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RETRAINING DISLOCATED WORKERS The Role of Community Colleges

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Increase opportunities for new funding support sources to stabilize and grow ... and links to state and local job resources and national career information. ... – PowerPoint PPT presentation

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Title: RETRAINING DISLOCATED WORKERS The Role of Community Colleges


1
RE-TRAINING DISLOCATED WORKERSThe Role of
Community Colleges
  • National Forum on Trade Policy
  • December 10, 2004
  • Raleigh-Durham, North Carolina
  • Stephen Lease
  • slease_at_uafortsmith.com

2
Part I Arkansas Workforce Development
Background
3
Workforce Changes In a Global Economy
(What changes have you seen in your
organization?)
4
Characteristics of the Old Economy and the New
  • That Was Then
  • Brawn/metal-bending
  • Mass production
  • Standardization
  • Hierarchies
  • Job security based on
  • seniority
  • Narrow, job-specific skills

This Is Now Brains/mind-bending Small
lots Customization Teams Job security based on
skills Broad skills/Adaptability
5
Characteristics of the Old Economy and the New
(contd)
  • That Was Then
  • Limited competition
  • Careers built with one
  • employer
  • Benefits tied to employer
  • Pay for time served
  • Big, bureaucratic
  • organizations

This Is Now Global competition Careers built with
one occupation Portable benefits Pay for
performance Smaller, flexible organizations
6
Characteristics of the Old Economy and the New
(contd)
  • That Was Then
  • Televisions, newspapers
  • Regulation
  • Government solutions
  • Competitive standards
  • based on cost
  • Homogeneous workforce

This Is Now Internet, World Wide
Web Deregulation Public-private
partnerships Competitive standards based on
quality, variety, and timeliness Diverse
workforce
7
Characteristics of the Old Economy and the New
(contd)
  • That Was Then
  • Finite education
  • Integrated companies
  • Go It Alone
  • Unlimited resources
  • Lecture/chalk-talk

This Is Now Lifelong learning Core
competencies Strategic alliances Limited
resources Experiential learning
8
A Summary Definition of Workforce Development
(What It Is)
  • At the postsecondary level, Workforce Development
    is defined as education and/or training beyond
    high school which leads to a GED, certificate,
    two- to four-year degree and/or other
    short-term, customized training designed to meet
    the needs of employers to upgrade the skills of
    existing, emerging, transitional, and
    entrepreneurial workforces.

9
A Working Definition of Workforce Development
(How It Works)
  • We Provide . . .
  • Foundational skills that meet an established
    standard of cognitive skills that incorporate
    critical thinking, reading comprehension, and
    quantitative concepts
  • Pre-employment and Workplace Readiness skills
  • Training in vocational, technical, and academic
    certificates and degrees
  • Upgrade of workplace skills for existing employed
    individuals

10
Primary Mission of Post-Secondary Education in
Workforce Development (Why Its Important)
  • So we build bridges to . . .
  • Offer opportunities for individuals to achieve
    personal educational goals
  • Instill a sense of continuous improvement or
    lifelong learning to pursue higher education
  • Enhance individuals role in the workforce as a
    productive member
  • Provide employers with a competent, highly
    skilled, trained and trainable workforce

11
(Whos Taking Responsibility?)
Community Colleges Play the Pivotal Role in the
U.S. Knowledge Supply Chain
National Alliance of Business with AACC and
ACT Work America, Vol. 17 Issue 5, May 2000
The 1,600 Community Colleges are the workhorses
for the new 21st Century Economy.
Alan Greenspan, Chairman U.S. Federal Reserve,
March 2000
12
Ron Russell, State Chamber / AIA President and CEO
  • For many years, the Arkansas State Chamber of
    Commerce and Associated Industries of Arkansas
    have been committed to educational excellence.
    Arkansas business leaders know that our
    educational system must be able to deliver
    trained and prepared workers in order to meet the
    competitive challenges and demands of business
    and industry. Two-year colleges are the
    highlight of the Arkansas educational system and
    are making a great contribution toward meeting
    these challenges and demands.

13
Bill Gates C.E.O. Microsoft
  • America is leading the way in high
  • technology and in the next seven years,
  • its estimated that 80 percent of new
  • jobs in this country will be in high tech.
  • Community colleges have an important
  • role to play in making certain we have
  • skilled workers ready to help
  • businesses take advantage of all the
  • opportunities in the Digital Age.

14
Quote from Former President Bill Clinton
The following statement was made by Bill Clinton
when he was President of the United States.
Community colleges are America at its best.
15
Quote from President Bush
The following statement was made by President
George W. Bush during the Presidents 2004 State
of the Union Address.
"I propose increasing our support for America's
fine community colleges, so they can train
workers for the industries that are creating the
most new jobs. By all these actions, we will help
more and more Americans to join in the growing
prosperity of our country. Job training is
important, and so is job creation. We must
continue to pursue an aggressive, pro-growth
economic agenda."
16
What Has Been Seen and Done in Arkansas
17
Arkansas Two-Year Colleges
18
Adults Enrolled in College
19
Adults With a B.S. Degree
20
Disappearing Workforce
21
Higher Education Comparison with States of
Similar Population-Fall 2003
22
U.S. Employment Projections2001-2010
  • Of the 30 fastest growing occupations in the
    U.S., 17 require an Associate Degree or
    short-term skills training (non-credit)

Source U.S. Bureau of Labor Statistics, Office
of Occupational Statistics and Employment
Projections www.blw.gov/emp/emptab3.htm
23
4 Purposes of Two-Year Colleges
  • Transfer
  • Technical degree (AAS) or certificate
  • Developmental education
  • Customized workforce training

24
Annual Report on Fall Enrollment
25
Key Performance Indicators
  • of Students Completing Credit or Non-Credit
    Courses
  • of Students Completing Certificate (C of P or
    TC) or Degree
  • Job Placement of Students
  • Starting Wage of Students in New Jobs
  • Wages of Students 6 Months After Employment
  • Customer Satisfaction (Businesses Students)

26
AATYC WorkForce Training Consortium Goals
  • Provide whatever BI needed customized
    instruction to existing, emerging (pre-employment
    skilled labor pools), transitional workers, and
    entrepreneurs anyplace in AR at anytime without
    delay (Just-In-Time response).
  • Establish a trainee-to-business connection for
  • Preferential hiring with educational guarantees
  • Pre-employment internships/mentoring
  • Common assessment tools for job skills
  • Explore mobile training services (circuit riding)
    and business training services outsourcing by
    subscription.
  • Create new workforce development partnerships
    with service provider agencies other than Higher
    Education to expand capabilities and improve
    quality.

27
Benefits of Forming a Consortium
  • Establish and promote an understandable matrix of
    resources/services
  • Coordination of potential Distance Education
    Network
  • Develop mutually beneficial inter-campus
    partnerships to improve/enhance services delivery
    for existing and new BI customers and students
  • Increase opportunities for new funding support
    sources to stabilize and grow programs and
    recruit qualified/credible staff/faculty

28
Benefits (continued)
  • Learn Best Practices for local program
    customization
  • Improve service area BI good will/involvement
  • Enhance legislative credibility for long-term
    program support
  • Accelerate BI practices/curricular content into
    existing and new certificate/degree courses and
    offerings

29
AATYC WorkForce Training Consortium Combined
Results (1997-2003)
  • 10,316 business industry training clients
    served
  • (Average of 1,719 per year).
  • On average, 75 of business industry clients
    requested non-credit training.
  • 253,619 employees / students trained
  • (Average of 42,270 per year).
  • Four (4) million training contact hours provided.
  • The WFTC colleges provide 75 of all public
    post-secondary skills training to Arkansas
    manufacturers
  • duplicated counts

30
Part II The Incumbent WorkforceNational
Governors AssociationCenter for Best Practices
Future Works, Inc. and the Lumina Foundation
  • Project
  • Pathways to Advancement Policy Academy

31
The Incumbent WorkforceNational Governors
Association
  • Fall, 2003 25 states applied
  • 8 Selected HI, KS, ME, MA, MI, OH, PA, AR
    (only Southern State)
  • 50,000 over 2004-05
  • 3 Benchmarking Academy Sessions
  • Criteria Need for Improvements plus Commitment
    / Demonstrated Collaboration

32
Why did Arkansas Apply for the Academy?
  • Compared to most states and the nation overall,
    the adult population in Arkansas has very low
    levels of educational attainment. Arkansas ranks
    near the bottom of all states in the attainment
    of post-secondary credentials among the adult
    population.
  • Only 23 of adults in Arkansas have obtained an
    Associates Degree or higher. The national
    average is 48.
  • Arkansas ranks near the top of all states in
    terms of the number of adults without a high
    school degree or GED. 21 of the adult
    population lacks a diploma or GED while the
    national average is 13.
  • Arkansas ranks low in terms of post-secondary
    enrollment, retention and completion. Arkansas
    is 50th in the percentage of population with a
    baccalaureate degree.
  • Source Population Reference Bureau, Analysis
    of Census 2001 Supplementary Survey PUMS for the
    Casey Foundation Working Poor Families Project.

33
Why did ArkansasApply for the Academy? (Contd)
  • Nationally, the education and training needs of
    working adults (the incumbent workforce) are
    largely neglected or under-funded at the federal
    and state levels of government.
  • The concentration of resources upon traditional
    (and easier to deal with/serve) students does
    nothing to promote the security of existing job
    holders, nor their employment opportunities or
    upward mobility which requires continuing
    education and skills training in a relentlessly
    competitive global economy.
  • We want to learn more about the challenges
    working adults face in enrolling in and
    completing college training, and develop some
    specific practices and/or policies that address
    these challenges/obstacles

34
What Does Arkansas Hope to Accomplish by
Participating in the Academy?
  • Quicker access to leading state programs, ideas,
    and professional dialogue that may accelerate
    Arkansas efforts to enhance the postsecondary and
    higher education accessibility and attainment of
    our working adults for socioeconomic development.
  • Our own education about other states Executive
    and Legislative approaches and capabilities that
    may be adopted and modified for major public
    issue solution results in our own state
    environment.
  • A reality check about the importance of, or
    return on investment in, providing working adults
    with postsecondary skills training and applied
    higher education occupational opportunities.
  • A better understanding of the specific challenges
    facing working adults in enrollment and
    completion of either postsecondary credentialing
    or higher education programs.

35
What Does Arkansas Hope to Accomplish by
Participating in the Academy? (Contd)
  • Implementation of some innovative practices and
    policies for facilitating greater numbers of
    working adult postsecondary enrollment and
    completion rates.
  • Arkansas should develop an Executive and
    Legislative agenda of bi-partisan consensus for
    the 2005 Arkansas Regular Legislative Session to
    pursue long-term statutory enabling laws and
    pilot program funding initiatives.
  • We should see marked differences in long-term
    educational attainment performance indicators
    that show the wisdom of investing in the
    education of Arkansas working adults, including
    baccalaureate attainment, high school GED
    attainment, and increased per capita income.
  • We should see new numbers of working adult
    families encouraged to pursue more skills
    training and higher education as first-generation
    students.

36
Adult Workforce NeedsNational Governors
Association
  • Project Core Team Members
  • Ms. Lucretia Norris , Governors Office
  • Mr. Mike Leach, Good Faith Fund (cbo)
  • Dr. Linda Beene, ADHE
  • Dr. Steve Franks, ADWE
  • Ms. Sandra Winston, AWIB
  • Dr. Ed Franklin, AATYC
  • Dr. John Ahlen, ASTA
  • Mr. Steve Lease, AATYC-WFTC
  • Mr. Larry Walther, ADED
  • Ms. Jessica Caldwell, ATEA
  • Ms. Joni Jones, ADHS
  • Mr. Artee Williams, AESD

37
Part III The Emerging Workforce
  • Project
  • The Kuder Career Planning System
  • (Kuder CPS)

38
Arkansas Colleges Using Kuder
University of Arkansas Fort Smith
39
Partners
  • Main Partners
  • Arkansas Department of Workforce Education
  • Arkansas Department of Education
  • Arkansas Department of Higher Education
  • Presidents and Chancellors of AATYC
  • Associate Partners
  • Arkansas Department of Economic Development
  • Arkansas Workforce Investment Boar
  • Arkansas Economic Developers
  • State Chamber of Commerce / AIA

40
Career Exploration for Arkansas Students

41
Aggregate Results Kuder Career Search with
Person Match
December 2004

(note see www.careerclusters.org)
42
Aggregate Results Kuder Career Search with
Person Match
December 2004

43
Aggregate Results Kuder Skills Assessment (6
Categories)
December 2004

44
Aggregate Results Kuder Skills Assessment-16
(16 Federal Clusters)
December 2004

45
Aggregate Results Kuder Supers Work Values
Inventory
December 2004

46
Pipeline Information
  • Senior High and Junior High/Middle Schools
  • Community College Service Area
  • County / Local Workforce Investment Board Areas
  • Economic Development Region
  • Entire State

47
Kuder CPS Project Benefits For Two-Year
Colleges
  • Target courses and programs to student interests.
  • Increase retention rates using results to direct
    course placement and college major selection.
  • Create articulation agreements to save limited
    resources.

48
Kuder CPS Project Benefits For
Schools/Districts
  • Meet State requirements to provide career
    assessment and exploration plan.
  • Reduce brain drain by directing students to
    focus on a career goal.
  • Utilize aggregate data to support grant requests
    and curriculum planning.

49
Kuder CPS Project Benefits for Communities
  • Assist volunteer, co-op, internship, or job
    shadowing placement.
  • Present a real world view of the skills and
    attitudes employers require.
  • Strengthen communication with those educating the
    workforce.
  • Keep Education talking to Business.

50
Kuder CPS Project Benefits for Parents
Mentors
  • Increase involvement and confidence with clear
    assessment information and individual resumes.
  • Enhance career planning discussion between
    parents and students with 24-hour online access.
  • Offer guidance for next steps and continued
    involvement in the career planning process.

51
Kuder CPS Project Benefits for Students
  • Focus exploration on careers relating to
    interests, skills, and work values.
  • Assist the selection of high school courses or a
    relevant college major.
  • Promote lifelong planning with a portfolio and
    links to state and local job resources and
    national career information.

52
The Workforce Gap
Where the Jobs Are 20 require a 4-year
degree 65 require an associates degree or
advanced training 15 require minimum
skills 1998-99 State Department of Education
Special Survey. 1985-99 State Department of
Education Enrollment Data, and 1989-99 High
School Completer Data Carol DAmico, Workforce
2020 Work and Workers in the 21st Century
  • Where 9th Graders are headed
  • 28 will enter a 4-year college
  • 32 will enter an associate degree program or
    advanced training
  • 10 will lack the skills needed for employment
  • 30 will drop out before completing high school

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