Regional Retreat
September 12-13, 2013
Avanté Simmons,
Deputy Sector Navigator
Healthcare Education &
Workforce Development
Is California’s Health Care Workforce ready
for The Patient Protection and Affordable
Care Act (ACA) era?
By 2017, the health care industry is projected to
grow by 23 % in Southern California.
An increasing need for skilled and credentialed
workers will be greater in the Inland Empire region.
ACA provides an unprecedented opportunity
to address health care education, training &
workforce development in the region.
Analysts suggests that job growth in Riverside & San Bernardino Counties will…
CCCCenters For Excellence
Healthcare Information Technology (HMR)
Cardiovascular Technicians
Community Paramedicine EMT enhanced training
Clinical Laboratory Technicians
Medical Assistants
Medical Device Technicians
5
Successful execution will adequately address the following:
1.
2.
3.
4.
5.
6.
Strategic Alignment
Data
Transferability & Articulation of Credit
Evidence based change
Stacked and latticed Credentials
Plan & Implementation
Strategic Alignment
Provides ‘Eligible institutions of higher learning” with funds to “expand and
improve their ability to deliver education and career training programs.”
Data
Future funding will be data driven. Targets the current shortage of workers
in the area of Allied Health/Nursing sectors
Transferability
Specifically targets enhancement of existing programs Transition to
Practice/CNA/Preceptors/HASPI/Professional Development for Educators
Stacked and latticed Credentials
Course Design/Structure will allow successful student transition into
Nursing Allied Health programs, this satisfying the “Stacked or Latticed”
directive of
1)
Provide technical assistance to the IE/D colleges to develop a
minimum of 2 Regional Faculty Learning Councils) with Allied
Health focus utilizing IEBC model
2)
Facilitate a minimum of 3 Healthcare Workforce Initiative
Advisory meetings with healthcare employers and education
providers.
3)
Work collaboratively with the Chair and/or Co-Chairs of the
Regional Consortia to align the needs of sector employers
with the program and curriculum offered by colleges within
the regional consortium.
4) Attend all DRC meetings
5) Facilitate a minimum of 2 Nursing and/or Allied Health
Joint Advisory meetings with industry and education
providers with possible focus on Technical Healthcare
(Informatics) and/or Physical Therapy Assistant
occupations
6) Participate in a minimum of two statewide conferences
such as CCCAOE, COADN, etc
7) Participate in a minimum of 2 statewide and/or regional
meetings/workgroups/ conference calls to discuss Allied
Health standardization ADN-BSN, and CA Action Coalition
projects
1)
Work with employers, industry and labor organizations,
and WIBS within the region to determine gaps in the
workforce;
2)
Promote integration of workforce training and
employment
3)
Compile inventory of nursing and allied health programs
from CC, ROP, SCE in the IE/C Region
4)
Identify skills and accreditations groups of employers
need in new hires
6)
Incumbent Worker training-See Objective 4
7)
Strengthen programs within the sector at regional
colleges and high schools
8)
Collaborate with allied health program Deans/Directors to
provide a minimum of one Clinical Faculty/ Preceptor
workshop in Teaching Strategies, for Nursing, and/or Allied
Health.
9)
Work with colleges to market and deliver credential
programs
Direction
Identify the support I will need and who will provide it
Establishing a multi-stakeholder Workforce Advisory Committee
Engagement


Consider elements of the existing framework established
by the HWI
Supporting the development of training programs
Implementation


Engage companies and other community stakeholders
In Industry input into curriculum and program
development
1)
Collaborate with IE/D, Faculty Collaboratives, HWI Advisory
group, Industry partners to prioritize which allied health
programs need alignment and/or curriculum revision
2)
Collaborate with CC and ROP program Deans and Directors
to access the Saddleback College Allied Health Readiness
Program for creativeness in Region F.
3)
Provide faculty assistance in the development of
curriculum/articulation in identified areas of Allied
Healthcare Education needs.
4)
Professional Development (See 2.8)
1)
Provide technical assistance to colleges, CC Nursing programs
Deans/Directors, and Faculty to create a fee-based
Ambulatory Care RN program (at least one CC.)
2)
Provide technical assistance to Deans/Directors, Faculty and
Community Education staff to increate a Personal Care Aide
fee-based program at least one CC.
3)
Leadership: Examining strategies for the transition of the
current nursing and allied health workforce into leadership
pathways
1)
Develop a “train-the-trainer” session to provide potential
instructors with Standard Learning Theory Principles to meet
regional Healthcare Education needs. (January 2014)
2)
Develop a Preceptor Instructor Pilot program to introduce and
promote regionally
3)
Provide at least one New Grad Transition to Practice (T2P)
program as unpaid internships in collaboration with IE/D Nursing
programs and industry partners
4)
Provide Nursing Certification review courses in collaboration
with local professional organizations for incumbent workers as
needed

Focus

Informing faculty and departments at community
colleges

Support in following guidelines to create curriculum
for high school and college transferability

Target % incumbent workers and students requiring
an industry recognized credential
Implementation




Expand/Enhance existing courses
Deliver in-demand certificates and credentials
Professional development workshops
Distribute learning modules for completed Pilot projects
Tracking



Review the work plan on a regular basis to determine how
progression in terms of schedule and budget
Continue to assess progress /students surveys/
questionnaires/project reports
Utilize data systems to track student/program progress
•
Launchboard
•
Collaborate with SN and regional
DSNs to develop internal data
collection system for activities until
statewide system is available
•
Collect data for Work plan activities
related to fee-base and not-forcredit offerings by collaborating with
local WIBS CVEP and COE
•
Act in the best interest of all Consortium members
•
Responsible for the timely distribution of funds to
participating Community Colleges/Intermediaries
•
Actively participate in regional collaboration
•
Responsible for all reporting throughout the
duration of the Grant period, including submission
of Deliverables.
Recommendations on how proposed activities can help
you achieve your goals ???
Contact Avante at:
College of the Desert
43500 Monterey Avenue
Palm Desert, CA 92260
760-636-7945
Avantesimmons@collegeofthedesert.edu
Ken Eaves
Advanced Manufacturing
Chaffey College
Is this how
employers see you?
The Facts
The Inland Empire is home
to 5,160 manufacturing
firms.
The Facts
Manufacturing firms
employ over 97,000
people in the region.
The Facts
Job growth in the sector across the
state added over 15,400 jobs in 2011
led by firms in computers,
electronics, metal and machinery
product manufacturing the latter two
are strongly represented in the Inland
Empire.
The Facts
Revenue generated by the
sector in the region in 2010
was between $26 and $50
billion.
The Facts
Average 2011 sector earnings per
worker were $90,935, compared to
an average median household
income of $57,109 (U.S. Census
Quick Facts, 2012).
“Eighty-three percent of the companies
indicate a moderate to severe shortage of
skilled production workers and 69% of
companies expect this shortage to worsen
over the next three to five years (Deloitte and
The Manufacturing Institute, 2011).
Supply and Demand gaps
Manufacturing jobs in the Inland
Empire are growing, but employers
report difficulty in finding qualified
employees to fill their job
openings.
Supply and Demand gaps
Today’s manufacturing operations are
technologically advanced and highly
efficient resulting in a need to also
train incumbent workers to upgrade
their skill sets.
Supply and Demand gaps
Manufacturing is no longer
the tedious, dirty factory
work of the past.
Supply and Demand gaps
Many functions are now
performed by technologically
advanced computer systems and
robots which require highly
technical skills to operate,
maintain and repair.
Supply and Demand gaps
The changing nature of
manufacturing work is making
it harder for talent to keep up
Supply and Demand gaps
The hardest jobs to fill are those that
have the biggest impact on performance.
Shortages in skilled production jobs are taking
their toll on manufacturers’ ability to expand
operations, drive innovation, and improve
productivity.
Supply and Demand gaps
Pending retirements of the aging
Baby Boomer workforce will
further compound the worker
shortage.
Objective 1
The Deputy Navigator will work
collaboratively in a network
comprised of the statewide Sector Navigator
and other Deputy Navigators within
the advanced manufacturing sector and work
with key stakeholders within the
Inland Empire.
The Plan
 Statewide
 Adoption
Collaboration
of Best Practices
 Accountability-based
Performance
Objective 2
The Deputy Navigator will work
with employers, industry and labor
organizations and WIBs within the
region.
The Plan
 Determine Skill Gaps.
 Strengthen Programs with the Sector at
Regional Colleges
 Promote Opportunities for Contract
Education and Faculty Professional
Growth
Objective 3
Identify and prioritize skill
gaps within the workforce
and develop strategies for
implementation
The Plan
Priority occupations and skill gaps identified

Convene a skills panel

Convene faculty, division chairs and deans
Perform thorough evaluations of all credit based and non-credit based
certificates
Create a consistent framework which on which to reimagine existing
programs and provide a model for the development of new initiatives.
Create a suite of programs addressing the varied need of our industry
partners which also conform to nationally recognized certifications.
Develop stratified levels which align with industry promotion scales, each
level progressing and building on previously acquired skills.
Align courses and certifications





Objective 4
The Deputy Sector Navigator will work
with K-12, community colleges, 4-year
colleges, and industry to develop and
implement courses and certificate and
degree programs to train incumbent
workers and insure there is pipeline of
skilled workers ready to meet the
demand.
The Plan

Work with the workforce development specialists from
both counties Workforce Investment Boards, organized
labor and professional trade associations

Develop and offer customized training in modules that
bridge to credit curriculum throughout the Inland
Empire.

Post training schedules/calendars on the Inland
Empire/Desert Region website to ensure access to all
interested parties.
Objective 5
Support sector partnerships through the
collection and reporting of data on all
required accountability measures working
with common metrics and accountability
measures working with the statewide
LaunchBoard initiatives.
The Plan





Responsible for all collection and reporting of data
Participate in all state-wide sector navigator activities.
Engage in collaborative work with other Deputy
Navigators throughout the state
Assist with regional curriculum assessment and review
including assessment of existing curriculum for both
entry-level and incumbent workers within the industry
sector.
Work with the Sector Navigators and other state-wide
Deputy Sector Navigators to develop a series of best
practices.
QUESTIONS?
Lily Wong
California Centers for
International Trade Development
(CITD)
Global Trade in the Region



24th nationwide in export-supported jobs
Export-related jobs
11.5% per year (avg. 8.7%)
Manufacturing & Logistics industries…


= 21% of private-sector employment and
= 26% of wages
Key Export Categories
 Computers
and electronic products
 Transportation equipment
 Machinery manufactures
 Miscellaneous manufactures
 Chemicals
Trade & transportation = 340,000 jobs
Responding to the Need
Expose
Engage
Enhance
Expand
Regional Goals
1.
2.
3.
4.
5.
Expose youth in middle and high schools
Engage the business community
Engage students and incumbent workers
Enhance colleges’ ability to respond
Expand the economy and jobs
Strategies
1.
Engaging middle and high schools in
international trade

2.
Target – Reaching 200 to 300 youth
Engage companies and other community
stakeholders

Target – Industry input into curriculum and
program development
Strategies cont’d
3.
Deliver in-demand certificates and credentials

4.
Target - 70 incumbent workers/students acquire
an industry recognized credential
Expand the number of international business
courses or infuse global content into existing
courses

Infuse global trade and logistics content into at
least 10 courses, and serve 600 students per year
Strategies cont’d
5.
Prepare companies to participate and
facilitate participation in international
business events

Target – Help companies enter exporting or
expand into new markets, and support $2 million
in export outcomes
How Can the DRC Assist the DSNs?
Integrating curriculum and opportunities into
middle through high school
 Informing faculty and departments at
community colleges
 Support in following guidelines to create
curriculum for middle through high school and
college

Annual Workplan Objective 1.0
1.
2.
3.
4.
Identify needs of employers through surveys and
expert panels -> Alignment of skillsets
Borrow/create curriculum to address employers
needs
Work with employers to hire students, interns,
paid positions, etc.
Work with faculty on creating hands-on-learning
projects to infuse into new and current curriculum
Annual Workplan Objective 2.0
1.
2.
3.
4.
5.
Segment market to identify groups of employers
and potential to benefit from GT&L support
Identify skills and accreditations groups of
employers need in new hires
Work with colleges to market and deliver
credential programs
Expose students to seminars from experts in
global trade
Work with high schools to establish an
international trade academy
Annual Workplan Objective 3.0
1.
2.
3.
4.
5.
Work with WIB, ETP, State Dept. of Ed., and
Employment Development Dept. to develop course
content
Work with faculty to infuse or launch new courses in
global trade
Develop a Knowledge Community to support ideas,
resources, curriculum, news, etc.
Identify speakers/trainers for credential/certificate
courses, both on-line and in-person
Develop standardized final assessments for students
before the credentialing exam or final project
Annual Workplan Objective 4.0
1.
2.
Connect employers to economic development
services offered at colleges
Prepare companies to participate and
facilitate participation in international
business events (domestic and abroad)
Annual Workplan Objective 5.0
1.
2.
Engage employers to use Knowledge
Community to collect statistics, feedback, and
results
Create database in Knowledge Community to
collect information from faculty and
stakeholders
Can you help share my contact info?
Please help us to identify faculty or businesses in global trade and send them
our way.
If you hear of any colleges, presidents, or faculty that are talking about global
business, please send them our way too 
Contact Lily at:
Lily Wong
152 E. 6th St, Corona, CA 92879
California Centers for International Trade Development (CITD)
Lily.Wong@rccd.edu
951-571-6443
James Johnson
Small Business
Victor Valley College
Small Business in the Region


10.9% regional unemployment; compared to 9.3%
for State and 7.3% for the nation.
99.1% of firms are defined as small business





499 or less employees
61.8% employ 1-99
Small Business is a major economic driver
Micro-Business (1-5 employees) is on the rise
Small Business spans across clusters
Key Regional SB Stats
2,649 more businesses added in Q3 2011
 8,138 more employees added in Q3 2011
 20% of regional businesses plan to expand in the next
12 months
 1.3% per capita income rise from 2010-2011
 27% decline in regional consumer confidence from
2007-2012

Key Regional Job Stats: 2010-2020

Educational Requirements (Avg. Annual Job Openings)




Top 3 Median Hourly Wages: $9.50-$12 (62,960 Jobs; Largest)







Retail Sales
Cashiers
Freight Laborers & Material Movers
Top 3 Median Hourly Wages: $9.50-$12 (19,850 Jobs; Fastest)


HS Diploma or Less: 38,880
Bachelor’s: 5,640
Associate’s: 2,240
Personal Care Aides
Home Health Aides
Freight Laborers & Material Movers
Education, Health Care, Social Assistance, and Retail Trade
comprise the majority of job growth at 36.6%.
Manufacturing represents the smallest growth cluster at 1.7%.
Total Jobs Added/Created = 505,000
Responding to the Need
Regional Goals
1.
2.
3.
4.
5.
Expose high school & college entrepreneurs to
small business opportunities
Engage the small business community
Engage students and incumbent workers
Enhance colleges’ ability to respond
Expand the economy and jobs
Strategies
1.
Engage budding entrepreneurs


2.
Target – Reach 200 HS business students through
ROP/C & business programs
Target – Increase articulation by 50 courses
Engage small business & community
leadership

Target – Industry input into curriculum and
program development
Strategies cont’d
3.
Deliver business development programs


4.
Target - Reach 300 business professionals
Target – 6 new contract courses geared toward SB
Expand the number of small business courses

Target – 15 small business owners complete 30
hours facilitated discussion for curriculum
alignment
Strategies cont’d
5.
Prepare faculty to participate and facilitate
participation in business events


Target - 300 small business professionals will
each receive 7 hours of training;
Target - Minimum 10 college faculty exposed to
labor market needs
How Can the DRC Assist the DSNs?
Integrating curriculum and opportunities into high
school business programs
 Informing faculty and departments at community
colleges
 Serve as source of regional information on
industry credentials
 Assist in DSN outreach efforts
 Support in creating pathways and articulation
agreements for high school and college

Annual Workplan Objective 1.0

Identify Gaps
 Small
Business/Entrepreneur curriculum
 Stackable
Credentials
 Degree Track
 Certificates
 Curriculum
 COD
 ROP
 Site
Visits
Inventory
Annual Workplan Objective 2.0

SB Needs Assessment
 What
Defines a “Qualified” Workforce?
 COE Regional Study
Champion Mini-Grants: Articulation &
Alignment
 Champion Mini-Grants: Entrepreneurial
Excellence

Annual Workplan Objective 3.0
3.1
• Develop Regional Curriculum Templates and
Pathway Models for Small Business Sector
• Coordinate 4 one-day curriculum
Development and Alignment workshops
3.1.1
• Facilitate one three-day workshop to finalize
3.1.2 curricular design
Annual Workplan Objective 4.0

Facilitate four regional Small Business Forums

Chaffey Model


300 small business professionals will each receive 7 hours of training; minimum
10 college faculty exposed to labor market needs
Host Six Advisory Meetings
All DRC Colleges
 15 Small Business owners/employees from across the
Region to complete 30 hours of facilitated discussions
with the goal of Business Curriculum Alignment

Annual Workplan Objective 5.0
Develop common metrics and accountability
measures for regional efforts
 Update and Revise Regional CTE Industry
Cluster Catalogue

How can we support your efforts?
James Johnson
Small Business DSN
Victor Valley College
18422 Bear Valley Road
Victorville, California 92395
James.Johnson@vvc.edu
760.221.3237
Larry McLaughlin
Advanced Transportation &
Renewables Sector
AT&R Sector Description
SECTOR DESCRIPTION
The Advanced Transportation and Renewables Sector represents two industries
that are extremely important to the future of California, advanced transportation
and renewable energy. The clean energy technologies being developed and
marketed in this sector are becoming a critical part of the State’s strategy for
reducing our impact on climate as well as growing a green economy. California
has always been a world leader in clean energy technologies, but to maintain our
leadership, a superior workforce skilled for these rapidly changing technologies
must exist. The Chancellor’s Office is working in partnership with community
colleges, public schools, private industry, labor, economic development
organizations, and workforce development agencies to invest in the growth of this
sector. It has identified key talent to bring these stakeholders together and better
align CTE programs with industry needs. Ensuring that California has a highly
skilled, clean energy workforce is the goal of the Advanced Transportation and
Renewables Sector and the focus of its state-level Sector Navigator and Regional
Sector Navigators.
AT&R Growth in the Region
DISTRIBUTED & UTILITY-SCALE SOLAR

A Centers of Excellence environmental scan titled The Solar Industry &
Occupations: Distributed and Utility-scale Generation (February 2012),
predicts that solar projects to be built in this region over the next five years
will produce 5921 Megawatts of clean electric power. According to the study,
about two construction jobs will be created for every planned megawatt in a
utility-scale solar project, which totals 11,842 jobs during construction.

A study conducted by the Coachella Valley Economic Partnership under
contract with COD’s Workforce Innovation Partnerships grant (June 2012),
used job creation data gathered from similarly-built utility-scale renewable
energy projects across the country to better assess job creation potential of
projects planned in the region. The study estimates that 40,000 construction
jobs and more than 4,000 permanent positions will be created in San
Bernardino, Riverside, and Imperial County.
AT&R Growth in the Region
SMALL-SCALE COMMERCIAL AND RESIDENTIAL SOLAR

The Centers for Excellence study mentioned above (February 2012) states
that distributed generation is expected see the greatest growth. Nearly 2000
firms specialize in the installation, manufacturing, and distribution of these
systems and are expected to add 8,000 to 10,000 new installation jobs by
2015.

A report issued from the Governor’s Conference on Local Renewable Energy
titled, “California’s Transition to Local Renewable Energy: 12,000 Megawatts
By 2020” (June 7, 2012) states that while large energy projects (20 to 1,000
megawatts) are enabling California to make large strides toward the 33
percent Renewable Portfolio Standard goal, “just as important to that effort
are the thousands of smaller, local renewable energy systems (1 kilowatt to
20 megawatts) that Californians are building in their communities.”
AT&R Growth in the Region
ATERNATIVE FUEL AND ELECTRIC VEHICLES

The City of Riverside was recently named the “Number 1 Government Green
Fleet in the United States” at the 2012 Green Fleet Conference. It deploys 550
vehicles operating on compressed natural gas, electricity, or other fuel
alternatives.

Ryder Trucks announced that it received $38.7 million from the U.S. Dept. of
Energy and the California Energy Commission to replace the majority of its local
fleet with natural gas vehicles.

The Department of Energy awarded $1 million in December to the South Coast
Air Quality Management District for the “Community Readiness and Planning
for Plug-In Electric Vehicles and Charging Infrastructure” project.

The California Energy Commission approved more than $17 million in funding
that will be used to support clean transportation projects in the state. Some of
these funds will affect fleet operations in the Inland Empire, including
CALSTART Inc., $3.52 million. The funds are targeted toward expansion of the
California CLEAN Truck Demonstration Program.
AT&R Growth in the Region
UTILITY-SCALE WIND ENERGY

Wind energy growth planned in the Tehachapi area and the upgrading of old
turbines to new in Palm Springs are creating the need for skilled technicians
in our region. The California Independent System Operator Corporation (ISO),
the state’s primary operator for its high-voltage network, reported on April 7,
2013 that California’s wind energy production levels reached a new all-time
high of 4,196 megawatts (MW).
Key AT&R Categories For Our Region









Utility-scale solar energy
Residential and distributed commercial solar energy
Heavy and light-duty CNG and LNG vehicles
Light-duty electric vehicles and charging systems
Energy entrepreneurship
Battery/storage systems
Renewable and energy efficiency technology
interface
Wind energy systems
Advanced rail and aviation technologies
Responding to the Need
Expose
Engage
Enhance
Expand
Annual Workplan Objective 1.0
1.1 Working with Statewide Sector Navigator, Chair of the Regional Consortium, and the regional
colleges, establish collaboration at the onset of this project, initiating discussion and planning
regarding the needs of employers and aligning programs and curriculum with sector needs.
1.2 Integrate existing community networks, industry associations, constituent partnerships, public
and private agencies, and other sector stakeholders developed through related college programs.
1.3 Conduct region-wide program and curriculum assessment to determine what programs,
courses, faculty expertise, and instructional resources exist to serve the industry sector. This
database will be referred to as the Sector Program Inventory.
1.4 Review data with Statewide Sector Navigator and the other Deputy Sector Navigators to inform
strategies at the state level.
1.5 Update and report out regional sector program, course, and resource database to the Regional
Consortium on a periodic basis.
1.6 Working with the Centers of Excellence for Labor Market Research, establish a “repository” for
regional industry and labor market data (sector-specific).
Annual Workplan Objective 1.0
1.7 Establish a regional advisory group for the adv. transportation sub-sector, consisting of public
and private fleet operators, manufacturers, dealerships, college program representatives,
workforce development representatives.
1.8 Establish a regional advisory group for the renewable energy sub-sector, consisting of largescale, commercial, and residential integrators, contractors, manufacturers, labor unions, college
program representatives, and workforce development representatives.
1.9 Travel required by grant per RFA, including:

State Sector Advisory meetings

Regional Consortium meetings

EdPac

Quarterly meetings for Deputy Sector navigators

CCCAOE

Site visits to businesses

Site visits to regional colleges

Industry conferences
Annual Workplan Objective 2.0
2.1 Working collaboratively with employers, industry and labor organizations, and Workforce
Investment Boards, determine the skill/education levels, certificates, industry-recognized
credentials, and appropriate program, course, and delivery strategies needed to align programs
with employer needs.
2.2 Form skills panels to review and enhance curriculum, or design new curriculum, based on the
need for better program alignment.
2.3 Acquire a national database with California subsets containing advanced transportation and
energy industry intelligence to inform curriculum alignment and maximize program enrollment. In
addition to company intelligence, project details, contractors, service providers, and executive
contacts will be used to expand sector outreach and industry involvement.
2.4 Update the Renewable Energy Labor Forecast (RELF) tool developed by COD and Coachella
Valley Economic Partnership under a recent Workforce Innovation Partnership grant.
Annual Workplan Objective 2.0
2.5 Sponsor incumbent worker training for regional college programs involved with sector growth
and skill development per SB 1402 in either advanced transportation or renewable energy based
on identified needs.
2.6 Collaborating with business and labor partners, and in cooperation with the region’s WIBs,
identify and refer contract education opportunities to consortium colleges. The Deputy Sector
Navigator will work with consortium colleges to address skill gaps, integrate workforce training
and employment, and meet incumbent worker needs.
2.7 Represent the Regional Consortium in a statewide subcommittee consisting of Statewide
Sector Navigators and Deputy Sector Navigators, assembled based on funding opportunities and
potential for cross-sector collaboration, to review and pursue outside funding
Annual Workplan Objective 3.0
3.1 Work collaboratively with the Statewide Sector navigator, Deans, Chairs and faculty at regional
colleges, industry sector and labor representatives, and the regional workforce development
agencies to define a system of stackable credentials and concomitant career lattices to clearly
define education and training options that will aid with employment and advancement.
3.2 The Deputy Sector Navigator will coordinate with and assist in organizing an energy industry
skills panel six months into the grant. This skills panel is planned and scheduled through the CTE
Community Collaborative grant previously awarded to San Bernardino colleges.
3.3 The Deputy Sector Navigator will expand an effective partnership model established by the
Coachella Valley Economic Partnership (CVEP) and COD/ATTE to other areas of the region. This
partnership is successfully integrating career pathway development with data-driven strategies for
preparing middle school and high school students for careers in advanced transportation and
renewable energy.
Annual Workplan Objective 3.0
3.4 Conduct professional development on advanced transportation and renewable energy
science and technology topics for high school teachers in the region.
3.5 Conduct professional development in sector-related career awareness for middle school
teachers in the region.
3.6 Conduct professional development for college faculty teaching advanced transportation or
renewable energy subjects in the region to update them on developments in the industry sector
and provide additions or enhancements to their curriculum.
Annual Workplan Objective 4.0
4.1 Working collaboratively with faculty, Deans, and Chairs with programs related to the industry
sector, this project will seek to solve a complex problem, which is serving a dispersed student
population within a large geographic region. This activity will seek to fill gaps in content at one
institution with the course content of another institution by utilizing distance learning technologies
and methods. The goal will be to increase attainment of industry-recognized certificates by
providing greater access to community college and high school career technical education
programs where interested students are dispersed or in areas that are underserved.
4.2 Serve as a regional workforce systems integrator by leveraging funding to contract with
colleges to train incumbent workers in the industry sector. The objective of this training will be to
enable workers to become more competitive, increase competency, and facilitate career pathways
to economic self-sufficiency through credit, non-credit and contract education.
4.3 Maintain communication and effective partnership relations with businesses, labor
organizations, and industry associations to better determine needs and broker a response for
technical assistance and incumbent worker training that supports sector economic growth.
4.4 Maintain communication with other deputy sector navigators in region to determine
appropriate points for cross-collaboration.
Annual Workplan Objective 5.0
5.1 The common metrics and accountability measures of the Doing What Matters framework will
be adopted and applied to all project outcomes.
5.2 Participate in workshops, seminar/webinars on common accountability-based performance
metrics conducted by Statewide Sector Navigator.
5.3 Prepare reports showing common metrics on project activities for Consortium, Statewide
Sector Navigator, and Grant Monitor.
Annual Workplan Objective 5.0
6.1 Participate in meetings with the Statewide Sector Navigator, other AT&R Deputy Sector
Navigators, and all participating faculty, Deans and administrators in the sector area as required
for coordination and future planning.
6.2 A follow-up session will be provided for Deputy Sector Navigators to present an initial
planning draft to the Consortia and the Sector Navigator.
6.3 Host a meeting with the Statewide Sector Navigator and proposed sector advisory groups for
this region to discuss defining needs, tasks, and requirements for college, high school, ROCP,
middle school, and other stakeholders.
6.4 Produce a flexible 5-year timeline focusing on the transition from “emerging” to a “priority”
regional sector.
How Can the DRC Assist the DSNs?





Support in creating and conducting advisories
Assistance with informing college faculty and departments of
industry needs; enhancing curricula to better align with needs
Support in creating pathways and articulation agreements for
middle school through high school and college
Integration of do-able industry recognized credentials
Faculty participation in distance learning delivery for selected
programs
How can we support your efforts?
Please tell us how the proposed activities can help you achieve
your goals.
Contact:
Larry McLaughlin
AT&R Deputy Sector Navigator
43-500 Monterey Ave.
College of the Desert
Palm Desert, CA 92260
lmclaughlin@collegeofthedesert.edu
760-773-2595
Albert R. Maniaol,
Deputy Sector Navigator
Information and Communication
Technologies (ICT)/ Digital
Media
Information and Communication Technologies
(ICT)/Digital Media Sector
*The Information and Communications Technologies (ICT)/Digital Media
sector encompasses all rapidly emerging, evolving, and converging
computer, software, networking, telecommunications, Internet,
programming, information systems and digital media technologies. It is
an umbrella term that includes many different competing subset
terminologies. ICT is a comprehensive framework for organizing these
inter-related, interdependent, and rapidly changing technologies and
high-tech fields and for organizing the ICT workforce, which spans across
organizations of all sizes and in all industries. The ICT term and
framework are widely used outside the U.S., by institutions including the
United Nations, the European Union, World Bank, International
Telecommunications Union, and others. ICT is recognized in many global
economies as a strategically important industry and employment sector
that is a major driver of economic growth.
*www.mpict.org
Regional Overview and Projection*
The Desert/Inland Empire Region consists of 13
community colleges and 2 Districts
 There were at least 19,583 ICT industry
employment in 2012 with a 3-year projected
change of 1,647 (8.4%)
 There were approx. 76,645 total Occupational
Employment in 2012 with a projected increase of
6,653 (3.6%) by 2015

*Source: EMSI, Inc.
Timeframe: 2012 - 2015
The ICT/Digital Media Sector Team

Statewide Sector Navigator
Stephen Wright

Regional Deputy Sector Navigators
Myron Curtis, Region A – Greater Sacramento
Olivia Davalos, Region B – Northern California
Dennis Mohle, Central Valley
Paula Hodge, South Central Coast
Rose LaMuraglia, San Diego/Imperial
Albert Maniaol, Desert/Inland Empire
Dan Watanabe, Los Angeles County
Gustavo Chamorro, Orange County
The Statewide ICT/Digital Media Sector Team
Regional Team Members

Desert Regional Consortium
Julie Pehkonen, Chair






Workforce Investment Boards
ICT/DM related industries/employers
Chambers of Commerce
ICT/DM professional, labor and trade
organizations
Proposed Regional ICT/DM Collaborative Group
Other stakeholders
Purpose

To alleviate the growing deficit of qualified
employees
for
the
Information
and
Communication Technologies/Digital Media
(ICT/DM) workforce.

Establish clearly defined and consistent
academic pathways from middle school to
college that may lead to careers in the ICT/DM
related fields.
Objective #1:

To work collaboratively with the ICT/Digital
Media Sector Navigator, other Regional ICT/DM
Deputy Sector Navigators, Chair and Co-Chair of
the our Regional Consortium and appropriate
community colleges’ deans and faculty in
enhancing and strengthening the ICT/DM
related curriculums and programs and align
them with the technological advancements and
needs of the employers.
Objective #2:

To promote and support the regional
ICT/Digital Media sector by collaborating with
regional employers, industry and labor
organizations and the Workforce Investment
Boards to identify workforce gaps, integrate
workforce
training
and
employment,
strengthen sector programs, promote career
pathways,
opportunities
for
contract
education and professional growth for the
faculty.
Objective #3:

To identify the gaps within the ICT/Digital
Media workforce, prioritize and strategize
using funds available from the Economic
and Workforce Development Program
(SB 1402) and the Career Technical
Education Pathways Program (SB1070).
Objective #4:

To work with representatives of business, labor,
and professional trade associations to develop
and implement ICT/Digital Media related
courses and programs to train regional
incumbent workers to become more
competitive in their region’s labor market,
increase competency, and identify career
pathways to economic self-sufficiency.
Objective #5:

To provide technical assistance and logistical
support in the collection and reporting of
common
metrics
and
accountability
measures and aligning them with the
statewide LaunchBoard Initiative.
Program Activity Highlights (Preliminary)
Perform ICT/Digital Media Course and Program
Inventory at each member college
 Obtain various Labor Market Information to
identify in-demand skills/jobs within the region
 Visit each campus to determine local needs
and job demands in their respective area
 Establish a regional ICT/Digital Media
Collaborative Advisory Group

Program Activity Highlights (Preliminary)
Create “Curriculum Support Team”
 Conduct regional round-table meetings
 Provide Professional Development trainings for
faculty
 Develop and offer incumbent worker trainings
 Provide mini-funding for curriculum and
program development and enhancements

Program Activity Highlights (Preliminary)




Create industry, community, government and faculty
collaborative
Develop articulation of curriculum in career pathways,
career lattices, or in a system of stackable credentials
Provide seminars and workshops in relevant ICT/Digital
Media topics
Conduct a conference or summit to promote the sector
and showcase regional talents, products and services
How Can the DRC Assist the DSNs?




Support in the creation and convening of a
regional collaborative advisory group
Dissemination of relevant sector information to
industry partners, college deans and faculty
Assistance in developing career pathways and
articulation agreements for middle school through
high school and college
Provide workshops/trainings in various processes
and procedures (Examples: curriculum/program
approval process, articulation agreements, etc…)
Outcomes

The key outcomes are measured by moving the
Needle of Student Success in the ICT/Digital
Media sector within our region.
Resources
“Doing What Matters for Jobs and the Economy”
website:
http://doingwhatmatters.cccco.edu
Contact Information
Albert R. Maniaol
ICT/Digital Media Deputy Sector Navigator
Desert/Inland Empire Region
amaniaol@sbccd.cc.ca.us
909-382-4074
Hosted at:
San Bernardino Community College District (SBCCD)
114 S. Del Rosa Drive
San Bernardino, CA 92408