Regional Workforce Demands
Maximizing Labor Market
Responsiveness
Presenters
 Chabot



Ron Taylor, Vice President, Academic Services
Tom Clark, Dean of Applied Technology and
Business
Carolyn Arnold, Coordinator, Institutional
Research & Grants
 Las



College:
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
2
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
3
Sources of Data on
Employment Demand and Projections

State, Region, and Counties



Alameda County


LMI: Labor Market Information from CA EDD
ABAG: Association of Bay Area Governments
CC Benefits Strategic Planner Tool (in District)
Region and Local Service Area Cities



ABAG
Community Advisory Groups
Special Community Surveys/focus groups
4
Local Job Growth & Demand
Projected Total Jobs 2005 to 2015
ALAMEDA
CONTRA COSTA
Chabot Service Area
Las Positas
Service Area
LPC Adjacent
Service Area
Number of
Pct.
New Jobs Increase
2005
2015
747,500
373,000
153,330
884,970
439,020
182,460
137,470
66,020
29,130
18%
18%
19%
111,280
147,360
35,080
31%
53,610
64,450
10,840
20%
Source: Association of Bay Area Governments (ABAG) Projections 2005
5
Alameda County: Selected Occupational Groups
with Highest Projected Growth: 2005- 2015
Occupational Group
Office and
administrative support
Business and
financial operations
Healthcare practitioners &
technical occupations
Healthcare support
New
Jobs
Replacement
Jobs
Total
Jobs
11,546
47,701
59,247
17,104
9,690
26,794
14,946
9,165
24,111
9,822
3,692
13,514
Source: CC Benefits Strategic Planner Tool
6
Alameda County: Selected Detailed Occupations
requiring AA/AS degree or occupational training
with Fastest Projected Growth: 2001-2008
Detailed Occupation
Registered Nurses
Computer Support Specialists
Medical Assistants
Automotive Techs/Mechanics
Police & Sheriff's Officers
Welders, Cutters, Solderers
Number of
new jobs
1,750
Percentage
growth
19%
1,110
610
590
480
400
35%
28%
10%
13%
17%
Source: State of California EDD Employment Projections
7
Occupational Students
at Chabot and Las Positas
How many?
All
Occupational Pct. Occ. Disadvantaged
Students Students
Students Occ. Students
Chabot
21,629
10,475
48%
3,002
Las Positas 11,049
4,681
42%
683
Source: State Chancellor’s Office MIS/VTEA Allocation Report: AY 2003-04
8
Occupational Students
at 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.
10
Occupational Programs at Chabot
Community Input

October 2004 Surveys


General praise for our occupational
programs



Local Rotary, Business Groups, Advisory
Committees, Community Advisors
“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”
11
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
12
Chabot College
Current Range of Programs (cont.)

Information Technologies, Media,
Communications
Journalism, Mass Communication, Applied
Photography, Graphic Art and Design, SpeechLanguage Pathology

Health and Public Services
Administration of Justice, Emergency Medical
Services, Fire Technology, Health Information
Technologies, Dental, Nursing, Medical Assisting,
Fitness, Early Childhood Development
13
Chabot College
New 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
14
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
15
Las Positas College
Range of Workforce Programs

Applied Technology


Automotive Technology


Design Technology, Electronics, Laser Tech,
Vacuum Tech, Industrial Tech, Welding
Automotive Electronics, Automotive Service
Technician, Smog Certification, General Motors
and Isuzu Regional Training Center
Business Studies

Accounting, Entrepreneurship,
Management/Supervision, Marketing, exploring
Micro-Business
16
Las Positas Programs (cont.)

Computing Studies

Information Systems, Networking/Cisco, Computer
Science, Application Programming, Web
Programming

Early Childhood Development

Public Health and Safety


Visual and Performing Arts


Administration of Justice, Fire Science,
Occupational Safety and Health
Interior Design, Photography, Visual
Communications, Theater, Music
Viticulture, Enology and Horticulture
17
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
18
Challenges in Responding
to Workforce Needs (cont.)
 Funding
 Unique
and staffing complexities
challenges in administration
 Integration
with K-12 and 4+ institutions
 Consistent
and rapid response to
market changes requires a “nimble”
organization
19
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
20
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
21
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
22
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
23
Apprenticeship Programs
 Employer
Sponsor types
 Single
employer
 Employer associations
 Labor/management associations
 Funding:
 $12,729,000
State Budget 04-05
24
Apprenticeship Programs
Typical 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.
25
Apprenticeship Programs
Challenges
 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
26
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
27
Workforce Preparation
Future 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
28
Workforce Preparation
Future 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
29
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
30
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
32
Discussion
and
Questions?
33