Regional Workforce Demands
Maximizing Labor Market Responsiveness
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PresentersChabot 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
ALAMEDA 747,500 18%CONTRA COSTA 373,000 18%Chabot Service Area 153,330 19%Las Positas Service Area 111,280 31%LPC Adjacent
Service Area 53,610 20%
66,020
2005 2015
884,970 137,470439,020
147,360 35,080
182,460 29,130
64,450 10,840
Pct.
Increase
Number of
New Jobs
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Occupational Group NewJobs
ReplacementJobs
TotalJobs
Office and administrative support
11,546 47,701 59,247
Business and financial operations
17,104 9,690 26,794
Healthcare practitioners & technical occupations
14,946 9,165 24,111
Healthcare support 9,822 3,692 13,514
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
Detailed OccupationNumber of new jobs
Percentage growth
Registered Nurses 1,750 19%
Computer Support Specialists 1,110 35%Medical Assistants 610 28%Automotive Techs/Mechanics 590 10%Police & Sheriff's Officers 480 13%Welders, Cutters, Solderers 400 17%
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Occupational Studentsat Chabot and Las Positas
How many?
All Occupational Pct. Occ. DisadvantagedStudents Students Students Occ. Students
Chabot 21,629 10,475 48% 3,002Las Positas 11,049 4,681 42% 683
Source: State Chancellor’s Office MIS/VTEA Allocation Report: AY 2003-04
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Occupational Studentsat 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
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”
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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 StudiesAccounting, 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 ServicesAdministration 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/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 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 systemsBalancing multiple missions California Workforce Development
System: complex and inter-relatedHigh 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+ institutionsConsistent and rapid response to
market changes requires a “nimble” organization
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Responsive Delivery Mechanisms
Moving beyond programs to servicesEmployer 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 ProgramsEmployees 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 ProgramsEmployer 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 programsTimelines:
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 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 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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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
Community-Based Demand on Education:A Living Example
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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?