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?