1 / 33

Regional Workforce Demands

Regional Workforce Demands. Maximizing Labor Market Responsiveness. Presenters. Chabot College: Ron Taylor, Vice President, Academic Services Tom Clark, Dean of Applied Technology and Business Carolyn Arnold, Coordinator, Institutional Research & Grants Las Positas College:

dante-martinez
Download Presentation

Regional Workforce Demands

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Regional Workforce Demands Maximizing Labor Market Responsiveness

  2. Presenters • Chabot College: • Ron Taylor, Vice President, Academic Services • Tom Clark, Dean of Applied Technology and Business • Carolyn Arnold, Coordinator, Institutional Research & Grants • Las 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

  3. 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

  4. Sources of Data onEmployment Demand and Projections • State, Region, and Counties • LMI: Labor Market Information from CA EDD • ABAG: Association of Bay Area Governments • Alameda County • CC Benefits Strategic Planner Tool (in District) • Region and Local Service Area Cities • ABAG • Community Advisory Groups • Special Community Surveys/focus groups

  5. Local Job Growth & DemandProjected Total Jobs 2005 to 2015 Source: Association of Bay Area Governments (ABAG) Projections 2005

  6. Alameda County: Selected Occupational Groups with Highest Projected Growth: 2005- 2015 Source: CC Benefits Strategic Planner Tool

  7. Alameda County: Selected Detailed Occupations requiring AA/AS degree or occupational training with Fastest Projected Growth: 2001-2008 Source: State of California EDD Employment Projections

  8. Occupational Studentsat Chabot and Las PositasHow many? Source: State Chancellor’s Office MIS/VTEA Allocation Report: AY 2003-04

  9. Occupational Studentsat Chabot and Las PositasWho 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

  10. Occupational Programs at ChabotCommunity 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.

  11. Occupational Programs at ChabotCommunity Input • October 2004 Surveys • Local Rotary, Business Groups, Advisory Committees, Community Advisors • General praise for our occupational programs • “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”

  12. 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

  13. Chabot College Current Range of Programs (cont.) • Information Technologies, Media, Communications Journalism, Mass Communication, Applied Photography, Graphic Art and Design, Speech-Language Pathology • Health and Public Services Administration of Justice, Emergency Medical Services, Fire Technology, Health Information Technologies, Dental, Nursing, Medical Assisting, Fitness, Early Childhood Development

  14. Chabot CollegeNew 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

  15. 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

  16. Las Positas College Range of Workforce Programs • Applied Technology • Design Technology, Electronics, Laser Tech, Vacuum Tech, Industrial Tech, Welding • Automotive Technology • Automotive Electronics, Automotive Service Technician, Smog Certification, General Motors and Isuzu Regional Training Center • Business Studies • Accounting, Entrepreneurship, Management/Supervision, Marketing, exploring Micro-Business

  17. Las Positas Programs (cont.) • Computing Studies • Information Systems, Networking/Cisco, Computer Science, Application Programming, Web Programming • Early Childhood Development • Public Health and Safety • Administration of Justice, Fire Science, Occupational Safety and Health • Visual and Performing Arts • Interior Design, Photography, Visual Communications, Theater, Music • Viticulture, Enology and Horticulture

  18. 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

  19. Challenges in Responding to Workforce Needs (cont.) • Funding and staffing complexities • Unique challenges in administration • Integration with K-12 and 4+ institutions • Consistent and rapid response to market changes requires a “nimble” organization

  20. 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

  21. 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

  22. 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

  23. 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

  24. Apprenticeship Programs • Employer Sponsor types • Single employer • Employer associations • Labor/management associations • Funding: • $12,729,000 State Budget 04-05

  25. Apprenticeship ProgramsTypical 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.

  26. Apprenticeship ProgramsChallenges • 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

  27. 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

  28. Workforce PreparationFuture 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

  29. Workforce PreparationFuture 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

  30. 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

  31. 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

  32. 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

  33. Discussion and Questions?

More Related