exploring
Micro-Business
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Las Positas Programs (cont.)
Computing Studies
Information Systems, Networking/Cisco, Computer
Science, Application Programming, Web
Programming
Early Childhood Development
Public Health and Safety
Visual and Performing Arts
Administration of Justice, Fire Science,
Occupational Safety and Health
Interior Design, Photography, Visual
Communications, Theater, Music
Viticulture, Enology and Horticulture
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Challenges in Responding
to Workforce Needs
Understanding
and projecting employer
trends: local, regional and global
perspective
Adapting internal response systems
Balancing multiple missions
California Workforce Development
System: complex and inter-related
High cost of some vocational programs
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Challenges in Responding
to Workforce Needs (cont.)
Funding
Unique
and staffing complexities
challenges in administration
Integration
with K-12 and 4+ institutions
Consistent
and rapid response to
market changes requires a “nimble”
organization
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Responsive Delivery
Mechanisms
Moving
beyond programs to services
Employer services examples
Interns
Faculty
as subject matter experts
Recruitment and hiring: One-Stop Career
Center
Advisory boards, curricular input
Flexibility
in delivery mechanisms:
content, time, space, place
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Responsive Delivery
Mechanisms (cont.)
Examples
of Model Customized
Workforce Services:
Retail
Management Certificate Program
(Safeway & Albertsons)
Smog Certification
Nursing partnership: CC, LPC, Valley Care
Health System
Apprenticeship
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Apprenticeship Programs
To provide apprenticeship training for their
employees, many employers partner with a
Local Education Agency (LEA):
Community College or School District
(ROP’s or Adult Education)
Credit (CC only) or non-credit
Oversight:
CA Department of Apprenticeship Standards
State Chancellor’s Office or California
Department of Education
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Apprenticeship Programs
Employees
receive on-the-job training
from their employer, and employer
selected “related and supplemental
instruction” from the educational partner
(LEA)
Apprentices can earn certificates or
degrees
California: 66 trades/crafts delivered by
38 CCC campuses
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Apprenticeship Programs
Employer
Sponsor types
Single
employer
Employer associations
Labor/management associations
Funding:
$12,729,000
State Budget 04-05
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Apprenticeship Programs
Typical Models
College delivers instruction, or
College or district administers and provides
oversight, sponsor delivers instruction
Delivery of instruction funded via “RSI
funding”
Funding split negotiated, 15% -20% for
administration/oversight is typical
Potential FTES cooperative work experience
curriculum for on-the-job training component.
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Apprenticeship Programs
Challenges
State
funding stream limits
No
augmentation since 2000
05-06 projects 10% shortfall for current
approved apprenticeship programs
Timelines:
New
program approvals 18 to 24 months
Program transfers (CDE to State
Chancellor) can take less
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College Apprenticeship Programs
Chabot: Automotive, Electrical, Roofers, and
Sound & Communication
300 apprentices per year, 41,800 hours of instruction
These hours down by 35% from three years ago
Engaged in early plans for assisting with new
“Certification” for electricians
Las Positas
Automotive, “Isolated Apprentices”
Under discussion: credit program with Carpenter’s
Training Committee of Northern California
Currently non-credit, PUSD, funded via CDE
Short term, possible Credit by Examination:
future LPC as LEA?
1,500 apprentices per year, 144 hours of instruction
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Workforce Preparation
Future Directions
Both colleges must continue to be major
contributors to workforce development for our
communities
We must coordinate, partner, and leverage
relationships among all segments of the
workforce delivery system
Delivery of workforce education must be
timely, market responsive, and flexible in
delivery mechanisms
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Workforce Preparation
Future Directions (cont.)
Programs and services must be aligned with
the state’s current and projected labor force
needs: a skilled, educated workforce with
relevant technical and soft skills
Commitment of leadership to workforce
development mission, and an erasing of hard
lines between “academic” and “vocational”
We must become ever more proactive,
anticipatory and “nimble” to be leaders in
workforce preparation
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Community-Based Demand on Education:
A Living Example
2005 Study: “The Changing Economic Role
and Responsibilities of the Tri-Valley Region”
18,000
companies created in the Tri-Valley
since 1990
80% have 5 or fewer employees
Firms with 100 or more employees have
lost jobs
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Community-Based Demand on Education:
A Living Example
Small firm-entrepreneurship and innovation has
transformed Tri-Valley region’s economic base:
Four specialization areas
a Innovation Services: largest
Scientific/Biomedical Products & Services: fastest
growing
Business Operations: large and growing
Information Technology Products & Services: large but
contracting
One general support area
Quality of Life: Hospitality, Tourism, Viticulture
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Implications for Colleges
Integrate findings in planning processes
Understand unique workforce education needs of
18,000 small businesses
Specialized curriculum, short term courses, variety
of delivery mechanisms
Non-industry groupings: skill sets, firm size, etc
Exploration of partnering for
Entrepreneurship/Business Development Center
Continue as research partner in on-going studies
Use new information to pursue external funding for
development
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Discussion
and
Questions?
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