Regional Workforce Demands

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Regional Workforce Demands

• Maximizing Labor Market Responsiveness

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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

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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

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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

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Local Job Growth DemandProjected Total Jobs
2005 to 2015
Source Association of Bay Area Governments
(ABAG) Projections 2005
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Alameda County Selected Occupational Groups
with Highest Projected Growth 2005- 2015
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
Source State of California EDD Employment
Projections
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Occupational Studentsat Chabot and Las
PositasHow many?
Source State Chancellors Office MIS/VTEA
Allocation Report AY 2003-04
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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 lt 25 at Chabot 1/2 lt 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 ChabotCommunity Input

• October 2004 Focus Groups
• 26 key community advisors
• Selected Top Strategic Objectives
• Strengthen existing relations with local
  businesses and employers.
• Initiateindustry-educational partnerships in
  response to economic development needs.
• Develop and enhance occupational training to meet
  our students needs.

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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
• Chabots 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,
  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

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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

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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
• 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/Supervisi
  on, 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
• Administration of Justice, Fire Science,
  Occupational Safety and Health
• Visual and Performing Arts
• 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 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

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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 (ROPs or
  Adult Education)
• Credit (CC only) or non-credit
• Oversight
• CA Department of Apprenticeship Standards
• State Chancellors 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 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.

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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

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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
  Carpenters 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 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

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Workforce PreparationFuture Directions (cont.)

• Programs and services must be aligned with the
  states 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 EducationA Living
Example

• Small firm-entrepreneurship and innovation has
  transformed Tri-Valley regions 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/Bus
  iness 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?