Regional Workforce Demands

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?