Manufacturing Workforce
Development in the
Northeast Economic
Development Region of
Illinois
A Pilot Project Evaluation Report
December 2007
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Table of Contents
Executive Summary.........................................................................................3
Results ........................................................................................................5
About the Chamber......................................................................................6
About “Innovate Now!” ................................................................................6
About the Project.........................................................................................7
About the Workforce Boards of Metropolitan Chicago .....................................8
About the Researcher ..................................................................................9
The Goals ..................................................................................................... 12
The North East Economic Development Region Manufacturing Projects ............ 16
Innovation in the Evaluation Process ........................................................... 19
The Evaluation & Technical Assistance Plan:................................................ 21
The Human Capital Wheel .......................................................................... 22
CSSI Manufacturing Project Best Practices................................................... 24
Project Details .............................................................................................. 29
Project # NE 26 - Transportation, Warehousing & Logistics ........................ 29
Project # NE 32 - Accelerated Training – CNC Machine Tool Operation ........ 33
Project # NE 33 - Hispanics in Advanced Manufacturing ............................... 39
Project # NE 34 – College Skills for Success: Implementing an Industry
Partnership Program for Incumbent Workers ............................................... 43
Project # NE 35 - Skills for Success Bridge Program..................................... 48
Project # NE 36 - CSSI Manufacturing Solution............................................ 51
Project # NE 37 - Manufacturing “Plus” Success .......................................... 55
Project # NE 38 - Manufacturing Skills Development Program ...................... 59
Project # NE 39 - Upgrading Integrated Systems Technology Skills of
Incumbent Workers ................................................................................... 63
Project # NE 40 - Addressing Shortages in Manufacturing ............................ 67
Project # NE 41 - CSSI Automotive Manufacturing Project ........................... 71
Project # NE 42 - Solid Surface Manufacturing Training Program .................. 74
Project # NE 44 - Saving Our Core Employment Base: Manufacturing ........... 78
Project # NE 45 - CSSI Manufacturing Solution............................................ 81
Meeting the Needs of the Workforce Provider Community ............................... 84
The Provider Wish List ............................................................................... 85
How Did We Do?........................................................................................... 87
Return on Investment ................................................................................ 88
Recommendations......................................................................................... 90
Appendix A Sample Interview Questions ................................................... 96
Appendix B: Sample Student Survey ........................................................... 97
Appendix C: Sample Employer Survey ........................................................ 98
Appendix D: ............................................................................................ 103
Where Do Growth & Jobs Come From? The Role of Innovation ................... 103
Appendix E: An Excerpt from “What is Appreciative Inquiry?” ................... 106
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Executive Summary
Over the next few years, Northeast Illinois is expected to face annual shortages of more
than 4,100 workers in high demand areas in manufacturing, which, if left unfilled, will
present major challenges to the region’s economic vitality. Through an unprecedented
network of partnerships, the Critical Skill Shortage Initiative (CSSI) aims to build strong
“pipelines” of qualified workers for key industry sectors, so that the employer needs of
tomorrow are being met with targeted training programs today. For the worker this
presents an opportunity to learn skills that will be in demand and provide occupations
that pay livable wages and benefits.
In the Northeast Economic Development Region (EDR) over $1.7 million in Governor’s
Reserve Workforce Investment Act funds was invested to implement creative solutions
aimed at addressing the manufacturing industry’s workforce needs. An additional $2
million in leveraged and redirected resources, consisting of both public and private
funds, were committed to these initiatives.
The 13 manufacturing demonstration projects reviewed were to be administered during a
two year period. While the projects could only have a modest short-term impact on the
industry’s skill shortages, a significant impact could be achieved in the long term through
replication and expansion of successful practices and programs. The projects were also
to serve as a catalyst for increased collaboration of the workforce preparation system
and the manufacturing industry.
This evaluation project was looking for the enablers for improving future outcomes. This
was not a monitoring or compliance exercise. The inquiry was planned so it would be a
useful experience for project directors and partners by emphasizing program strengths,
discussing workarounds for project weaknesses and suggesting resources for increased
effectiveness. We have interviewed all of the Project Directors and have received
feedback from a small proportion of the students and the employers.
The programs taught skills such as welding, Computer Numeric Control, advanced
manufacturing, blueprint reading, composites forming, robot operations, stamping
technologies, Kanban, lean manufacturing, integrated systems maintenance technology
as well as supervisory and management skills
The target audiences were WIA clientele, dislocated workers and incumbent workers.
Some of the programs were “bridge” programs, in that they helped prepare adults who
lack adequate basic skills to enter and succeed in post-secondary education and
training.
Without diminishing the efforts of the incumbent worker and dislocated worker programs,
it was obvious that the bridge programs have a much more difficult row to hoe. This fact
was obvious to the providers who attempted forays into the training of the WIA clientele.
The majority of the providers wished to continue in incumbent worker training rather than
to attempt to provide the necessary support to the WIA clientele.
This creates a serious disconnect from the State’s goals.
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Executive Summary (cont.)
The Human Capital Wheel
Recruiting
Screening
& Selection
Retention
Communication
Comp.&
Benefits
Utilization
Orientation
Training
Copyright Pretty Good Consulting ,Inc. 2007
Looking at the projects through the lens of the Human Capital Development Wheel we
found effective techniques used in most all of the projects. Reporting limitations make it
difficult to link practices to results, nonetheless we can see some obvious distinctions
between the projects that launched successfully and those that failed to get off the
ground.
A customer–centric focus was far more likely to bring success than was a traditional
institutional focus for the community colleges. The success stories were to be found in
those workforce providers who could flex their offerings to fit the needs of both the
learners and the employers.
For the unemployed there is a constant pressure to make ends meet. The concept of
one-year or two year training programs is unfathomable to these people. They need
training vehicles that will allow them to move to income generation rapidly. Examples
such as accelerated curricula and open-entry/open exit training models make a great
deal of sense.
For the employers, the demands for profitability and payroll control led to calls for on-site
or nearby training and the need for tightly focused curricula.
Although this was an “appreciative’ look at these projects we did uncover a serious
negative. The original game plan for CSSI funding called for a three year approach. The
first year was at full funding, the second at 50% and the third as self-funding. The actual
percentage of projects requesting second year funding was miniscule. This was
attributed to what was described as a “hellacious” bureaucracy/reporting environment for
CSSI. It was universally acknowledged that there was easier money available and that
CSSI dollars “weren’t worth it.”
This leaves the State in a tough situation where they are tasked with both insuring
judicious use of public funds and the creation of a high skilled workforce. There needs
to be a balance point of value found on both sides.
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Another concern that we have with the CSSI programs, is that the providers seem to be
targeting the low-hanging fruit. We saw programs initiate with plans for doing hard skill
training but then migrate to focusing on supervisory skill training. Not that there is
anything wrong with doing supervisory skill training but those supervisors are going to
need skilled workers to supervise. Doing the hard skills training seems to be a more
difficult offering for the community colleges to provide.
Similarly, we see the providers moving towards offerings for incumbent workers as
opposed to the unemployed. Although we understand these trends, in the big picture we
feel the State needs to provide more incentives to deal with the harder programs.
Results
The IWIB Manufacturing Task Force Report identified five major issues to address:
1. Image of Manufacturing—Improving the image of manufacturing focusing on the
message that manufacturing is a critical industry in Illinois and that manufacturers must
compete on innovation.
2. K-12 Career Awareness and Guidance—improving the student and parent awareness
of career opportunities in manufacturing and expanding career guidance and
exploration in K-12 schools.
3. Improving Workplace Skills---improving the basic workplace skills of entry level
production workers.
4. Improving Workforce Pipelines—improving the capacity and alignment of the workforce
pipeline including P-20 alignment and integration of leading public-private training
models and credentialing systems.
5. Continuous Learning—Engaging incumbent workers to recognize the need for
continuous learning and training.
Also, the projects were also to serve as a catalyst for increased collaboration of the
workforce preparation system and the manufacturing industry.
Issues 1 & 2 are clearly marketing and will be addressed by the upcoming Manufacturing
Image Campaign from the Chicago Chamber of Commerce. These 14 projects were
focused on issues 3, 4 & 5 and had the opportunity to increase collaboration as well.
As to “Improving Workplace Skills” we’d give the projects a “C-” for the WIA populations.
Although there were exceptions, in general we didn’t see many positive outcomes from
the projects, at least those that resulted in employment for the entry level workers.
For “Improving Workforce Pipelines” we’d give the projects a “C+.” We didn’t witness
much movement towards the alignment of the P-20 system nor the “integration of
leading public-private training models.” We did see some progress toward the utilization
of recognized Skill Standards in the programs but only the Triton program was really
successful in getting their earners certified.
As to “Continuous Learning” and “Increasing Collaboration” the projects would score a
“B+.” We’re not sure of whether the incumbent workers were engaged as opposed to
the employers but either way the programs delivered training to many incumbents with
the preponderance going to educating learners in Supervisory or Management positions.
The projects reinforced the need to link the training providers with the employers via
strong and active “Business Advisory Committees.”
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About the Chamber
The Chicagoland Chamber of Commerce is the regional chamber of commerce for the
six county metropolitan area. The Chamber has IRS 501(c)(6) status as a business
association and has an affiliate Chicagoland Chamber of Commerce Foundation with an
IRS 501(c)(3) status as a charitable organization for the purposes of doing education
and research.
The Chamber’s mission is twofold, first to enhance their members' success through
aggressive programs of advocacy, member benefits and services, and actionable
information and secondly, to make Chicagoland the most business-friendly region in
America.
The chamber works towards its goals in two major ways. First, collaborating to forge
common purpose and create results across the issues affecting the business
community. These issue areas include:

encouraging entrepreneurship and high-growth businesses

supporting education and workforce quality

encouraging workplace initiatives

promoting improvements to the transportation infrastructure

addressing taxation and regulation issues
Second, they work to create an environment that enables businesses in the region to be
successful and grow.
About “Innovate Now!”
“Innovate Now!” is a joint initiative of the Illinois Department of Commerce and Economic
Opportunity (DCEO), the Chicagoland Chamber of Commerce and World Business
Chicago to promote economic growth in Chicagoland, and eventually the entire state, by
encouraging and promoting business innovation.
By showcasing the leading innovators and their strategies and establishing collaborative
networks allowing CEOs, researchers, entrepreneurs, investors and others to share
these strategies it is hoped that all the stakeholders will be inspired to create their own
innovation culture both in their businesses and in Chicagoland.
In January 2007, the Chicagoland Chamber Foundation published “Innovate Now,
Taking Charge of Our Future, Developing a Comprehensive Business-Centered
Approach to Innovation-based Economic Development.”
The report delineated Four Key Strategies for promoting and fostering innovation:
1. Business Innovation Leadership and Capacity
2. Open Collaborative Innovation Networks
3. Innovation Talent
4. Innovation Metrics
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The June 19th 2007 “21st Century Chicagoland Workforce Forum” continued the public
discussion intended to drive the community towards innovation. The forum addressed
the need for a transformation of the current workforce into a new breed of talent in
Illinois, discussing what specific changes are occurring and how the region must react
and collaborate to create the future innovation talent pool. Panels of industry
representatives, academia, workforce boards and government representatives
addressed the following questions:
• What workforce capacities do companies need in order to compete in the 21st
Century global economy?
• How do we respond to the common vision of what is needed and produce a
new breed of talent in Illinois?
• How do we build a P-20 pipeline to support and feed the system as the needs
for talent development change?
In October of 2007 the 2nd Annual Chicagoland Innovation Summit was held. The
Summit brought together influential innovation experts, business executives, academics
and government leaders to discuss innovation and accelerate Chicagoland’s
development as a globally recognized center for innovation.
About the Project
The Chamber received grant 05-674044 from the Illinois Department of Commerce &
Economic Opportunity (DCEO) to provide services using Workforce Investment Act
(WIA) 10% Private Sector Based Training Program funds during calendar year 2007.
The major objective of the grant was to provide technical assistance and support to
regional partners for CSSI Regional Manufacturing Initiatives and the implementation of
the Illinois Workforce Investment Board (IWIB) Manufacturing Task Force
recommendations. The grant activities were to integrate these efforts into “Innovate
Now!” and related efforts including the iBIO Institute and STEM-ED education initiatives
in the Northeast Region and other regions.
This particular project was looking at the CSSI manufacturing projects funded in the
northeast Illinois region (NE IL). DCEO has 13 projects and 11 sub-grantees funded in
NE IL. The projects included bridge programs, incumbent worker programs and capacity
building programs.
DCEO is looking for feedback on how well the projects actually did in responding to the
manufacturers' needs and expectations. What successes have there been? What
obstacles have the providers run into? What changes or enablers would have or could in
the future make the project results better? This was not a monitoring or compliance
exercise. It was a learning effort. The goal was to provide a non-intimidating environment
for the providers, students/trainees and employers so that they could feel comfortable
sharing positive and negative observations and opinions, without fear of adverse
consequences.
It should be noted that although these Pilot Projects were looking for innovation in the
workforce development process there was more process improvement and less
innovation to be found in the outcomes.
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About the Workforce Boards of Metropolitan Chicago
The Workforce Boards of Metropolitan Chicago is a consortium of nine Workforce
Boards covering the City of Chicago, Northern Cook County, South and West Suburban
Cook County, DuPage County, Grundy/Livingston/Kankakee Counties,
Kane/Kendall/DeKalb Counties, Lake County, McHenry County and Will County.
The Workforce Board’s mission and purpose is to drive strategic alliances that advance
the region’s economic vitality. The Workforce Boards link workforce development
activities with economic development activities in order to provide the business sector
with a myriad of employment, training and educational services to support a world-class
workforce.
The Workforce Boards of Metropolitan Chicago are collaborating to build a demanddriven workforce system — a system that can provide quality employees that meet the
needs of business. By building a progressive system of change strategies and initiatives,
the Workforce Boards support a system that ensures continued economic growth of the
region and the state.
Critical Skill Shortages Initiative (CSSI)
As part of a statewide undertaking to strengthen Illinois' system of workforce and
economic development, the Governor's Office and the Department of Economic
Opportunity implemented the Critical Skill Shortages Initiative. The Critical Skill
Shortages Initiative is designed to align regional workforce strategies with economic
development to provide qualified workers for critical skill shortage occupations, and
includes:
 Identification of skill shortage occupations that provide good wages and benefits
in key sectors;
 Examination of both root causes and on-the-job factors that lead to shortages;
 Redirection of existing resources and implementation of strategies to address
these issues.
In the metropolitan Chicago area, the Workforce Boards of Metropolitan Chicago are
responsible for management of this initiative. As a result of a $3 million planning grant
and with the assistance of stakeholders and employers throughout the region, the
following three sectors were researched and analyzed for the purpose of identifying
critical skill shortage needs: healthcare, manufacturing, and transportation, warehousing,
& logistics.
In the second phase of CSSI, the Department of Commerce and Economic Opportunity
awarded grants to the Workforce Boards to support demonstration projects addressing
root causes and implementing solutions that address critical skill shortages in each of
the targeted sectors.
Special thanks goes to Jan Etzkorn, the Regional Coordinator of the Workforce Boards
of Metropolitan Chicago for her help in the preparation of this report.
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About the Researcher
James M. Schultz, M.B.A., C.P.T.
Pretty Good Consulting, Inc.
Phone: 303.671.6658
E: Schultz1@aol.com
Jim graduated from the University of Denver receiving his B.S.B.A. in 1969, with a
specialty in Marketing and Advertising, and an M.B.A. in 1971. Most of Jim’s career was
spent at Walgreens. His responsibilities as Divisional Vice President - Performance
Development covered a wide range of H.R. areas: distance learning, training,
management & executive development, productivity improvement, knowledge
management, human factors engineering, instructional design, systems documentation,
human resource planning, H.R. information systems and media production.
Jim served as President of the Illinois Occupational Skills Standards and Credentialing
Committee, a group working towards standardized and readily recognizable and
transferable job competency designations. He also served on the Illinois Workforce
Investment Board, the Illinois Human Resource Investment Council, & the Illinois Job
Training Partnership Board, all groups counseling the Governor about optimizing the
workforce development programs of the State. Jim co-chaired the IWIB’s Evaluation &
Accountability Committee. Jim also served as Co-Chair for the Illinois Education to
Careers Committee.
Jim is past-president & Honorary Director for Life of the Jewish Vocational Services of
Chicago, a non-sectarian agency providing vocational and rehabilitation services to the
Chicagoland area.
He is a member in good standing of several professional groups: the International
Society for Performance Improvement (ISPI) where he holds a Certified Performance
Technologist (CPT) designation, the American Society for Training & Development
(ASTD), the Society for Human Resource Management (SHRM) and the World Future
Society.
Jim lives in Denver, Colorado where he is President of Pretty Good Consulting, Inc. which
specializes in public & private Workforce Development. Currently, he is serving on the
Boards of the Colorado Human Resource Association and the Front Range Chapter of the
International Society for Performance Improvement.
Acknowledgements
This report has been prepared by Pretty Good Consulting, Inc. in fulfillment of a contract
with the Chicago Chamber of Commerce under contract with the Illinois Department of
Commerce and Economic Opportunity.
The findings and recommendations reflected herein are those of Pretty Good Consulting,
Inc. and do not necessarily reflect the opinions of the Chicago Chamber of Commerce
nor the Department of Commerce and Economic Opportunity.
Questions or comments regarding this report should be directed to Jim Schultz at Pretty
Good Consulting, Inc.
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Background:
In 2003, Governor Blagojevich launched major initiatives to build strong connections
between economic development and workforce development in Illinois.
Governor Blagojevich’s Executive Order 2003-11 consolidated several of Illinois’
workforce training programs into the Department of Commerce and Economic
Opportunity (DCEO), the state’s economic development agency. This was done to help
strengthen Illinois system of workforce and economic development to build a skilled and
globally competitive workforce throughout the State.
DCEO’s mandate is to closely align workforce programs to meet the needs of Illinois’
employers for skilled workers, while ensuring that the populations (including “at-risk”
populations) served by various workforce programs gain access to jobs that lead to
economic self-sufficiency.
The challenge, therefore, is to link economic development initiatives and workforce
programs in such a way as to achieve both of these important goals.
The second initiative the Governor launched was an aggressive regional economic
development initiative called “Opportunity Returns” based on the principle that Illinois
can no longer pursue a “one-size-fits-all” strategy in economic and workforce
development. This initiative is conducted on a regional basis. DCEO, in cooperation with
the Governor’s Office and the Illinois Department of Employment Security (IDES),
designated ten (10) geographic areas of the state as Economic Development Regions
(EDRs). The EDR’s were charged to develop comprehensive regional economic
development plans custom tailored to the needs of each region.
Funding has been made available to the EDRs for the purpose of filling some of the
regions unmet needs and to provide an incentive to regional consortia to participate in
this initiative. Funds were secured by the EDRs via the submittal of requests for WIA 15
percent State grants for selected “sector-industry occupation” combinations identified as
having “gaps” in the regional solutions (i.e. projects and related initiatives) proposed to
prepare workers to enter these critical shortage occupations.
In particular, the Governor announced more than $3.1 million in “Opportunity Returns”
funding to help meet projected shortages in the manufacturing and transportation,
logistics and warehousing sectors in Northeast Illinois.
Although many were repeating the “Manufacturing is dead!” mantra, the positive point of
view will tell you that there is a new manufacturing industry emerging that is driven by
innovation and the advances in technology.1 This new manufacturing is brimming with
well-paying job opportunities and will be as vital to keeping the wheels of economic
growth in motion in Illinois tomorrow as the old manufacturing did in yesteryear.
Nonetheless, the Northeast Illinois regional economy is facing serious short-term and
long-term shortages of skilled workers because of several interrelated factors, including
a skill gap between worker supply and industry demand, manufacturers creating new
1 KIPLINGER, KNIGHT MY POINT OF VIEW Our Mighty Factories Kiplinger’s Personal Finance January, 2008
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jobs at a faster rate than they can fill them, and the aging of Illinois’ manufacturing
workforce necessitating the replacement of large numbers of retiring skilled workers.
As part of this regional economic development planning effort, the Governor launched
the Critical Skill Shortage Initiative to align regional workforce programs to provide a
reliable supply of qualified job seekers for critical skill shortage occupations that pay a
good wage and provide benefits.
Over the next few years, Northeast Illinois is expected to face annual shortages of more
than 4,100 workers in high demand areas in manufacturing, which, if left unfilled, will
present major challenges to the region’s economic vitality. Through an unprecedented
network of partnerships, CSSI aims to build strong “pipelines” of qualified workers for
key industry sectors, so that the employer needs of tomorrow are being met with
targeted training programs today. As a result of this investment, more than 1,000
workers will be trained to enter or advance in the local workforce.
The CSSI Manufacturing projects were conceived of as “pilot” projects, allowing both the
workforce provider partners and DCEO to learn from the experiences. It was designed
so that the funding levels would be most supportive during the first year of a project and
that would be substantially reduced (50%) in the second year, moving to self sustaining
by the third year.
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The Goals
It is important to look past the individual projects and to focus on the desired long term
outcomes.
“The Illinois workforce development system has two primary purposes: to
prepare its residents for employment and to meet the workforce needs of
employers. Because of the complexity of the system – which includes the
interplay of education and training with various macroeconomic factors – it can
be difficult to determine if Illinois’ workforce development efforts are successful.
Benchmarking is a tool that can be used to identify the outcomes of Illinois’
workforce development system, to measure the system’s performance on a
regular basis, and then to use the results to inform planning on how to capitalize
on the system’s strengths and improve on its weaknesses.”2
In 1995 the IWIB & HRIC’s predecessor Illinois Job Training Coordinating Council
published the first benchmarking report entitled “Competitiveness as a First Priority.” The
IJTCC understood the need to look at the system as a whole. The graphic in Figure 1
helped to explain a mental map of the Illinois workforce system and emphasize the link
between education and skills.
Figure
1
Figure 1 - Illinois Benchmark Report 1995: Competitiveness As A First Priority By the Illinois Job Training
Coordinating Council
2 MEASURING PROGRESS: Benchmarking Workforce Development in Illinois co-authored by Laura Miller Craig
and Sherri Moses with Justine Jentes and Soyini Davenport of the Illinois Department of Employment Security.
Published November 2002
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In 2001 the successor Illinois Workforce Investment Board assigned its Evaluation and
Accountability Committee to design a set of benchmarks in order to make the workforce
development process in Illinois more understandable to the general public. This was to
be one part of a multi-step process to improve both the visibility and the effectiveness of
the workforce pipeline in Illinois and to raise awareness outside of the professional
community.
“The Illinois Workforce Investment Board recommends the following actions to
support greater accountability and continuous improvement of the state’s
workforce development system:
1. Institutionalize benchmarking into the Illinois workforce development system
as a continuous improvement strategy.
2. Measure functional adult literacy in Illinois at least every five years.
3. Adopt the Self-Sufficiency Standard as the best available measure of
individual and family ability to meet basic economic needs.
4. Provide leadership and resources to expand the Illinois Common Performance
Management System and use it to measure the success of the Illinois workforce
development system.
5. Develop a comprehensive method of measuring participation in education and
job training in Illinois.”3
The EAC took a first step by working with system stakeholders, academic experts, and
policymakers across the state to identify ten critical benchmarks that would tell us how
well Illinois’ workforce development system was performing. There were 10 Benchmarks
developed for the initial report as opposed to the 19 in the 1995 report.
1. Educational level of working-age adults
2. Percentage of the adult workforce in education or training
3. Adult literacy
4. Percentage of high school graduates transitioning to education or workforce
training
5. High school dropout rate
6. Number of youth transitioning from 8th grade to 9th grade
7. Percentage of individuals and families at economic self-sufficiency
8. Average growth in pay
9. Net job growth
10. Productivity per employee
The concept was found to be so valuable that the State Legislature mandated its
continued reporting.4 The expense and difficulty of collecting some of the data, such as
Adult Literacy, has left holes in the data, however the need to focus on the long-term
outcomes of this work has not changed. Are the citizens of Illinois better off now than
they were before? Are the businesses of Illinois finding an environment where they can
thrive? Are we innovating more than our competitors? Do we have a successful pipeline
from K-20 that will supply our future worker needs? Have we successfully integrated
immigrants into the workforce?
3
4
Op cit
http://12.43.67.2/legislation/ilcs/fulltext.asp?DocName=002039750K4.5
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In the 2004-05 fiscal year under the new leadership of Governor Blagovich’s team the
IWIB was restructured to eliminate the previous standing committees. The Department
of Commerce and Economic Opportunity’s new Director Jack Lavin wanted to bring
more flexibility to the IWIB and to utilize ad-hoc groups to bring quick resolution to
issues.
Subsequently the IWIB established the Manufacturing Task Force on December 9, 2005
to develop recommendations for addressing the causes of worker shortages in
manufacturing as documented in regional reports from the Critical Skill Shortages
Initiative (CSSI). The task force was asked to focus on issues that required state level
action. The IWIB requested that the task force present findings and recommendations at
the September 2006 IWIB meeting.
The task force identified five major issues to address:
1. Image of Manufacturing—Improving the image of manufacturing focusing on the
message that manufacturing is a critical industry in Illinois and that manufacturers must
compete on innovation.
2. K-12 Career Awareness and Guidance—improving the student and parent awareness
of career opportunities in manufacturing and expanding career guidance and
exploration in K-12 schools.
3. Improving Workplace Skills---improving the basic workplace skills of entry level
production workers.
4. Improving Workforce Pipelines—improving the capacity and alignment of the workforce
pipeline including P-20 alignment and integration of leading public-private training
models and credentialing systems.
5. Continuous Learning—Engaging incumbent workers to recognize the need for
continuous learning and training.
The Manufacturing Task Force’s report summarized their recommendations for solving
the pipeline issues:5
“Illinois is facing severe shortages at all levels ranging from entry-level production
workers to skilled workers and technicians with specialized skills such as
welding, machining, maintenance, and engineering technology.
There is a need to develop comprehensive regional workforce pipeline solutions
that address the following industry needs:

Improving Basic Workplace Skills. Employers have identified major
shortages in basic workplace skills for entry-level production jobs that require
only short-term training. Some regions have developed bridge programs that
provide non-school youth and adults with opportunities to gain basic
workplace skills, improve reading and math skills, and learn about career
opportunities in manufacturing. These bridge programs are designed to
prepare job seekers for entry into postsecondary credit programs and/or
entry-level production jobs.
5
Retrieved from http://www.commerce.state.il.us/NR/rdonlyres/B84421D7-80E0-40EA-9815DE5F1325225A/0/ManufacturingTaskForceReport_Final_Dec14pipeline.pdf
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
Expanding Manufacturing Foundation Programs.
The largest projected shortages are in manufacturing production jobs that do
not require long-term specialized training. Some regions are developing
foundation programs to address this need. The Illinois Department of
Commerce and Economic Opportunity recently funded the development of
Manufacturing Boot Camps. Rock Valley College in cooperation with other
colleges in the Northern Stateline Region recently developed a Certified
Manufacturing Assistant Program. The CSSI effort in the Southern Economic
Development Region launched the “Work Certified” program to provide
workers with similar foundation skills. CSSI efforts in other regions are
addressing similar needs. These foundation programs generally require
participants to have strong basic reading and math skills at entry to ensure
that the participants can successfully achieve the necessary technical and
workplace skills upon completion of the program. As a result, many regions
will need bridge programs to provide the opportunity for some job seekers to
qualify to enter foundation programs.

Promoting New Approaches for Specialized Training.
The CSSI identified some common shortage areas that required significant
long-term training. These involve four major areas: (1) manufacturing
production (2) industrial maintenance, (3) engineering technicians, and (4)
managers and supervisors.”
To address these needs, each region must: (1) identify the specialized training
areas with the highest demand and (2) develop innovative public-private
approaches to provide this training. Specialized training areas could be defined in
terms of both processes and products. For example, specialized training could be
defined in terms of specific manufacturing processes such as machining,
assembly, chemical process operations, and biotechnology operations. It also
could be defined in terms of specific types of products such as furniture,
communication equipment, boats and related watercraft, industrial machinery
and pharmaceuticals.
Some regions are developing innovative program solutions to address shortages
in these specialized training areas. For example, Danville Area Community
College has developed an open-entry, open-exit model that has resulted in
increased enrollment in welding and machining. The college is also using on-line
learning systems. Other regions are exploring how to deliver regional programs
and integrate classroom and on-the-job training. Others are exploring how to
better use customized and incumbent worker training. There are also national
model programs and resources that should be explored to address the needs for
specialized training. Future efforts should explore how to better integrate public
and private resources. Comprehensive regional pipeline solutions should be
designed to provide multiple access points to job seekers to enter specialized
training directly or through bridge and/or foundation programs.”
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The North East Economic Development Region
Manufacturing Projects
6
In the Northeast EDR over $1.7 million in Governor’s Reserve Workforce Investment Act
funds were invested to implement creative solutions aimed at addressing the
manufacturing industry’s workforce needs. An additional $2 million in leveraged and
redirected resources, consisting of both public and private funds, were committed to
these initiatives.
The solutions — or demonstration projects — were to be administered during a two year
period. While the projects could only have a modest short-term impact on the industry’s
skill shortages, a significant impact could be achieved in the long term through
replication and expansion of successful practices and programs. The projects were also
to serve as a catalyst for increased collaboration of the workforce preparation system
and the manufacturing industry.
The Aurora Hispanic Chamber of Commerce offered core bi-lingual courses in shop
mathematics, adult basic education, measurements/blue prints, essential soft skills and
advanced technology. In partnership with employers, training specific to developing skills
and knowledge required for critical skill shortage occupations was provided.
Project # NE 33 Project Title: Hispanics in Advanced Manufacturing
City of Chicago, Mayor’s Office of Workforce Development collaborated with Ford
Motor Company, Daley College, the Illinois Institute of Technology, and Comau Pico, a
leading provider of advanced manufacturing equipment and software, to develop a
customized skills training program. The program targeted incumbent workers with an
interest in advancing to skilled maintenance and repair positions at the Ford Chicago
Assembly Plant and its Stamping Plant. The objective of the program was to provide
required foundational and high-tech skills and knowledge to employees who would
transition from unskilled/low-skilled labor positions to these new maintenance and repair
positions. Project # NE 41 CSSI Automotive Manufacturing Project
N.B. We also reviewed Daley College’s Transportation, Warehousing & Logistics
training project because of its similarities in courses of study (Computer Numeric Control
and Welding) and target populations (WIA Eligible). Daley partnered with the Chicago
Federation of Labor’s Worker Assistance Committee (CFL-WAC), The Southeast
Chicago Development Commission and Central States SER- Jobs for Progress.
Project # NE 26
College of DuPage attempted a “Skills for Success” training program. The program was
to include a bridge program to support enrollment and success in college certification
programs and an industry partnership program component focusing on the advancement
of incumbent workers. The program was terminated due to an inability to recruit
participants.
Project # NE 35 Project Title: "Skills for Success" Bridge Program
6
Project # NE 43 Project Title: “Manufacturing Solutions for Will County” Workforce Services Division of Will County was
to provide a comprehensive training program for industrial maintenance, welding, and work readiness training for
individuals. They later declined the grant.
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16
College of DuPage also developed a second program. This program was aimed at
introducing occupational skills while teaching English as a second language prior to
moving on to a series of manufacturing skills such as Blueprint Reading, Lean
Manufacturing, Machining, Kanban and Project Management.
Project # 34 Project Title: “College Skills for Success: Implementing an Industry
Partnership Program for Incumbent Workers.”
College of Lake County designed an introduction to manufacturing course developed in
partnership with area employers, to expose students and WIA eligible clients to the wide
range of occupations and technologies within manufacturing. Upon completion of the
intro course, students were to enter a certificate training program that would provide
them with foundational skills needed for successful employment with manufacturing
companies. When they failed to attract anyone to the course they reexamined their
original assumptions and developed a more attractive accelerated program in CNC
Machine Tool Operations that would lead to a Level I NIMS credential.
Project # NE 32. Project Original Title: “Introduction to Manufacturing Careers”
Final Title: “Accelerated Training – CNC Machine Tool Operation”
The Commission on Economic Opportunity, Inc., in cooperation with a consortium of
South Suburban, Moraine Valley, and Prairie State Colleges (Northeast Community
College Consortium), provided individuals with the skills needed for critical skill
shortage occupations. The project design included a career progression component and
intensive case management/support services to improve the success of students.
Project # NE 45 Project Title: “CSSI Manufacturing Solution”
Elgin Community College had invested $1.5 million in the purchase of state-of-the-art
instruction equipment for its Integrated Systems/Maintenance Technology (IS/MT)
program. While many business partners provided release time so their workers could
obtain training, they lacked the funds needed to pay for skill assessment and the actual
cost of training. This program planned to offset these costs and upgrade the skills of
existing employees through customized training programs for maintenance and repair
workers and industrial machinery mechanics. Project # NE 39 Project Title: “Upgrading
Integrated Systems Technology Skills of Incumbent Workers”
Greater West Town Community Development Project’s Solid Surface Manufacturing
Training Program, a state certified, nationally accredited vocational training program,
prepared individuals for careers with local manufacturing companies and distributors.
The program is operated in cooperation with area employers and economic development
organizations. Project # NE 42 Project Title: “Solid Surface Manufacturing Training
Program”
William Rainey Harper College utilized a maintenance tech curriculum that supports
career pathways into manufacturing occupations. Individuals were prepared for entrylevel employment and for advancement in manufacturing occupations utilizing existing
capacity in its AAS and certification programs.
Project # NE 40 Project Title: “Addressing Shortages in Manufacturing”
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17
Joliet Junior College’s Institute of Economic Technology, through a partnership with
Three Rivers Manufacturer’s Association, promoted careers in manufacturing and
provided training to support entry or advancement into critical skill shortage occupations.
Project # NE 44 Project Title: “Saving Our Core Employment Base: Manufacturing”
Northeast Community College Consortium, a partnership of Moraine Valley
Community College, South Suburban College, and Prairie State College, provided
training that allowed individuals to advance from production occupations to higher level
production “plus” occupations. The program design included extensive testing and
assessment of individuals, a bridge program component addressing basic skill
deficiencies, and customized, skills training specific to eight critical skill shortage
occupations and employer needs. Project # NE 37 Project Title: “Manufacturing “Plus”
Success”
Through a second project, the Consortium addressed basic skill gaps of dislocated
workers and provided training through existing programs to prepare individuals for
employment in a variety of critical skill shortage occupations.
Project # NE 36 Project Title: “CSSI Manufacturing Solution”
Triton College in partnership with area employers administered the Manufacturing Skill
Development Program. This certificate training program prepared individuals for entrylevel employment in welding occupations. Additionally, a bridge program component
focuses on basic skills needed to complete training.
Project # NE 38 Project Title: “Manufacturing Skills Development Program”
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Innovation in the Evaluation Process
The traditional process of evaluation is one of gap analysis, fault finding if you will. We
look at the difference between “what is” and “what should be” and then attempt to root
out the causes and apply solutions. This is well illustrated by the Human Performance
Technology Model displayed in Figure 2.
© I.S.P.I.
Performance Development Model
Performance Analysis
Organizational
Organizational
Mission,
Mission, Strategy,
Strategy,
and
and Goals
Goals
Desired
Desired Workforce
Workforce
Performance
Performance
Gap
Gap
Work,
Work, Organizational,
Organizational,
and
and Competitive
Competitive
Environment
Environment
Intervention Selection
and Design
Cause Analysis
Lack
Lack of:
of:
••
Consequences,
Consequences,
Incentives,
Incentives, or
or Rewards
Rewards
••
Data,
Data, Information,
Information, and
and
Feedback
Feedback
••
Environmental
Environmental Support,
Support,
Resources,
Resources, and
and Tools
Tools
••
Individual
Individual Capacity
Capacity
••
Motives
Motives and
and
Expectations
Expectations
••
Skills
Skills and
and Knowledge
Knowledge
Appraisal
Appraisal Systems,
Systems,
Career
Career Development,
Development,
Coaching,
Coaching, Culture
Culture Change,
Change,
Compensation,
Compensation, Documentation,
Documentation,
Environment,
Environment, Engineering,
Engineering,
Health/Wellness,
Health/Wellness,
Information
Information Systems,
Systems,
Job
Job Aids,
Aids, Job/Work
Job/Work Design,
Design,
Leadership,
Leadership,
Organizational
Organizational Design,
Design,
Electronic
Electronic Performance
Performance Support,
Support,
Re-engineering,
Re-engineering, Staffing,
Staffing,
Supervision,
Supervision, Team-building,
Team-building,
Training,
Training, Education,
Education,
and
others.
and others.
Evaluation
Evaluation
Implementation
Implementation and
and Change
Change
Actual
Actual State
State of
of
Workforce
Workforce
Performance
Performance
Figure 2 Human Performance Technology Model
Copyright International Society of Performance Improvement
For this project we wanted to use a different model. We wanted an approach that would
focus on the positives not the negatives. We found that model in the work of David
Cooperrider and his approach called “Appreciative Inquiry”
“The traditional approach to change is to look for the problem, do a
diagnosis, and find a solution. The primary focus is on what is wrong or
broken; since we look for problems, we find them. By paying attention to
problems, we emphasize and amplify them. …Appreciative Inquiry suggests
that we look for what works in an organization. The tangible result of the
inquiry process is a series of statements that describe where the organization
wants to be, based on the high moments of where they have been. Because
the statements are grounded in real experience and history, people know how
to repeat their success.”7
7 Hammond, Sue. The Thin Book of Appreciative Inquiry. Thin Book Publishing Company, 1998, pages 6-7.
3/3/2016
19
Thus our process developed from the work of Jennifer Rosenzweig & Darlene Van Tiem
in their Appreciative Approach to HPT.8,9
Figure 3 An Appreciative Approach to Human Performance Technology
We were looking for the enablers for improving future outcomes. This was not a
monitoring or compliance exercise. The inquiry was planned so it would be a useful
experience for project directors and partners by emphasizing program strengths,
discussing workarounds for project weaknesses and suggested resources.
8
Presentation at the 2007 Conference of the International Society For Performance Improvement San Francisco May
2007
9
Rosenzweig, Jennifer and Van Tiem, Darlene M., “An Appreciative View of Human Performance Technology”
Performance Improvement Vol. 46 Number 5 May/June 2007 Wiley Periodicals
3/3/2016
20
The Evaluation & Technical Assistance Plan:
The elements of the project were:
1. A review of the Workforce & Economic Development policies leading to the
projects.
2. A status review of the 13 projects. This included reviewing the project status and
assessment reports that the providers had submitted to both DCEO and the
Workforce Boards of Metro Chicago. We also conducted phone or in-person
interviews with the Project Directors and staff.
3. An analysis of their successes and failures to include multiple perspectives
(where available) from Project Directors and Staff, Participating Employers,
Program Participants, and other involved parties.
When we were provided with employer contact information, we asked the
employers to respond to a brief web based survey about their experience with
the training.
When we had student contact information, we sent the students a paper-based
survey. We included a self-addressed stamped return envelope and a two dollar
“thank-you” gift for the responder.
4. The development of individualized technical assistance feedback for the 13
projects.
5. A half-day mini-conference devoted to best practice sharing amongst the
providers. This was an addition to the original project plan based on discoveries
we made during our interviewing and analysis.
6. The development & distribution of this report to summarize the evaluation.
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The Human Capital Wheel
The Human Capital Wheel
Recruiting
Screening
& Selection
Retention
Communication
Comp.&
Benefits
Orientation
Utilization
Training
Copyright Pretty Good Consulting ,Inc. 2007
Figure 4 The Human Capital Wheel
Looking at the Human Capital Wheel, Figure 4, we can visualize how the activities
involved in a workforce development effort are intertwined with each other at the
individual performer level.
In the ideal situation we would find the following elements:
Recruitment - a recruiting system that can find candidates with the desire and abilities
to perform the job. This can include a marketing system to make the candidates aware
of the jobs. Ideally this will include a job description that defines the work to be done and
communicates that information to both the hiring manager and the applicant.
Screening & Selection - a system that can assure that candidates will have the prerequisite skills and abilities to perform the job as well as the motivation to learn new
skills. Math abilities, the ability to read and write, as well as the basics of workplace
behaviors may need to be evaluated. Realistic job previews can be of great value in this
stage. It should also be noted that there is great value added to the labor exchange
system when the employer has analyzed and refined the requirements of the job.
Orientation - a system to facilitate the early socialization process, establish
expectations, reduce student anxieties and reduce early exit.
Training & Development – an efficient and effective methodology for building new
skills, knowledge and abilities in the learners. For long term workforce development
purposes it is important to focus on integrating nationally recognized Skill Standards into
the curriculum.
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22
Utilization – the intent here is to insure that people are doing the most productive work
that they are capable of doing. The example of a Ph.D. driving a taxi is a great example
of bad utilization. People who feel underutilized are more likely to separate. Systems that
underutilize their resources are less efficient.
Compensation & Benefits – Although compensation & benefits are more commonly
associated with employment, they need to be considered in the learning environment as
well. The need for income and other supports, both for the individual and their family,
during the learning process cannot be ignored.
Retention – Systems need to be in place to assure retention of the students. Especially
in the bridge level programming, we find students beleaguered by forces pushing against
their success.
Communication – Communication is the pervasive requirement throughout the system.
It is the vehicle of all the other elements. In particular the communication system needs
a performance management system that provides both direction and feedback to the
learner.
Placement - The Training Provider wheel links to the Employer Wheel through the
placement function when looking at the unemployed population.
Training Provider
Employer
Recruiting
Recruiting
Screening
& Selection
Retention
Placement
Communication
Comp.&
Benefits
Orientation
Screening
& Selection
Retention
Communication
Comp.&
Benefits
Utilization
Utilization
Orientation
Training
Training
Virtually all of the projects included these elements but it will be most useful for the
purposes of this report to look at the more effective innovations and process
improvements that were made within these categories.
3/3/2016
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CSSI Manufacturing Project Best Practices
Project
Number
Who
Project Name
NE26
Daley CC
Transportation, Warehousing
And Logistics Program
NE32
CLC
Introduction to Manufacturing
Careers
NE33
Aurora
Hispanic
Chamber
College Of
DuPage
Hispanics in Advanced
Manufacturing
NE34
Consortium CSSI Manufacturing Solution
NE37
Consortium Manufacturing
NE38
Triton
NE39
Elgin
CSSI Manufacturing:
Community Upgrading Integrated Systems
College
Technology Skills of Incumbent
Workers
Harper
Addressing Shortages in
Community Manufacturing
College
MOWD & CSSI Automotive
Daley
Manufacturing Project
Community
College
Westtown Solid Surface Manufacturing
NE41
NE42
Selection
&
Screening


Orientation


NE45
Commissio CSSI Manufacturing Solution
n on Econ.
Oppty.



Compensation
& Benefits
Retention


















Communication


Training Program
Joliet Junior “Saving Our Core Employment
College
Base: Manufacturing”
Utilization

Manufacturing Skills
Development Program
NE 44
Training



College Skills for Success:
Implementing an Industry
Partnership Program for
Incumbent Workers
NE36
NE40
Recruiting







Recruiting Best Practices
Most of the projects were run by Community Colleges, but the projects that had the most
success recruiting had partnered with Community Based Organizations and assigned
them to do the recruiting functions. This was particularly obvious in Daley College’s
program (NE26) where they had partnered with the Chicago Federation of Labor’s
Worker Assistance Committee (CFL-WAC), The Southeast Chicago Development
Commission and Central States SER- Jobs for Progress.
Joliet Junior College (NE44) recruited with an emphasis on non-traditional students, i.e.,
Women in Trades.
Although not a direct innovation within the CSSI grant but as a follow-on development
the Northeast Community College Consortium is working with Rotary International doing
a high school program to introduce younger students to careers in manufacturing which
can provide college credit upon completion. (NE 36 & 37)
Elgin Community College (NE#39) was focused on incumbent workers and had a huge
uptake in interest after holding a Manufacturer’s Luncheon and tour of their
Manufacturing Laboratory.
3/3/2016
24
Selection & Screening Best Practices
Innovative selection techniques weren’t found but clearly the more successful programs
were much more attentive to the selection process. Unanimously those projects that
didn’t pay as much attention said that they learned the need to do more.
The Greater West Town Community Development Project (NE42) had perhaps the most
thorough selection process including three interviews, a job readiness test, and a drug
test.
Although there was disagreement from the providers on the effectiveness of the TABE
test (Test of Adult Basic Abilities), Daley College (NE26) has found great utility in the
Valpar® Test for manual dexterity as a screening tool.
It was clear that the ex-offender population presents an on-going concern. Screening out
ex-offenders from the training programs allows for easier placements but obviously does
nothing to ameliorate the problems faced by integrating ex-offenders back into society.
Orientation Best Practices
The Triton Community College program (NE 38) utilized site visits to local manufacturers
as “Realistic Job Previews.” These help to insure that the students have a clear picture
about what to expect post-graduation. These also came into play in the placement
function as the students could apply for positions during the site visits.
Several of the community colleges provided a “single point of contact” for the students.
This seemed to be especially useful for the bridge program clients who had no point of
reference for experience on a college campus.
The Commission on Economic Opportunity (NE # 45) made an interesting use of their
“Digital Divide” curriculum, utilizing it as a morale enhancer before starting the learners
on the manufacturing skills curricula.
Training Best Practices
One of the most innovative approaches to training was seen in the Hispanic Chamber of
Commerce’s approach. (NE 33) They broke a long standing assumption that language
acquisition needed to precede skills training, or at least coincide with it. By using bilingual instructors and training materials they jumped the barrier of language skills.
“There are millions of people manufacturing things in China and not one of them speaks
English. Why can’t our people learn manufacturing skills without speaking English?”
Why not indeed? A recent Wall Street Journal article noted that Hispanics in Los
Angeles are learning Korean as a Second Language since many of the available jobs
involve working for Korean shopkeepers or in Korean neighborhoods.
Although the ultimate integration of foreign language speakers is an issue, for the sake
of rapid workforce integration, we may have to challenge our traditional assumptions,
focusing our language education investments in the first generation of offspring. No
doubt there are other concerns revolving around language such as safety that will come
to the fore in mixed language workplaces.
On the opposite side, College of DuPage (NE#34) was very excited that the CSSI grant
allowed them to mix ESL instruction with the skills training.
3/3/2016
25
Also of note is that the Aurora Hispanic Chamber Project (NE#33) project hired business
people as trainers. Many of the projects attributed part of their success to having
trainers that were not only good at academics but also had real world experience with
the jobs they were teaching.
Other process improvements were seen in the development of “open entrance, open
exit” programs at Daley College and at Harper. These are competency based programs
that do not need to coincide with the traditional community college semester format.
(NE26) (NE40)
And although it no longer sounds like an innovation, we do see the use of nationally
based skills standards finally approaching the tipping point in program design. Standards
based curricula were in use in the Triton program (NE 38) - American Welding Society
(AWS). These allow for the students to acquire a nationally recognized certification. The
Triton program also discovered that the ability to sequence the certification tests led to
better performance on the tests as well as providing for effective developmental
feedback for the students.
Another process improvement was seen in the development of accelerated curriculum.
The College of Lake County project (NE 32) saw a very poor response to their initial
program. The length of the program deterred the potential students. Undeterred they
revised the curriculum to an accelerated format attracted students. The program also
provided successful remedial math in a contextualized format.
Elgin Community College (NE#39) also found the need to shorten their curriculum to
make it more attractive to the employers sponsoring their participants. In a similar sense,
The Commission on Economic Opportunity (NE # 45) thought the CSSI grants allowed
them to provide precisely focused learners to their partner manufacturers.
Utilization Best Practices
The Northeast Community College Consortium projects (NE# 36 & 37) related the
opportunity to utilize e-learning for the theory portions of the programs allowing the
classroom time to be used for the hands-on training.
The accelerated courses already mentioned also allowed the students to proceed to
their goals quickly.
The use of contextualized learning was mentioned several times as a way to help the
students see the value of their learning experiences.
The Greater West Town Community Development Project (NE42) described an
innovative method to involve the students in their learning. As part of the course the
students pick a community project to work on. For example, the students in the CSSI
project were able to build shelving needed by a local Boys and Girls Club. This allowed
the students to both connect with the community and to see a purpose for the work they
were doing.
Many of the projects were able to bring the training on-site to the employer’s facilities
and to provide training at all shifts. This was seen as a great time-savings to both the
employee and the employer. Also the use of on-site programming for the incumbent
workers was a welcomed relief from commuting and extra time away from either work or
family. (NE # 33, 41) We even had a “wish” to have mobile classrooms so that the
equipment could be transported on-site rather than forcing the student to get to the lab.
3/3/2016
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Even where the learners needed to travel to an on-campus laboratory the ability to
deliver training on nights and weekends was considered a boon. (NE#39)
Compensation & Benefits Best Practices
The College of Lake County program (NE32) made an innovation with the use of student
stipends. The students were paid a little less than $5.00 an hour if they were making
satisfactory progress in the program. While this might not seem like much, we need to
remember that these students continue to have living expenses while they are in school.
Many of the programs provided support to the students for transportation expense,
safety equipment and supplies. In addition the C.B.O.’s partners and the campus
contact people provided help with access to additional supports for the students with
needs such as daycare.
City of Chicago, Mayor’s Office of Workforce Development collaborated with Ford Motor
Company, Daley College Project # NE 41 CSSI Automotive Manufacturing Project
had a wonderful built-in compensation mechanism. Since Ford’s pay-scale is skill-based
the learners knew that they were more or less guaranteed to be earning more money
upon successful completion of the training.
Retention Best Practices
Given the life demands that continue for our learners, the provision of support systems
and vehicles to provide flexibility in the course work seemed to be welcome innovations.
All the providers who developed “open entry- open exit” models deemed them very
successful. Competency based course designs add to the flexibility of this approach and
allow the students to self-reinforce their progress towards their goals. (NE# 26, 36 &
37,and 40)
Many of the providers found it easier to recruit employers and students when they
offered the classes off the normal 9-5 schedule. We found providers doing early shifts,
late shifts, nights and weekends. The need to fit the service to the customer rather than
requiring the customer to bend to the demands of the typical academic system was
obvious. (NE # 33, 39, 40)
The Daley College program (NE#26) offered free retraining for any of the graduates who
felt that they had not mastered the curriculum.
Also there was frequent mention of the importance of being able to offer college credit,
and/or articulation pathways to the students. There was general agreement that the
students saw great value in these arrangements and many wished to continue their
degree pursuit. (NE # 26, 36 & 37)
The involvement of the C.B.O.’s in placement of the students helped in getting the
students placed in their field of study. Also both Daley College NE#26 and College of
Lake County used their C.B.O. or One-Stop partners to provide quick follow-up to
absences. The C.B.O.’s would call the student upon the second day of an absence.
The Commission on Economic Opportunity (NE # 45) utilized a “job club” to help build
their learners job seeking skills in addition to the typical resume preparation and mock
interviewing tools.
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Communication Best Practices
We found several of the programs providing case workers, mentors, success coaches to
the students. (NE # 38 & 32) These were particularly useful for the “bridge” programs.
The College of DuPage (NE#34) had on-site coordinators at each of the partner
manufacturers who allowed the learners to have a single point of contact.
Finally, we were excited to discover a growing use of Skill Standards in these pilot
programs. As promised, the skill standards have found great utility in improving
communication between employers and educational institutions, between the educators
and the students and for the students themselves as a means of self-assessment. And
progress reinforcement. Projects NE# 32, 36, 37, 38, 45 were variously using NIMS,
CNC Level 1 & 2, AWS.
Elgin Community College (NE#39) found that a revitalized Business Advisory Group was
an aid to increasing participation. As an innovation, they found that they were able to
successfully share a BAG between the credit and non-credit sides of the College.
The Commission on Economic Opportunity (NE # 45) thought that the CSSI grants
formalized relationships between the Community Colleges and the C.B.O.’s and in doing
so, enhanced the communications between the partners.
Placement Best Practices
The Triton Community College program (NE 38) utilized site visits to local manufacturers
as “Realistic Job Previews.” These help to insure that the students have a clear picture
about what to expect post-graduation. These also came into play in the placement
function as the students could apply for positions during the site visits.
Greater West Town (NE 42) showed strong results, placing 10 out of 11 program
completers. GWTP’s strong relationship with its Business Advisory Committee is a key
factor in the success.
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Project Details
Project # NE 26 - Transportation, Warehousing & Logistics 10
Project Partners:
Lead: Richard J. Daley College
SER Central State Jobs for Progress
Chicago Federation of Labor Workers Assistance Committee (CFL-WAC)
Southeast Chicago Development Commission
Mayor’s Office of Workforce Development11
Original Program Design
Daley College joined four partners in a training program designed to aid
dislocated workers, incumbent workers and low income individuals, and to
ensure that an educated worker pool is available to meet critical skill shortages in
transportation, warehousing and logistics (TWL). They established a Business
Advisory Committee (BAC) to serve the key role of identifying specific TWL skills
needed which the training would incorporate.
The bridge TWL curriculum was to be developed along two tracks:
1) Welding for entry-level jobs
2) Machinist/Mechanic Computer Numeric Control Operator for mid-level
jobs.
At least 43 WIA-eligible students were to be recruited, assessed and casemanaged by C.B.O. partners and trained at Daley College.
The TWL program is a project of a consortium of five agencies and institutions
with over 100 years combined experience in addressing critical skills shortages in
the Chicago metropolitan area. Led by Richard J. Daley College, the consortium
is compromised of: 1) Richard J. Daley College: Institute of Manufacturing and
Transportation Technology; 2) Mayor’s Office of Workforce Development
(MOWD); 3) the Chicago Federation of Labor Workers Assistance Committee
(CFL-WAC); 4) SER Central States Jobs for Progress (SER); 5) Southeast
Chicago Development Commission (SCDCom).
MOWD, through its WorkNet Chicago System was to coordinate recruitment and
assessment of project clients. SER, SCDCom, and CFL-WAC were to be
responsible for case managing and placing their own clients. They were to
interview and assess clients to determine which track would be appropriate and
what pre-training would be required. Daley College was to provide technical
training including machining (lathes, mills, drill presses, and grinders), welding,
10 N.B. We added a review of Daley College’s Transportation, Warehousing & Logistics training project because of its
similarities in courses of study (Machining - Computer Numeric Control and Welding) and target populations (WIA
Eligible). Project # NE 26
11
Although MOWD is listed as a partner and did participate there was a miscommunication early in the program that led
to MOWD being surprised by the CSSI grant.
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industrial electricity, programmable logic controllers, mechanical systems, and
transportation, warehousing and logistics. All partners and the BAC were to
oversee training curricula and provide information of specific job opportunities.
The TWL bridge program was to train 43 participants and place 80% of
participants into full time career-track positions; placement would occur within
120 days upon completion of project.
Approximately thirty local companies, with TWL needs would be able to hire
workers specifically prepared to meet locally-identified critical skills shortages.
Hiring TWL bridge-completers would reduce the after-hire training cost and
provide immediate benefit to the employer.
Target Audience
The 16-week training program was to provide 25-30 students technical training in
Machinist/CNC and 15-20 students would receive training in Welding.
Final Project – as delivered
Project Plan
for Year 1
73
73
58
0
73
Actual
Total Project Expenditures
Total Leveraged/Redirected
Resources
Indicator
WIA Registrants
Total Trained
Total Employed
Incumbent Workers
Total Trained
70
7312
58
% of
Plan
95%
100%
79%
73
100%
$225,000
$225,000
100%
$261,420.00
$348,000
133%
Target Audience
At the completion of the project the total cohorts reached seven. A total of six
cohorts were specifically trained in manufacturing-machining with a high
concentration of CNC training. The CNC cohorts numbered 63 completers as of
12/15/06. The seventh cohort provided Welding training for 10 students. As of
March 29, 2007, a total of 59 students have been placed in jobs from both the
CNC and Welding Training.
12
Three participants came from POET rather than WIA
3/3/2016
30
Barriers & Issues to Implementation
The mission of the CSSI – TWL project was initially designed to train in the areas
of Distribution / Operations for entry- level positions and Machinist/Mechanic for
mid level employment. The first cohort began in the Machinist/CNC training in
the Fall of 2005 with 9 students. As the students were nearing the completion of
the training, it became evident that the amount of time that had been utilized on
soft skills needed to be revised in order for the students to gain increased
competencies in the area of Computer Numeric Control. A revision was made to
the training to increase the hours of concentration in the specialized area of
CNC.
There was also a high level of ex-offender participants from SER. This wasn’t a
purposeful recruitment effort but more happenstance. This made the placements
more difficult.
Low literacy levels were also an impediment. More screening could have
lessened that problem for the program but not solved it for the community.
Work arounds / Remedies / Innovations
Recruiting through the C.B.O.’s was a great success.
Daley did a good job of screening and testing using both the TABE test (Test of
Adult Basic Abilities) and the Valpar® Test for manual dexterity as a screening
tool. They did feel that they should have done more screening than they did in
regard to the literacy levels.
The “open entrance, open exit” programs were seen as a boon to the learners.
These are competency based programs that do not need to coincide with the
traditional community college semester format. The ability to present the training
in either a morning and/or an evening format was highly valued by the learners.
Daley will be making use of the National Institute for Metalworking (NIMS)
standards based curriculum for CNC Level 1 & 2. as well as the American
Welding Society (AWS) standards. Use of the standards will allow for the
students to acquire a nationally recognized certification that is a great addition to
their resume. Daley has suggested to the CSSI welding students that they get
some hands-on experience before spending the money for the certification
process.
The Daley College program offered free retraining for any of the graduates who
felt that they had not mastered the curriculum. This has been a Daley College
practice for many years.
Daley was able to offer college credit, and/or articulation pathways to the
students. There was general agreement that the students saw great value in
these arrangements and many wished to continue their degree pursuit.
The training has been developed in modules and will permit an open entry –
open exit training that will allow Daley College to open the training to incumbent
3/3/2016
31
workers who are seeking advanced training. The creation of a career ladder for
students to continue their education is already in place. An advanced certificate
in both CNC and welding are ready to be approved by ICCB.
The involvement of the C.B.O..’s in placement of the students helped in getting
the students placed in their field of study.
Also Daley College used their C.B.O. partners to provide quick follow-up to
absences. The C.B.O.’s would call the student upon the second day of an
absence.
Learner Feedback
No contact information provided by cut-off date.
Employer Feedback
No contact information provided
Electro Motive, Caterpillar, Kay Manufacturing, and Kastalon hired many of the
students. The salary for the positions range from $23.00 to $8.00.
Budgeted CSSI Funding $ 225,000
Budgeted CSSI + Leveraged Funds = $ 486,420
Actual CSSI Expense = $ $225,000
Actual CSSI & Leveraged Funds = $ 573,000
CSSI Cost per Completing Student = $3,500
Total Cost per Completing Student = $7,850
Program Completers = 73
Program Completers Since Employed or Promoted = 5913
13
As of March 29, 2007
3/3/2016
32
Project # NE 32 - Accelerated Training – CNC Machine Tool
Operation
Project Original Title: “Introduction to Manufacturing Careers”
Project Partners
Lead: College of Lake County
Lake County Workforce Department
Lake County Job Center
Lake County Workforce Investment Board
What Did They Set Out To Do?
Questions
Which shortage occupation(s) is
being targeted?
What is the root cause of the labor
shortage(s) being addressed by the
project?
What is the basic strategy (solution)
being applied to reduce the
shortage?
What is the magnitude of the
projected shortage and how much
will the shortage be reduced as a
result of the project?
Responses
Welding, Machining/CNC, Industrial
Maintenance Repair, Electronics/Electrical, and
Mechanical Design
Inadequate number of students going into
manufacturing related programs.
The course will expose students to a wide
range of occupations and technologies within
manufacturing so they are able to make a
better decision on a manufacturing program of
studies at CLC.
The course will bring in up to 30 new students
per year. This will result in an increase in
manufacturing related program students. It will
also result in fewer students moving between
programs because they will have a much better
understanding prior to going into the program.
Original Program Design14
“In May 2006 the College of Lake County completed the development of the
Introduction to Manufacturing Careers course to be offered in cooperation with
local high schools, One Stop Centers and employers for the purpose of
improving the pipeline of individuals interested in manufacturing careers. We
conducted eight informational sessions at both the Grayslake and Waukegan Job
Centers. The informational sessions were designed to talk about high-tech, highwage jobs in manufacturing; explain the new Introduction to Manufacturing
Careers course; and direct individuals completing the Introduction to
Manufacturing Careers course into one of five manufacturing programs of study
at CLC that will lead to high-tech, high-wage jobs in manufacturing.
The college developed a brochure and posters to promote the introduction
course and held information sessions at various locations within our district.
We did a direct mail piece and the Job Center distributed an automated home
voice message to promote the training opportunity to over 500 eligible clients.
14 Excerpted from the Subgrantee’s Self-Assessment
3/3/2016
33
We conducted two ad campaigns to promote the informational sessions,
introduction course, and career opportunities. Despite all of our efforts, we were
not successful in attracting any WIA eligible clients into the course.”
Barriers & Issues to Implementation
“After evaluating the project outcomes there were two lessons learned. 1) The
length of time to complete one of the five manufacturing programs we offered
ranged from one to two years full-time. Individuals that are unemployed or
underemployed need to have a shorter time frame to develop entry level skills to
become gainfully employed. 2) Recruiting manufacturing students into programs
at CLC will require a more intensive marketing and recruitment plan.”
One of our challenges was that a number of students lacked the basic math
skills. In the past, we did not experience the low levels of math that the students
brought into this program so we were challenged with the students that lacked
these skills. To address this challenge we taught the math that was needed,
when they needed it so the students could be successful.
In the future we will do more intensive assessment on the front end and identify
specific math deficiencies. We will then focus on remediating only the
deficiencies in a contextual learning model.
Work arounds / Remedies / Innovations15
“As a result of lessons learned, the College of Lake County submitted a
modification and extension to the original grant to develop an accelerated
program in CNC Machine Tool Operation that would lead to a Level I NIMS
credential. The training would begin in January, 07 and end in March 07. The
graduates would be employable as entry level turning or milling CNC operators.
The program would also ladder into the existing certificate and associate degree
for additional education after being gainfully employed. The College of Lake
County would assist with the program completers to become gainfully employed
by June 2007.
The following project outcomes were identified. Revise existing curriculum to be
delivered in an accelerated format:
 Schedule CNC credit training program over an eight week time frame
 Develop a marketing and recruitment plan
 Implement marketing and recruitment plan
 Present informational sessions to promote training opportunities
 enroll 14 students in the Machine Tool/CNC accelerated program”
15 Ibid
3/3/2016
34
Final Project – as delivered16
“The program ran 8 weeks starting on January 22, 2007. Eleven students
enrolled in CNC training. After one week, one student dropped because he
became employed, and another dropped for personal reasons. After the first
week there were nine enrolled in the class and on March 23, 2007, nine
completed the class.
After examining the project outcomes, the College of Lake County believes the
program was a complete success. The only outcome that was not met was that
we did not enroll 14 students. The strengths of the program included a quality
NIMS accredited curriculum delivered in an accelerated format that was
supported by the Tooling Manufacturing Association (TMA) that had both theory
and hands-on training presented in a contextual format; relevant academic and
occupational credentials of the faculty members; a program coordinator to
oversee student progress; a small stipend for students demonstrating successful
progress; and a support system for the students that included tutoring.”
Systemic Changes & Innovations17
“The delivery of the accelerated college credit career program at the College of
Lake County is a new concept. This was the first project. Prior to this, individual
college credit career courses were delivered over a semester meeting once or
twice a week. This format was not attractive to individuals that were unemployed
because of the time commitment required to receive the skills for entry level
employment. The accelerated format was a much better fit.
A second systemic change was the partnership that was developed with the Lake
County Workforce Development Department and the Lake County Workforce
Investment Board. With the Lake County Workforce Development Department’s
client management expertise coupled with CLC’s expertise in teaching/learning
we had a great formula for success. It would not have been successful without
the expertise of these partners.
In the past, the College of Lake County career credit programs provided minimal
training opportunities for WIA eligible participants. As a result of a successful
accelerated curriculum and valued partners, we will duplicate this format in other
career areas.”
16
Ibid
17 Ibid
3/3/2016
35
Below are what we discovered to be best practices:
 The curriculum should be NIMS certified and nationally accredited and
supported by the industry.
 Have quality faculty that have both academic credentials and occupational
experience teaching and developing the curriculum.
 Curriculum needs to award college credit and ladder into advanced
pathways of study, once the graduate is employed.
 Curriculum be delivered in a non-traditional format such as accelerated
and allow for entry level employment in a high growth industry.
 Develop a strong relationship with the local workforce development
department and workforce investment board to assist in client
management, recruiting, and providing core and intensive services to
eligible clients.
 Connect the students with perspective employers before completing the
program. At the College of Lake County we invited two employers into the
last class session to interview the students for jobs.
 Provide a small stipend to the students that demonstrate successful
progress toward completion.
 Have a mechanism in place to monitor daily progress and to provide
tutoring and support services to students in need.”
Learner Feedback
Early Student Evaluation
Student Audit/Evaluation Summary
CNC Training Program – CSSI NE 32
March 22, 2007
1) Did you feel a connection to the college (i.e., getting ID cards, involved
with activities, utilizing the library, etc.)?
 Yes
 The GED program, which is free, is also a good program.
2) What support services did you take advantage of? (Examples: Math
tutoring, reading tutoring, career counseling, Curtis Gentry mentoring, etc)
 Saw Curtis Gentry only once and therefore was not a mentor.
 Curtis Gentry did offer mentoring services however it was up to each
student to set a time to take advantage of the opportunity.
 Due to packed schedule, it was hard to take advantage of support
services.
 The tutoring classes were helpful.
3/3/2016
36
3) What support services did you need that we did not provide?
 What is the policy for some students receiving a bus pass versus mileage
reimbursement?
 My Workforce Department counselor is not good at returning phone calls.
 Include business internships/apprenticeship/”try-out” opportunities as part
of the training program so that students can better understand the work
environment and connect the classroom activities to work expectations.
4)
What changes would improve the program?
 Provide FREE classes for native speakers to become bi-lingual/Spanish,
which would help with employability since ESL classes are free for nonnative speakers.
 Include field trips to businesses.
 Invite employers to the classroom and solicit constructive criticism.
 Intensive job placement assistance above referrals to a job vacancy
board/list.
 Need more “production” activity rather than “set up” instruction.
 Invite businesses to the class so that students can network.
 Assist students with identifying employers that hire workers with and
without a lot experience.
 Add a punch press machine-training component.
 More time instructing students on how to measure/use measuring tools.
5)




What did you like best about the program?
Free tuition made it possible to participate.
Hands-on instruction.
Both instructors were great.
Good pacing with the weekly schedule facilitated learning and knowledge
retention.
6)
What did you like least about the program?
 The team rotation on the pinwheel was uneven/bunched when there were
3 teams on two controls.
7)






3/3/2016
What was your overall impression of the program?
Other people want to take the same class.
This is an entry-level class.
Reduce the first part/machine shop by one week.
Add three weeks to the second part/CNC.
Had the impression that students would have a job by graduation based
upon information received about the occupation being in demand and
lack of qualified candidates.
Would be interested in returning for the next level of training after
becoming employed, i.e. 16 week course that meets once a week for 4
hours.
37
Later Student Feedback
Six trainees responded to our survey. Three were very satisfied (although one
complained of never receiving promised documents and tools); two were
somewhat satisfied and one was neither satisfied nor dissatisfied.
Only two are using their training in CNC operation, although one of the two is
operating manual machines. One is an account executive, one drives a taxi, and
two are unemployed. The one who is operating CNC machines believes that he
will be able to use the current job to move up; the other operating manual
machines is not sure.
All but one would return to the College of Lake County; one wasn’t sure.
Employer Feedback
No employer feedback was available.
Target Audience
CNC Machine Tool Operators
WIA Adults
WIA Dislocated Workers
WIA Youth
Total
Plan
10
03
01
14
Act.
07
03
01
11
% of Plan
70 %
100 %
100 %
79 %
Return On Investment
Budgeted CSSI Funding $ 33,050
Budgeted CSSI + Leveraged Funds (24,895) = $ 57,950
Actual CSSI Expense = $ 19,150
Actual CSSI & Leveraged Funds = $ 19,150 + 38, 512 = $ 57,650
CSSI Cost per Completing Student = $2,127
Total Cost per Completing Student = $ 6,405
Program Completers = 9
Program Completers Since Employed or Promoted = 0 (No data at reporting
date.)
3/3/2016
38
Project # NE 33 - Hispanics in Advanced Manufacturing
Project Partners
Lead: The Aurora Hispanic Chamber of Commerce
River Valley Workforce Investment Board
Emerson Power (Seal Master)
Wrigley Co.
Nu-Way Industries
Original Program Design
Questions
Which shortage occupation(s) is
being targeted?
What is the root cause of the labor
shortage(s) being addressed by the
project?
Responses
First Line Supervisors/Production
Maintenance and Repair Workers
Electrical Technicians
Metal/Plastic Workers
Machinery Mechanics
Machine Operators
Supervisors of Laborers
Training of Hispanic workers in these
occupations has been complicated by native
language barriers.
What is the basic strategy (solution)
being applied to reduce the
shortage?
English training with Spanish-available
materials and instructors.
What is the magnitude of the
projected shortage and how much
will the shortage be reduced as a
result of the project?
Shortages will be reduced by a minimum of 80
workers through this project.
Planned Outcomes
72 individuals will be enrolled
55 individuals will successfully complete the training
55 employees will be upgraded
Final Project – as delivered
This project had the best numbers of any in terms of the number of students that
went through the program. We would surmise that since the programs were
being offered by the Chamber a business organization, that many doors were
open to them.
The program enrolled 300 people as opposed to the initial plan of 72. In addition
they spent only 68% of their grant.
3/3/2016
39
Target Audience
Targeted Occupations
First Line Supervisors or Prod. Workers
Incumbent Workers
Actual
Plan
#
% of Plan
4
24
600 %
Maint. & Repair Workers
7
18
257 %
First Line Supervisors of Mechanics
5
8
114 %
Machinists
3
9
300 %
Computer Controlled Machine Oper.
4
15
375 %
Elect/Electronic Engineering Techs
2
4
200 %
Metal and Plastic Workers
10
30
300 %
Ind. Machinery Mechanics
2
10
500 %
Lathe & Turning Mach Setters & Ops.
3
7
233 %
Mixing & Blending Mach Setters & Ops.
10
29
290 %
First Line Supervisors of Laborers & Matl.
7
126
1,800 %
Rolling Machine Setters
6
20
333 %
Total
63
300
476%
(Note the high percentage of supervisory staff in the training.)
Barriers & Issues to Implementation
The program did experience some attrition problems with the employers. This was due
to the shifting demands of the employers’ business. The flexible times of the training
offerings can help assuage these problems.
Work arounds / Remedies / Innovations
An obvious strength of the program was the Chamber’s willingness to do training at any
time of the day or the night.
A second strength was the ability of the trainers to switch languages from English to
Spanish depending on the needs of the learners.
Utilizing a modular approach to the training allowed for easier marketing to the
employers. They were also willing and able to tailor the modules to the employers’
requests.
3/3/2016
40
Lessons Learned18









We must be willing to deliver training “on site”
Employees must be paid for classroom time
Modular program with flexible designs
Match the needs of the employer
Language skills of training personnel very important
Prep the workforce for what is coming – give them a motivational
speech.
Make sure management, indeed, all employer personnel (shop floor
and office) attend the “team work” class.
Insist on a tour of the plant for the instructors
Be willing to teach the modules at any time of day or night (weekends
too).
Incumbent Workers
1. Number to Receive Training
2. Number Who Completed Training
3. Number Obtaining Employment or Upgrade
in Targeted Jobs
Actual
Plan
#
300
% of Plan
375 %
80
285
315 %
63
82
130 %
19
80
The Chamber believes that they saved the jobs of 40+ workers that would have
otherwise been phased out with newer equipment installation. Also they feel that they
have contributed to the promotability of many of the workers although the actual number
of workers receiving promotions is much more limited.
Learner Feedback
No learner contact information provided.
Employer Feedback
No employer response to our survey.
Return on Investment
Total
Employer Match
155,000
68 %
Actual
Plan
EMPLOYEE WAGES (during classes)
104,960.86
#
365,000
289,916
% of
Plan
79%
Total Cost
Cost per Trainee/CSSI Grant
2,340
349.86
15 %
Cost per Trainee/All Project Funds and In-kind
6,500
1,316.25
20 %
Budgeted CSSI Funding $ 155,000
Budgeted CSSI + & Employer match (243,240) = $ 398,240
18
19
excerpted from the Chambers self-assessment
the plan changed from 72 to 80 somewhere along the line.
3/3/2016
41
Actual CSSI Expense = $ 104,961
Actual CSSI & Employer Match = $ 394,877
CSSI Cost per Completing Student = $ 368
Total Cost per Completing Student = $ 1,385
Program Completers = 285
Program Completers Since Employed or Promoted = 82
3/3/2016
42
Project # NE 34 – College Skills for Success: Implementing an
Industry Partnership Program for Incumbent Workers
Project Partners: College of DuPage
Original Program Design
Project Description
Project Questions
Which shortage occupation(s) is
being targeted?
Responses
Machinists (514040) ,First Line
Supervisors/Managers of Helpers, Laborers, and
Material Movers (531020) , First Line
Supervisors/Managers of Production and
Operating Workers (511011), or General and
operations managers (111021)
What is the root cause of the labor
shortage(s) being addressed by
the project?
Lack of language, occupation skills and
management skills.
What is the basic strategy
(solution) being applied to reduce
the shortage?
Introducing occupation skills while teaching
English as a second language prior to moving
onto a series of manufacturing skills.
Target Audience
Actual
Incumbent Workers
Plan
1. Number to Receive Training
60
63
% of
Plan
105%
2. Number Who Completed Training
3. Number Obtaining Employment or Upgrade
in Targeted Jobs
54
41
75.9%
14
0
0
#
The initial program design consisted of two tracks of training which included
assessments, vocational ESL, and courses in applied technology with a focus on
specific occupational skills designed to retain workers, and advance employees
to higher paying jobs within their companies.
Final Project – as delivered
Targeted
Occupations
Plan
Incumbent Workers
Actual
#
% of Plan
5
25%
Machinists
20
Supervisors
30
36
120%
Welders
10
0
0%
3/3/2016
43
The vocation ESL started in February 2006 to be completed mid-July.
Participants will be reassessed the last week in July to determine if they have
reached appropriate levels in vocational ESL to move on to higher skill training.
While great progress has been made, but because of the low entry level, it is
anticipated that no one will be ready to move on and will require an additional 30
hours of Vocational ESL. At that point they will move into Math and Blue print
reading or supervisory classes. Some may need additional language classes.
Industrial Kinetics began Lean Manufacturing training in September; to be
followed by Kanban Implementation in October and Project Management in
November. All instruction planned under the first year of the grant concluded in
December. Additional training is required for many participants before they will
qualify for higher level jobs.
Barriers & Issues to Implementation
The grant proposal that was originally submitted was negatively affected by the
delayed start of the grant. All four of the original companies included in the
submission were prepared for training to begin in March, 2005. They were
unable to wait for the training.
Two replacement companies were identified, but the employees at the new
companies did not have the skill levels of the initial companies. Because of the
lower language levels, it was not possible to offer two tracks of training. A third
company added late in the project did not need the language skills, so they were
able to achieve much higher skills.
At the end of March, 2006 the program had 48 participants, but due to production
needs, D & R had to remove 3 participants from the courses even though they
were making progress. COD had anticipated some natural attrition, but still
planned that 40 individuals would still be able to complete the year long training.
10 additional employees from Industrial Kinetics were added in August 2006 for
managerial positions.
Training was completed December 21, 2006.
Attrition Rate:
 1/3 of the participants were unable to complete the training
 Working with manufacturers, or any company, rather than being in a
typical educational environment creates unique situations. If there is a
demand for production to increase, training must be delayed to meet the
company needs. This negatively impacts the continuity of instruction and
student success.
 Childcare issues with working parents impacted their attendance, which
negatively impacted their success.
 Lack of language skills were too difficult to overcome in the time allowed
for some participants.
3/3/2016
44

As a cost recovery department, the administration of this program under
the grant, negatively impacted the unit’s ability to adequately cover
expenses of staff time and effort.
Work arounds / Remedies / Innovations
Strengths of the program
 The desire of the participants to upgrade their language and job skills.
 The willingness of the companies to provide training during shift hours
 The inclusion of all shifts by D & R
 The number of people completing one year of the program
 The willingness of D & R to continue with additional skill development
courses without the grant
 The CSSI grant allowed the mixing of ESL instruction with skills training.
 On-site coordinators at each of the partner manufacturers who allowed the
learners to have a single point of contact.
What They Would Like To Do Differently:





Consideration should be given to providing study group time outside of
class, but this would be difficult in a work environment and the company
would have to provide a tutor, or pay an instructor.
Time needs to be built into the schedule to accommodate company
production needs which would allow for training to be rescheduled when
necessary.
Do not restrict training to a limited period of time to be completed.
Flexibility is needed when dealing with workplace training.
Require a higher level of language skill in order to participate in training
when there are time restraints for completion such as with the CSSI grant
Ensure that a company has more than the minimum amount of match
since this negatively affected COD.
Learner Feedback
No learner contact information was made available.
Employer Feedback
Three employers responded to a follow-up survey. One wanted to upgrade the
skills of their workers in the VIT segmental mounting department. Another
wanted to improve project management skills. Two of the companies joined the
program because the college contacted them. The third had previously contacted
COD for training assistance and was later slotted into the program. All cited the
need of addressing a critical competitive issue as the most important reason for
participating in the training program. The second most important reason was the
reputation of the training provider. Two of the three thought that the primary
business objective driving the training was production throughput. The third cited
production quality as the driving reason. All three said that the training project
3/3/2016
45
was very important in meeting their business objectives. Two of the three said
that the training met most expectations; the third said that training achieved all
expectations.
It is interesting that there was no clear understanding whether there are skills
standards associated with the training. One said yes, one did not know and the
third said there were no skills standards. Nevertheless, two said that it was very
important that the training addressed recognized skills standards. It was only the
respondent who said that there are no skills standards who also said that it was
only somewhat important to meet these standards.
Two of the three thought that COD permitted a great deal of control over the
curriculum; the last said that they were able exercise some control. All were very
satisfied with both the training and with the curriculum.
Two recalled applying for the training assistance. One did not recall. Those who
remembered applying also thought that the application was easy. All made
routine reports on the progress of the program.
As for return on their time, effort and expense, they all believed that the return
was very good. Consequently, all said that their respective companies would very
favorably consider participating in a similar program.
Two volunteered that what they liked best was the ability to provide training on
their premises. One cited the hands on manufacturing background of the
instructor.
3/3/2016
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Return on Investment
Budgeted CSSI Funding $81,325 20
Budgeted CSSI + Leveraged Funds & Employer Match = $ 169,625
Actual CSSI Expense = $ 76,879.
Actual CSSI & Leveraged Funds = $188,653.
CSSI Cost per Completing Student = $ 1,874 ($76,879 divided by 41)
Total Cost per Completing Student = $ 4,601 ($188,653 divided by 41)
Program Completers = 41
Program Completers Since Employed or Promoted= 0
20
$80, 453 was originally allocated to the incumbent worker project, but with the addition of Industrial Kinetics the
allocation was $105,453. Less expensive instruction and materials resulted in a final reduction of the grant budget to
$81,325.
3/3/2016
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Project # NE 35 - Skills for Success Bridge Program
Project Partners
College of DuPage
Original Program Design
Project Description
Project Questions
Which shortage occupation(s) is
being targeted?
What is the root cause of the labor
shortage(s) being addressed by the
project?
What is the basic strategy (solution)
being applied to reduce the
shortage?
What is the magnitude of the
projected shortage and how much
will the shortage be reduced as a
result of the project?
Responses
Welder, Electric-electronic Engineering
Technician, Machinist, CNC, Industrial
Machinery Mechanic, Lathe Turning, Machine
Tool Setter, and Manufacturing Maintenance
Worker
Lack of English language and occupation skills
Provide a bridge program which will transition
students into certificate programs at COD
where they will develop critically needed
occupational skills
We are recruiting 21 students for the initial
summer bridge and non bridge program.
Target Audience
Targeted Occupations
3/3/2016
Plan
Maintenance Worker
3
Welder
3
Machinist
4
CNC
Electric-electronic engineering
technician
Industry Machinery Mechanic
Lathe Turning Machine Tool
Setting
3
4
3
2
48
Final Project – as delivered
No Trainees. Project one was discontinued as of June 30, 2006.
Barriers & Issues to Implementation
The initial program design of the Bridge program was to focus on training for
WIA-eligible job seekers and transition them into occupational skill certificate
programs at College of DuPage. Certificate programs include higher order logic
and reasoning skills, as well as mechanical or technical skills.
The fees associated with the Bridge programs were to be paid through WIA
vouchers. The project consisted of two components:
1. Identify, develop and finalized components of a Bridge program for
WIA-eligible adults
2. Providing counseling and supportive services of WIA-eligible clients for
childcare and transportation.
The intended outcomes of the Bridge program were to increase the number of
participants in certificate programs aligned with the region’s critical skills shortage
occupations.
The Bridge Program was not successful at College of DuPage. While they
thought the academic bridge plan, competencies and program were well founded
and are still needed, they saw three possible reasons the project did not meet
expectations.
1. A limited number of WIA clients were interested in targeted
occupational programs
2. WIA vouchers were not available since Workforce Development funds
for FY06 had been exhausted in the third quarter of the year.
3. Marketing funds were not available for advertising the project.
Despite the fact that Manufacturing was identified by the region as a critical skills
shortage area, only three individuals eligible for WIA funds had expressed an
interest in manufacturing jobs during the prior year.
Potential candidates did not respond well to the daytime training schedule as it
would impact their ability to find daytime employment.
Timing of the training was problematic from the standpoint of WIA funds. Since
the actual Bridge program would not begin until the summer session, FY06
funding was exhausted, and FY07 funding had not yet been approved. While the
College might have been able to subsidize the Bridge program until funds where
awarded, the lack of participants was a larger issue.
It was clear that the Bridge program needed to be advertised in venues outside
of the Workforce Development offices. Two people were secured to work on a
part-time basis to market the program. In addition to news releases to DuPage
3/3/2016
49
County news agencies, and the COD newspaper the Courier, letters were sent to
DuPage county officials and DuPage County state political representatives and
senators announcing the program and contact information. Human Service
Agencies, and Job Clubs also received information. As an additional outreach,
letters were sent to churches anticipating that they would be aware of
parishioners who would be in need and might be interested. The Joliet Catholic
Diocese provided the most complete list of churches and pastors within DuPage
County. Outreach to other religious denominations was more difficult, and was
still taking place when it was decided to terminate the grant.
What They Would Like To Do Differently:

Timing, funding and advertising all need to be examined. Had the WIA
counselors had sufficient notification of the upcoming grant, they might
have been able to identify additional candidates.

The actual time and dates of the Bridge classes need to take into
consideration that unemployed individuals are seeking jobs and therefore
prefer evening classes, and employed individuals wishing to upgrade skills
are generally not available during the day.
Learner Feedback
No Trainees
Employer Feedback
No Employers
Return on Investment
Budgeted CSSI Funding $82,143
Budgeted CSSI + Leveraged Funds = $ 154,663
Actual CSSI Expense = $ 15,114
Actual CSSI & Leveraged Funds = $ 37,754 (15.1 + 22.6)
CSSI Cost per Completing Student = No completing students
Total Cost per Completing Student = No completing students
Program Completers = 0
Program Completers Since Employed or Promoted= 0
3/3/2016
50
Project # NE 36 - CSSI Manufacturing Solution21
Project Partners: Northeast Community College Consortium
South Suburban College
Prairie State College
Moraine Valley Community College.
Original Program Design
South Suburban College, Prairie State College and Moraine Valley Community College.
The colleges will provide enrollment, assessment, vocational counseling, case
management, job placement and follow-up services to program participants.
Project Description
Project Questions
Which shortage occupation(s) is
being targeted?
What is the root cause of the labor
shortage(s) being addressed by
the project?
What is the basic strategy
(solution) being applied to reduce
the shortage?
What is the magnitude of the
projected shortage and how much
will the shortage be reduced as a
result of the project?
Responses
Truck Drivers and Computer Specialist, General
Maintenance, Electrical Engineering Technician,
Industrial Engineering Technician, and Welders,
Cutters, Solderers and Brazers.
Shortage of qualified labor. Lack of training and
skill development in the shortage occupations
targeted.
To offer training in the TWL industry to address
occupational shortages and provide job
placement and job retention services.
There are local shortages for over the road truck
drivers, computer technology technicians,
welders, cutters, solderers, braziers, electrical
engineering technicians and maintenance
technicians.
Target Audience
 WIA Adults = 15
 WIA Dislocated Workers = 15
Final Project – as delivered
The project allowed WIA participants to have the opportunity to learn
valuable job enhancing skills in the occupations of Maintenance and Repair,
Welding, Cutters, Solderers or Brazers and Electrical and Electronics
Engineering Technicians and Industrial Machinery Mechanics.
The project strength was in the area of coming close to meeting target
participate outcomes (78%) while only utilizing 52% of allocated
expenditures.
21
The Consortium knows this as project Number 38-01
3/3/2016
51
Plan Versus Actual Trainee Data/ Year One
WIA Adults
Plan
Actual
% of Plan
93%
1. Registrants
15
#
14
2. Training Services
15
14
93%
15
13
86%
4. Completed Training
5. Obtained Training Related
Employment
15
14
93%
11
9
81%
WIA Dislocated Workers
Plan
a. ITAs
Actual
% of Plan
60%
1. Registrants
15
#
9
2. Training Services
15
9
60%
15
9
60%
15
9
60%
11
7
63%
a. ITAs
4. Completed Training
5. Obtained Training Related
Employment
Impact on Critical Skill Shortage Occupations
Year One
Targeted Occupations
Maintenance and Repair program
Welding, Cutters, Solderers or
Brazers training
program
Electrical and Electronics
Engineering
Technicians
Industrial Machinery Mechanics
WIA Trainees
Actual
Plan
#
% of Plan
15
9
66%
5
5
100%
5
4
80%
5
5
100%
Work arounds / Remedies / Innovations
The Northeast Community College Consortium projects (NE# 36 & 37) utilized e-learning
for the theory portions of the programs allowing the classroom time to be used for the
hands-on training.
Given the life demands that continue for our learners while they are in training, the
provision of support systems and vehicles to provide flexibility in the course work
seemed to be welcome innovations.
3/3/2016
52
All the providers who developed “open entry- open exit” models deemed them very
successful. Competency based course designs add to the flexibility of this approach and
allow the students to self-reinforce their progress towards their goals.
There was frequent mention of the importance of being able to offer college credit,
and/or articulation pathways to the students. There was general agreement that the
students saw great value in these arrangements and many wished to continue their
degree pursuit.
We were excited to discover a growing use of Skill Standards in these pilot programs.
As promised, the skill standards have found great utility in improving communication
between employers and educational institutions, between the educators and the
students and for the students themselves as a means of self-assessment reinforcing
progress.
Although not a direct innovation within the CSSI grant but as a follow-on development
the Northeast Community College Consortium is working with Rotary International doing
a high school program to introduce younger students to careers in manufacturing which
can provide college credit upon completion.
Barriers & Issues to Implementation
WIA students required more support and more motivation maintenance. Issues such as
accountability, attendance, punctuality and work completion were all issues. As such the
amount of time spent on the basics eats in to the time available for skills development.
It was felt that the CSSI projects have entirely too many managing partners; Workforce
Board, KEB, POET, WIA, and DCEO. Reporting criteria and participant allowances
were changing up to the last month of the grant. The organizational responsibilities need
to be streamlined.
Learner Feedback
No learner contact information was made available
Employer Feedback
We only received feedback from one of the employers that we surveyed.
The most important reason for using your training was that it met industry based skill
standards and that the employer wished to meet ISO standards required by a key
customer. Below are the relevant survey questions and responses.
4. What is the primary business objective driving the training project?
Meet vendor requirements imposed by key customer (e.g., required ISO certification)
5. To what extent have you fulfilled the business objective driving this project?
Achieved most expectations
6. How important was this project in meeting your business objective?
Essential
7. Are there recognized skills standards in your industry for the jobs targeted by the training project?
Yes
8. Is it important that the training curriculum addressed these recognized skills standards?
Very important
9. To what extent were you able to influence or change the curriculum?
Some control over the curriculum
10. How satisfied were you with the curriculum?
Very satisfied
11. How satisfied were you with the training overall?
Very satisfied
12. Did you have to prepare and submit an application to participate in the project?
Don't know
13. Did you have to prepare and submit any reports to the training vendor or to the agency or organization providing funding support?
Don't know
3/3/2016
53
14. Considering the time, effort and expenses that you incurred and the outcomes that your company experienced, what would you estimate to be the
return on this investment?
Neutral return
15. Would you participate in a similar program again?
My company would seek out an opportunity to participate in a similar program
Return on Investment
Budgeted CSSI Funding $ 75,000
Budgeted CSSI + Leveraged Funds = $ 95,475
Actual CSSI Expense = $ 38,698
Actual CSSI & Leveraged Funds = $ 59,173
CSSI Cost per Completing Student = $ 1,683
Total Cost per Completing Student = $ 2,573
Program Completers = 23
Program Completers Since Employed or Promoted = 16
3/3/2016
54
Project # NE 37 - Manufacturing “Plus” Success22
Project Partners: Northeast Community College Consortium
South Suburban College
Prairie State College
Moraine Valley Community College.
Original Program Design
Project Description
Project Questions
Response
Which shortage occupation(s) is
being targeted?
First-Line Supervisors/Managers of Production
and Operating Workers; Maintenance and
Repair Workers, General; Welders, Cutters,
Solderers, and Braziers; First-Line
Supervisors/Managers of Mechanics, Installers,
and Repairers; Machinists; Electrical and
Electronic Engineering Technicians; Industrial
Machinery Mechanics; First-Line
Supervisors/Managers of Helpers, Laborers,
and Material Movers, Handlers.
What is the root cause of the labor
shortage(s) being addressed by the
project?
As identified by the CSSI.
What is the basic strategy (solution)
being applied to reduce the
shortage?
Offer bridge training, new skills and knowledge
training, so that the individuals can move from
production occupations to production “plus”
occupations.
What is the magnitude of the
projected shortage and how much
will the shortage be reduced as a
result of the project?
The shortage is increasing and we hope retain
a minimum of 200 incumbent workers in new
production "plus" occupations
Target Audience
Plan Versus Actual Trainee Data/ Year One
Incumbent Workers
Plan
1. Number to Receive Training
235
Actual
% of
#
Plan
164
69%
2. Number Who Completed Training
3. Number Obtaining Employment or
Upgrade in Targeted Jobs
200
164
82%
200
16423
82%
22
The Consortium knows this as project # 38-02.
This is unverified but as reported by the employers. Some of the employers required successful
completion of the training to maintain employment.
23
3/3/2016
55
Final Project – as delivered
Impact on Critical Skill Shortage Occupations Year One
Targeted Occupations
First-Line Supervisors/Manager of
Production and Operating Worker
Maintenance and Repair Workers,
General
Welders, Cutters. Solderers and
Braziers
First-Line Supervisors/Managers
of Mechanic, Installers and
Repairers
Machinist
Electrical and Electronic
Engineering Technicians
Industrial Machinery Mechanics
First Line Supervisors/Managers
of Helpers, Laborers, and Material
Movers, Handlers
Total
Incumbent Workers
Actual
Plan
#
% of Plan
40
58
145%
35
0
0%
20
12
60%
33
33
100%
12
3
25%
25
0
0%
30
0
0%
40
58
145%
235
164
69%
(Note the high percentage of supervisors, 149/164 )
The project allowed unskilled workers to have the opportunity for many of the
students to learn valuable supervisory skills.
The project strength was in the areas of “First-Line Supervisors/Managers of
Production and Operating Worker” and “First Line Supervisors/Managers of
Helpers, Laborers, and Material Movers, Handlers” where outcomes were 145%
above targets.
Barriers & Issues to Implementation
The Consortium didn’t see any particular barriers to the project although they did
note that, in general, incumbent workers are more tired when they arrive for
class.
Work arounds / Remedies / Innovations
The project area that could be improved is the administration, especially the
length of time it takes to complete paperwork. There are too many entities and
avenues to complete, which in turn give the program a slow process in achieving
the project outcomes and objectives.
Learner Feedback
No learner contact information was made available.
3/3/2016
56
Employer Feedback
No employer response to our survey.
One challenge to the program is the amount of paperwork that the employer had
to fill out per employee. One employer even backed out of the program because
they did not want to submit personal information to the college for their
employees. They felt that the grant was being offered by the company, releasing
personal information for every employee was not necessary.
Employer Match
Plan
#
Actual
% of Plan
Brose
$4,737.50
$4,737.50
100%
Ed Miniat
$6,500.00
$6,500.00
100%
Framarx/Waxstar
$81.60
$81.60
100%
Arrow Pin Products
$66.20
$66.20
100%
Beacon Printers
$75.00
$75.00
100%
Fabrication Specialties
$450.00
$450.00
100%
Brose
$850.00
$850.00
100%
Ed Miniat
$3,000.00
$3,000.00
100%
LB Steel
$14,364
$18,925
132%
Kelloggs
$28,500.00
$103,926.20
364%
$408.00
$408.00
100%
$59,032.00
$139,019.50
235%
Avatar
Total
“Brose Technik fur Automobile” Results
CSSI project consisted of training 35 employees in programs customized to
provide skills that would allow their employees growth with in the organization.
Topics included training in courses such as Managing Priorities, Presentation for
Managers and Workplace Spanish. 14 operators trained were promoted to a
Floater position that increased their wages and responsibilities. 6 operators were
promoted to Lead Operators again increasing their wages and responsibilities.
The IT Leader was promoted to the Manager of IT, 2 Supervisors were promoted
to Managers, Continuous Improvement Leader was promoted to a Supervisor,
Scheduler and Buyer were promoted as Manager’s and four Engineers were
promoted also to Manager’s.
3/3/2016
57
Return on Investment
Budgeted CSSI Funding $ 125,000
Budgeted CSSI + Leveraged Funds & Employer Match = $ 242,382
Actual CSSI Expense = $ 77,116
Actual CSSI & Leveraged Funds = $ 274,486
CSSI Cost per Completing Student = $ 762
Total Cost per Completing Student = $1,673
Program Completers = 164
Program Completers Since Employed or Promoted = 164 24
24
This is unverified but as reported by the employers. Some of the employers required successful completion of the
training to maintain employment.
3/3/2016
58
Project # NE 38 - Manufacturing Skills Development Program
Project Partners
Triton College
Original Program Design
Project Description
Project Questions
Which shortage occupation(s) is
being targeted?
What is the root cause of the labor
shortage(s) being addressed by the
project?
What is the basic strategy (solution)
being applied to reduce the
shortage?
What is the magnitude of the
projected shortage and how much
will the shortage be reduced as a
result of the project?
What organizations are involved in
the project? Briefly describe their
roles.
Responses
Oxyacetylene, MIG & TIG Welding
Lack of trained, qualified welders
Provide training for a minimum of 20 individuals
in the areas of Oxyacetylene, MIG & TIG
Welding. In addition, work with area businesses
to provide employment at the end of the
program.
Train 20 individuals in welding
Triton College will provide – marketing,
outreach/recruitment, academic remediation,
core & intensive skill development, training in
Oxyacetylene, MIG & TIG Welding, and case
management and job placement.
Target Audience
Planned Outcomes
 Triton college will maintain a minimum retention rate of 80% for clients
enrolled in the Manufacturing Skill Development Program – a minimum of 20
clients will receive training by 12/31/06
 A minimum of 16 clients will successfully complete a certificate training
program in Oxyacetylene, MIG & TIG Welding
 A minimum of 16 clients will be place in unsubsidized employment
Final Project – as delivered
The CSSI Manufacturing Skill Development Program focused on providing
training, certification and job placement to WIA Eligible Individuals. Triton
contracted to provide, marketing, outreach/recruitment, academic remediation,
core & intensive skill development, and training for approximately 30 individuals
in the areas of Stick, MIG & TIG welding.
In addition, participants who completed training would be eligible to take the
American Welding Society (AWS) Certification exams for each area.
3/3/2016
59
Plan Versus Actual Trainee Data/ Year One
3. Registrants
30
Actual
#
% of Plan
25
83%
4. Training Services
30
25
83%
b. ITAs
0
0
0
c. On-the-Job Training
0
0
0
d. Customized Training
0
0
0
3. Supportive Services
20
16
80%
4. Completed Training
20
16
80%
5. Obtained Training Related Employment
16
3
19%
WIA Adults
Plan
Impact on Critical Skill Shortage Occupations Year One
Targeted Occupations
Welder/Fabricator
WIA Trainees
Actual
Plan
#
% of Plan
16
3
19%
Work arounds / Remedies / Innovations
Initially Triton recruited 24 WIA eligible individuals for the program which started
in January 2006. After reviewing eligibility requirements 17 individuals enrolled in
training and began classes on January 24, 2006.
They were awarded additional funds at the end of the first semester and were
able to recruit an additional 8 WIA Eligible individuals for training. Prior to the
end of the first semester six (6) participants dropped from the program.
All participants were contacted to ascertain what had prompted them to drop out.
Many of the participants indicated they needed to find fulltime employment to
maintain their residence or support their families. One student had a health
related issue that prevented him from continuing in the program.
There were 16 participants that completed the program in December 2006 and
all have taken the certification exams for American Welding Society certification.
Of the 16 Program completers, the following AWS certifications were obtained:
12 –Shielded Metal Arc Welding (SMAW) also known as manual metal arc
(MMA) welding or informally as stick welding
3 - Gas Tungsten Arc Welding (GTAW) also known as tungsten inert gas (TIG)
welding
11 – Gas Metal Arc Welding (GMAW) sometimes referred to by its subtypes
metal inert gas (MIG) welding or metal active gas (MAG) welding
3/3/2016
60
Barriers & Issues to Implementation
One of the changes that took place prior to the end of the first semester included
developing a customized training program for welding. This allowed Triton to
transition the additional eight students into training that would allow them to catch
up to the first cohort. Participants from the first cohort who were not successful
in one of the first two classes were given the opportunity to attend classes with
the second cohort to get additional experience and training. The benefits of this
opportunity were that these individuals increased their knowledge and skill level
in each of the subject areas which improved their abilities on the certification
exams.
Triton collaborated with the past president of AWS to design this program.
And by customizing the welding program Triton was able to provide participants
with a program that was tailored specifically to industry standards.
Many of the challenges/barriers surrounding the implementation of this program
were with regard to being able to obtain the appropriate materials or supplies for
students in time to begin the classes. Participants needed safety equipment in
order to work in the lab which was included in the grant and the length of time
between recruitment, eligibility/certification and the beginning of classes was not
sufficient enough to provide all necessary equipment/materials.
Clearly the level of attrition in the program was too high. Of 25 who registered for
the program only 16 completed and, of those, only 3 obtained employment
Triton College is working with Employment & Employer Services, a MOWD &
POET WIA contractor, to assist in the placement piece of this project. All
participants are currently going on job interviews.
The lessons learned during the first part of this year lead to our developing the
customized program. Each individual in this program had their own unique
learning style. Some were fast learners and picked up the knowledge and skills
very quickly, whereas others needed more time to learn the basics.
Structured credit programs are not able to address these issues or adapt the
program to each individual student within the time frame of the program.
Participants in the customized program all entered the program at the same level
by taking the Welding Safety Training class and then moved into the Stick
Welding class. As participants completed the requirements for the class and
certification exam and were able to pass the certification they would then be
moved into the next level of training. Those individuals who did not meet the
requirements would continue to work at that level until they had the skills,
knowledge and the ability to pass the AWS exam. Individuals in this particular
program took the certification exam after every core class was completed
whereas with the traditional group they were not able to take the certification
exam until the end of the semester.
3/3/2016
61
By providing certification examination through the program participants were able
to see the progress they had made and could then move into the next level of
training. In addition those individuals who were successful on the AWS exam
were able to mentor their classmates throughout the program.
Learner Feedback
Six trainees who completed the training program responded to our questionnaire.
One was very satisfied with the training at Triton; two were somewhat satisfied;
and, three were very dissatisfied. One person who was very dissatisfied said that
the classes were cancelled and would have wished to continue.
Only one was able to find a job that uses the training from Triton – and that
person was one of the people who were somewhat satisfied with the training. All
others, even the one respondent who was very satisfied with the training from
Triton were unable to find a job that uses their training.
Currently, two are unemployed. One works as a porter at a gym, another does
concrete work, and one is a carpet and air duct cleaner (however, this person
also said that he is using his Triton training(!)). One did not respond to the
question about their current job – if any.
All respondents said that they would return to Triton for further training.
Employer Feedback
No employer feedback was available.
Return on Investment
Budgeted CSSI Funding = $102,718
Budgeted CSSI + Leveraged Funds ($64,666)= $ 167,582
Actual CSSI Expense = $ 95,872
Actual CSSI & Leveraged Funds = $ 95,87225 *
CSSI Cost per Completing Student = $ 5,992
Total Cost per Completing Student = $ 5,992
Program Completers = 16
Program Completers Since Employed or Promoted = 3
25 When the CSSI MFG grant was written it included leveraged funds. After the Director of Grants left Triton their
business office was unable to determine the amounts allocated so in essence the CSSI project was funded solely by CSSI
grant funds.
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62
Project # NE 39 - Upgrading Integrated Systems
Technology Skills of Incumbent Workers
Project Partners: Elgin Community College
Original Program Design
Project Description
Project Questions
Which shortage occupation(s) is
being targeted?
What is the root cause of the labor
shortage(s) being addressed by the
project?
What is the basic strategy (solution)
being applied to reduce the
shortage?
What is the magnitude of the
projected shortage and how much
will the shortage be reduced as a
result of the project?
Responses
Maintenance and Repair Workers, General
Industrial Machinery Mechanics
The shortage is attributed to demands for more
advanced skills.
Training Industrial Maintenance Workers and
upgrading their skills through proactive
measures
130 individuals will be trained for critical skill
shortage occupations
Target Audience
The original project called for 130 trainees. As new staff came in and took over
the project, they requested a renegotiation of the contract and it was changed to
a target of 65.
Final Project – as delivered
Incumbent Workers
Plan
1. Number to Receive Training
65
#
76
2. Number Who Completed Training
65
74
Actual
% of Plan
117%
114%
Impact on Critical Skill Shortage Occupations Year One
Targeted Occupations
49-9042 Maintenance & Repair
Workers, General
49-9041 Industrial Machinery
Mechanics
3/3/2016
Incumbent Workers
Actual
Plan
#
% of Plan
33
70
212%
32
4
12%
63
Barriers & Issues to Implementation
The CSSI Manufacturing project was effective in achieving the renegotiated
outcomes. The project could have been more effective, and possibly achieved
the originally contracted goals had the Corporate and Continuing Education
Division been involved from the beginning as the marketing team.
Communication between the college’s internal and external partners needs to
continue to improve. There was a lack of understanding of credit vs. non-credit.
The old paradigm cast these groups as competitors. The CSSI grant provided
the opportunity for these two entities to forge a new paradigm.
Work arounds / Remedies / Innovations
Manufacturers are reluctant to accept training that takes a prolonged period of
time. They also are reluctant to allow for training during mandated work hours.
This leaves evenings and weekends. Most employees are reluctant to give up
that time away from friends and family. This is the crux of the problem.
Elgin Community College offered training to meet any schedule need and
adjusted the curriculum hours to a lesser number. These two steps were keys in
gaining the commitment from both entities.
The addition of a dedicated marketing project manager assisted greatly in the
successful completion of the grant.
The major strengths of the project were the knowledgeable IS/MT instructors
combined with the marketing skills of the corporate training representatives.
The IS/MT instructors restructured the training curriculum and contact hours
based on the recommendations of the marketing team.
The marketing team is knowledgeable and experienced in working with
manufacturers to develop other types of training such as leadership, learn and
communications. The team applied these same skills to marketing the CSSI
grant. Over 60 manufacturers were identified and directly contacted by the CSSI
Grant Specialist. Follow-up phone calls and informational packets were sent to
interested employers.
The Manufacturers Conference held in April was not initially tied to the CSSI
Manufacturing project. During the planning process it became apparent that this
was a crucial opportunity to bring in manufacturers who could be interested in the
IS/MT program. During the pre-conference breakfast session, the IS/MT
instructors were available to discuss the program with employers.
The Programmable Logic Control training equipment was relocated to
conference center for a hands-on demonstration. Immediately following the
conference a group of 50 manufacturers were invited to lunch and a tour of the
Industrial Training Resource Center. The results of this combined effort are a
3/3/2016
64
continuing interest in the IS/MT program and the growth of on-site training
programs.
The attrition rate at Elgin Community College was less than one percent.
Seventy-six students enrolled in the program, with only two students dropping
out. Those that dropped did not have the skills necessary to be successful.
New and improved partnerships;
 The Corporate Services Department, one of six Departments within Elgin
Community College’s Corporate and Continuing Education Division, and
the college’s IS/MT program now share the same Manufacturers Advisory
Board
 There is now a better understanding of how the Corporate and Continuing
Education Division and the Business and Technology Education Division
can work together to achieve mutual goals
 Ries Robotics is offering to contribute a robotic trainer for the IS/MT
program.
 Other employers are offering the program materials and equipment.
 A Manufacturers Networking Group was established.
Learner Feedback
No learner contact information was provided.
Employer Feedback
Only one company provided direct feedback on the training program. They joined
as a result of being contacted directly by the college or its representative. It said
that the most important factor attracting the company to the program was the
strength of the training curriculum.
The primary business objective for the training was to improve production
throughput. The company felt that it achieved all its expectations with the training
and believed that the training was very important to meeting these business
objectives. Although the company was unsure as to whether there are skills
standards tied to the training, it nevertheless believed that it was very important
that it met these standards.
The company had a great deal of control over the curriculum. It was very
satisfied with both the curriculum and the overall training.
The company did not recall whether it had to apply for the training program and
did not comment on the reporting requirements. It believed that the program
provided a somewhat good return on the company’s investment of time, effort
and expenses. It said that it would very favorably consider participating in a
similar program.
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Return on Investment
Budgeted CSSI Funding $ 120,000
Budgeted CSSI + Leveraged Funds = $ 150,020
Actual CSSI Expense = $ 69,658
Actual CSSI & Leveraged Funds = $ 80,270*
CSSI Cost per Completing Student = $ 941
Total Cost per Completing Student = $ 1,085*
Program Completers = 74
Program Completers Since Employed or Promoted = 0** None reported by
employers
* As of July 10, 2007, all expenditures have not posted to the general ledger. Final
expenditures will be submitted with final reimbursement request.
** None reported by employers
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Project # NE 40 - Addressing Shortages in Manufacturing
Project Partners: William Rainey Harper College
Original Program Design
Project Description
Project Questions
Which shortage occupation(s) is
being targeted?
What is the root cause of the labor
shortage(s) being addressed by the
project?
What is the basic strategy (solution)
being applied to reduce the
shortage?
What is the magnitude of the
projected shortage and how much
will the shortage be reduced as a
result of the project?
Responses
Maintenance and repair workers, general
499042, machinists 514040, welders, cutter,
solderers and braziers 514121, electrical and
electronic engineering techs 173023, first-line
supervisors 511011
As older workers retire, employers are not able
to attract/retain skilled workers in these fields.
Provide entry-level training to participants
interested in entering the impacted fields.
Partner with industry to provide incumbent
worker training to upgrade skill level of workers.
A projected labor shortage is reported by the
USDL for each of the occupations listed above.
The 30 trained workers will help reduce the
shortage.
What organizations are involved in
the project? Briefly describe their
roles.
Harper College will identify its business
partner(s) in the next quarter.
Where in the EDR will project
activities take place and when will
key project activities be undertaken
and completed?
All of the training for WIA workers will take
place at Harper College in Palatine. The
incumbent workers training will take place at
our business partner’s (TBA) worksite.
How much CSSI funding is
budgeted for this project?
$100,000
What lasting changes in the supply
of qualified workers are expected as
a result of this project?
It is expected that 30 new workers will enter the
workforce. The revised training curriculum will
have an on-going positive impact on labor
training and development.
Target Audience
Planned Outcomes
The original program intended to train 30 WIA eligibles and 30 incumbent workers. Up to
60 clients were to be trained in courses designed to secure entry-level employment or
upgrade skills to retain employment or gain promotion.
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Final Project – as delivered
When it became apparent that Harper College lacked the infrastructure to deliver
sufficient ancillary services required by the WIA population they modified their grant to
focus on incumbent workers.
Plan Versus Actual Trainee Data/ Year One
WIA Adults
Plan
Actual
% of Plan
80%
5
#
4
5
4
80%
3. Supportive Services
5
4
80%
4. Completed Training
5. Obtained Training
Related Employment
0*
0
0*
0
1. Registrants
2. Training Services
a. ITAs
b. On-the-Job Training
c. Customized Training
WIA Dislocated
Workers
1. Registrants
Plan
#
Actual
% of Plan
10
10
100%
10
10
100%
3. Supportive Services
10
10
100%
4. Completed Training
5. Obtained Training
Related Employment
0*
0
0*
0
Incumbent Workers
Plan
2. Training Services
a. ITAs
b. On-the-Job Training
c. Customized Training
1. Number to Receive
Training
2. Number Who Completed
Training
3. Number Obtaining
Employment or Upgrade
in Targeted Jobs
#
Actual
% of Plan
30
139
463 %
30
139
463 %
0*
0
* These zeroes were a result of the length of the programs. The students would not have been able to complete their
studies within the timeframe of the grant. The certificate programs average a year, full time, and the degree programs
are two years.
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Impact on Critical Skill Shortage Occupations Year One
Targeted
Occupations
WIA Trainees
Actual
Plan
#
% of Plan
First-line supervisors
Maintenance
5
3
60 %
Electrical Engineering
10
11
110 %
Incumbent Workers
Actual
Plan
#
% of Plan
30
139
463 %
Work arounds / Remedies / Innovations
In terms of sheer numbers of participants served by the project, Harper College
exceeded their goals. This is attributed to the large number of incumbent
workers served by the project. Their ability to partner with the two local
businesses was a strength of the project. 139 first-line supervisors were trained.
Initial feedback for the two manufacturing partners has been quite positive.
The “customized” curricula developed for each of the partners were critical to the
success of their work with incumbent employees. It was time consuming and
sometimes difficult to identify partners. However, once they found appropriate
partners the project took off. The lesson is, of course, good partners make good
projects.
Barriers & Issues to Implementation
The project was not as successful working with WIA eligible students. Harper
College was able to identify and enroll only 14 of the anticipated WIA eligible
students. This group also suffered from a high rate of attrition. It became
obvious that WIA participants had a great number of barriers to successful
program completion.
The greatest barrier was their need to secure employment. While they entered
the program with a genuine desire to earn a certificate, the timeframe needed to
do so was beyond their means. Some WIA participants left to secure
employment, others stopped attending without explanation.
What They Would Like To Do Differently:
Harper’s program design did not adequately account for the intensive needs of
WIA eligible students. Given their unique circumstances, specialized
counseling/advising and support services such as transportation, childcare,
employment services are needed.
Learner Feedback
No learner feedback was made available.
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Employer Feedback
Only one company responded to our survey. That company indicated that the
training was in ESL, train the trainer, supervisor classes and coordinator classes.
It also indicated that Harper recruited it into the program.
The most important reason for engaging in training was that it addressed critical
competitive needs, especially improvements in production throughput. It
indicated that the second most important reason was that it was the ‘right thing to
do” for its workers. Overall, the company believed that it fulfilled most
expectations and that the project was very important to meeting its overall
business objectives.
The company recognized that there are skills standards in the area of training
that its workers received. It believed that it is very important that the training
addressed these skills standards. Overall, it was very satisfied with the
curriculum and with the training overall.
Considering the time, effort and expenses that the company incurred and the
outcomes that the company experienced, it believed that it a somewhat good
return on its investment. It would favorably consider participating in a similar
program.
Return on Investment
Plan Versus Actual Fiscal Data/Year One
CSSI Expenditures
Total
Leveraged/Redirected Resources
Total
Employer Match
Plan
$100,000
Plan
$36,050
Plan
Actual
#
% of Plan
$82,659.20
82%
Actual
#
% of Plan
$36,050
100%
Actual
#
% of Plan
Total
$60,000
$58,680.62
97%
Cost per Trainee/CSSI Grant
Cost per Trainee/All Project Funds and
In-kind
$2,000
$422.16
21%
$5,201.66
$1103.67
21%
Budgeted CSSI Funding $ 100,000
Budgeted CSSI + Leveraged Funds & Employer Match = $ 196,050
Actual CSSI Expense = $ 82,659
Actual CSSI & Leveraged Funds & Employer Match = $ 177,390
CSSI Cost per Completing Student = $ 540
Total Cost per Completing Student = $ 1,159
Program Completers = 153
Program Completers Since Employed or Promoted = 0*
* None reported by employers
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Project # NE 41 - CSSI Automotive Manufacturing Project
Project Partners
Lead: Mayor’s Office of Workforce Development -Administrator,
Ford Motor Company-Employer
Comau Pico & Daley College-Trainers
Original Program Design
60 Incumbent workers will be trained and from the group of participants 35 will receive
incremental increases in their pay as they complete certain stages of the training and
remain active in the program.
Project Description
Project Questions
Which shortage occupation(s) is
being targeted?
What is the root cause of the labor
shortage(s) being addressed by the
project?
What is the magnitude of the
projected shortage and how much
will the shortage be reduced as a
result of the project?
Where in the EDR will project
activities take place and when will
key project activities be undertaken
and completed?
Responses
Technically Skilled maintenance and repair
workers.
Lack of Skilled Maintenance workers
60 Incumbent Workers with a “0” Skills
classification will receive technical skills training
that effectively upgrades their skills and allows
them to enter a Critical Skills Shortage
Occupation. (Maintenance and Repair
Workers)
Project activities will take place onsite at Ford
Assembly Plant, Chicago. Key project activities
will occur throughout 2006 and completed by
June 2007.
Target Audience
 Sixty (60) incumbent workers with “0” skills classification will receive technical
skills training that effectively upgrades their skills and allows them to enter
Critical Skills Shortages occupations (Maintenance and Repair Workers) and
receive corresponding increases in their base salaries over the next 2 years
(35 at 12 months and 25 at year 2).
 Sign 12 new apprentices to program for 2007 graduation date (Intermediate
outcome for 2006)
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Final Project – as delivered
Plan Versus Actual
Indicator
Incumbent Workers
Total Trained
Total Completing
Training
Total
Upgraded/Advanced
Project Plan
for Year 1
Actual as of
4/30/07
#
% of
Plan
Projected by End
of Year 1
#
% of
Plan
82
18
82
18
82%
82
18
82%
23
77
77
77
77
Total Project
Expenditures
$350,000
$222,000
63%
$350,000
100%
Total
Leveraged/Redirected
Resources
$936.000
$1,049,095
112%
$1,150,000
115%
They shifted some of their focus to additional HVAC training due to the changes
in the business and will complete the required skills upgrades for these
employees within the grant structure.
There were 18 graduates during the initial grant period. They will be continuing to
work and train all 82 participants, although only 20 will be covered in the year 2
grant period. All those involved in the training are part of a process that takes
longer than 12 months to complete. In the case of the HVAC skills enhancement/
upgrade, the Chicago Assembly Plant (CAP) expects them to be completed in 3rd
Q 07. All participants that were part of a step increase process have received
those increases.
The second year CSSI funds will be utilized to continue the Pilot Program that
has been established to marry their apprentice program to a degreed program.
CAP, Daley College and Comau Pico are committed to continuing this process.
Barriers & Issues to Implementation
Ford believes the initial scope of the project may have been a bit aggressive.
They have accomplished all that they set out to do without reaching the final
phase of these programs. However, CAP will be continuing all aspects to
completion without the CSSI funding and that was the ultimate goal of the CSSI
project pilots.
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Work arounds / Remedies / Innovations
Strengths of the project:
It provided CAP with an opportunity to pursue a strategy that they otherwise may
not have gone after.
Areas of the project that could be improved:
Redundancy of paperwork, different ways of presenting the same information,
too much bureaucracy.
Ford considers the attrition rate to be low. For the Pilot Program with the
Apprenticeship Program, after an initial drop off they have maintained the
numbers. The HVAC had one retirement and the other participants are still
involved in their respective functions.
Learner Feedback
No permission received to contact students. Note: The contact position at Ford
turned twice since the project was completed.
Employer Feedback
Without this project we would not have been able to upgrade the skills of those
that participated. This project was at the forefront of looking at our Apprenticeship
Program from a new perspective. Some of the skills upgrading that we were able
to accomplish were a direct link to this project as well. The opportunity “turned on
a light in a room” that would have not otherwise been used.
The Pilot Program will serve as not only the actual Pilot Program for our
Apprentices, but also for launching new opportunities utilizing the same model.
We are maturing our relationship with a key training provider and expanding that
to include a junior college.
Return on Investment
Budgeted CSSI Funding $ 350,000
Budgeted CSSI + Leveraged Funds (936,000) = $ 1,286,000
Actual CSSI Expense = $ 350,000
Actual CSSI & Leveraged Funds ($1,150,000)= $ 1,500,000
CSSI Cost per Completing Student = $4,545
Total Cost per Completing Student = $ 19,480
Program Completers = (18) 7726
Program Completers Since Employed or Promoted = 77
26
We used upgrade vs. completers since it was a two year curriculum.
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Project # NE 42 - Solid Surface Manufacturing Training Program
Project Partners: Greater West Town Community Development Project
Original Program Design
Project Questions
Which shortage occupation(s) is being
targeted?
Responses
Computer-Controlled Machine Tool
Operators
Metal Workers and Plastic Workers
Lathe and Turning Machine Tool
Setters, Operators and Tenders,
Metal and Plastic Workers
What is the root cause of the labor shortage(s)
being addressed by the project?
Lack of skills training linked to
employment for unemployed, low
income community residents
What is the basic strategy (solution) being
applied to reduce the shortage?
Provide skills training linked to
employment for unemployed, low
income community residents
What is the magnitude of the projected
shortage and how much will the shortage be
reduced as a result of the project?
What organizations are involved in the
project? Briefly describe their roles.
Shortage=185
Reduction=10 (5.5%)
Greater West Town Training
Partnership provides skills’ training
linked to employment for
unemployed, low-income community
residents. Our employer-partners,
including Gerali Custom Design and
Parksite Surfaces, were involved in
the original design and ongoing
continuous improvement of the
training program’s solid surface
curriculum
Target Audience
 11 CSSI Solid Surface Manufacturing Training Program participants were
to complete training and receive Solid Surface and Wood Products
manufacturing certification. This training was to occur over the first nine
months of the project period (September 2005 – June 2006).
 10 CSSI Solid Surface Manufacturing Training Program participants were
to be placed into identified critical skill shortage occupations by 12/31/06.
GWTP’s Solid Surface Manufacturing training program was a natural evolution
from their Wood Products Manufacturing Training Program, and provides the
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following services for disadvantaged community residents: comprehensive
assessment, case management, supportive services, job skills training, and
unsubsidized employment placement with job retention support services.
The program operates in cooperation with area employers and economic
development organizations and provides up to 600 hours of vocational skills
instruction, based on each participant’s learning needs.
GWTP’s vocational training programs are approved by the Illinois State Board of
Education and nationally accredited by Accrediting Commission of Career
Schools and Colleges of Technology (ACCSCT).
Students attended training full-time for 35 hours a week for 14 weeks, with an
additional 4-week advanced training addendum made available for qualified
participants.
Final Project – as delivered
Greater West Town Project succeeded in achieving all of their first year goals
and meeting the anticipated outcomes planned for in both of the CSSI contracts TWL and Manufacturing.
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Barriers & Issues to Implementation
None.
Work arounds / Remedies / Innovations
GWTP credits having identified the need for skills training in critical skills
shortage occupations early on. As such, they had the infrastructure and
programs in place to effectively address the critical skills training shortages in the
identified sectors of Manufacturing and TWL.
The project design of CSSI has helped ensure better communication and
coordination of WIA supportive services for their training participants.
Additionally, the identification and recognition of need for critical skills training
has helped them leverage additional funding resources for their training
programs, which will provide continued sustainability beyond the life of this
project
Their current training formats are effective, and they intend to continue to work
with their employer advisory committees to ensure implementation of best
practices, industry relevancy, and attention to industry training/career preparation
needs.
Trainee attrition was low in both CSSI programs, approximately 15%.
Contributing factors included participant personal issues leading to excessive
absenteeism, as well as participants accepting job offers prior to completion of
training.
Learner Feedback
No learner contact information was provided.
Employer Feedback
Two of the three companies responding to the survey indicated that they used
the program for incumbent working training. The third company indicated that its
previous contact with West Town has been only for worker recruiting. Both of the
two businesses that participated in the training program were recruited by West
Town.
The participating respondents had different reasons for becoming part of the
program. One cited the strength of the training curriculum as the top attracting
feature. That company noted that West Town had a basic understanding of entry
level positions in the industry. The other cited the fact that the training addressed
a critical competitive need. That company cited its prior experience with West
Town as the second most important reason.
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Both companies said that the primary business reason for the training project
was to address a shortage of available qualified workers and had to retrain
existing workers. They had varied results: one said that the training achieved
most expectations; the other said that it achieved some expectations. Likewise,
one company reported that the project was very important in meeting its business
objectives; the other reported that it was only somewhat important.
One company reported not knowing whether there are skills standards in their
industry. The other said that there are skills standards – and that company
indicated that it was very important that the training meet those standards.
Both indicated that they had some control over the curriculum – only one was
very satisfied with the curriculum. The other was only somewhat satisfied. The
company who was very satisfied with the curriculum was also very satisfied with
overall training. The other company was somewhat satisfied with the training –
and later suggested that the training was too broad based for its specific needs
and perhaps needed to be more practice and less classroom work.
As to return on investment, one company said that it provided a very good return.
The other company said that the return was somewhat good. Nevertheless, both
would seek out an opportunity to participate in a similar program. An interesting
value of the program is that it also provided an opportunity for each company to
identify workers who are most likely to succeed in manufacturing work. Also, one
company suggested that the program be better distributed geographically.
Return on Investment
Budgeted CSSI Funding $ 75,000
Budgeted CSSI + Leveraged Funds ($48,750) = $ 123,750
Actual CSSI Expense = $75,000
Actual CSSI & Leveraged Funds = $ 123,750
CSSI Cost per Completing Student = $ 6,818
Total Cost per Completing Student = $ 11,250
Program Completers = 11
Program Completers Since Employed or Promoted = 10
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Project # NE 44 - Saving Our Core Employment Base:
Manufacturing
Project Partners:
Joliet Junior College – training provider, program coordinator, employer outreach.
Will County Center for Economic Development- employer outreach, and survey
Grundy Economic Development Council - employer outreach, and survey
Three River’s Manufacturers’ Association – employer outreach.
Original Program Design
Project Description
Project Questions
Which shortage occupation(s) is being
targeted?
What is the root cause of the labor shortage(s)
being addressed by the project?
What is the basic strategy (solution) being
applied to reduce the shortage?
What is the magnitude of the projected
shortage and how much will the shortage be
reduced as a result of the project?
Where in the EDR will project activities take
place and when will key project activities be
undertaken and completed?
Responses
Welding and Manufacturing
maintenance skills
Shortage of trained workforce, a
result of too few individuals entering
the manufacturing sub sector
because of a perceived lack of
opportunities
Train incumbent workers to function
in higher skill positions, recruit
unemployed into high demand skill
training.
Magnitude is serious with the
majority of large manufacturers
reporting up to 50% of current
workforce reaching retirement age
within the next five years. Project will
impact short-term skill shortages on
and employer-by-employer basis.
Activities will take place throughout
the seven county college district.
Primary training activities will be
provided at the college main campus
in Joliet.
Target Audience
A study on Target Industry and Workforce Analysis commissioned by the
Workforce Investment Board of Will County and the Will County Center for
Economic Development at the end of 1995 stated that there is a strong case to
be made for Will County to be the site of a Global TransCenter, which is a fully
integrated transportation and industrial center providing rail, inter-modal, trucking,
water and air services along with office and industrial space for manufacturing
and distribution. The study also stated that Will County’s inventory of distribution
and manufacturing space is growing faster than any of the other counties in the
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Chicago metro region. The request for CSSI funds was Joliet Junior College’s
initiative in helping these partners to realize this goal. Joliet Junior College
requested $97,600 in CSSI funding.
Planned Outcomes
 100 incumbent workers enrolled in training
 20 WIA individuals enrolled in training
 60 individuals to obtain employment or be upgraded
Final Project – as delivered
Incumbent Workers
Actual
#
% of Plan
Plan
1. Number to Receive Training
2. Number Who Completed Training
3. Number Obtaining Employment or Upgrade in Targeted
Jobs
100
198
198%
95
Originally, the dollars were going to be split between training
unemployed/underemployed and the incumbent workers; however, JJC
discovered early on that the demand was from companies who required
assistance in keeping their employees current in their skills.
Joliet Junior College did a budget modification and adjusted the funds to
accommodate the requests they were receiving from the companies.
Impact on Critical Skill Shortage Occupations Year One
Targeted Occupations
First Line Supervisors/Managers of
Production and Operating
Workers
Maintenance and Repair Workers,
General
Welders, Cutters, Solders, and Braziers
Machinists
Electrical and Electronic Engineering
Technicians
Incumbent Workers
Plan
Actual
#
% of Plan
30
44
147%
60
75
125%
20
40
200%
6
0
0
40
39
97.5%
Work arounds / Remedies / Innovations
The college’s Institute of Economic Technology (IET) administered this project.
Partnering with Joliet Junior College in this proposal were Will County WIA and
Grundy County WIA.
The college worked closely with the Will County Center for Economic
Development and the Grundy Economic Development Council in identifying key
sector solutions and has worked toward the development of an area logistics
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council to foster improved communication of industry needs and workforce
requirements.
Joliet Junior College aggressively marketed the CSSI grant dollars to the area
manufacturers. They have partnered with the Three Rivers’ Manufacturers
Association to make this a benefit to their members. Pat Fera and her staff at the
Will County Investment Board referred several companies to JJC for training
assistance. There were 16 companies with incumbent workers in training.
As Joliet Junior College’s grant came to a close, and they had exhausted all of
their funds, they in turn, referred additional companies to Pat’s office to obtain
some of their incumbent worker training funds. The partnership with TRMA and
Will County Investment Board was a win-win. JJC was able to provide the much
needed training, funding, and a seamless process for all of the parties involved.
Barriers & Issues to Implementation
In regards to the quarterly and final reports, JCC recommended that these
reports should be in Excel format. Financial information is cumbersome and
difficult to report in Word. Reimbursement forms should remain consistent
throughout the grant period. Multiple changes to forms throughout the grant
caused confusion and inefficient administration of the grant. An integrated
Access database would solve the issues.
Learner Feedback
No learner contact information was provided.
Employer Feedback
No employer contact information was provided.
JJC reports that the companies appreciated the support of the State, and would
encourage the State to continue funding employer training opportunities.
Return on Investment
Budgeted CSSI Funding $ 97,600
Budgeted CSSI + Leveraged Funds ($84,498) & Employer Match $97,523 = $ 279,621
Actual CSSI Expense = $ 97,520
Actual CSSI & Leveraged Funds & Employer Match ($97,519) = $ 345,056
CSSI Cost per Completing Student = $ 493
Total Cost per Completing Student = $ 1,743
Program Completers = 198
Program Completers Since Employed or Promoted = 95
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Project # NE 45 - CSSI Manufacturing Solution
Project Partners: Northeast Community College Consortium & Commission on
Economic Opportunity
South Suburban College
Prairie State College
Moraine Valley Community College
Illinois Employment & Training Commission
Project Description
Project Questions
Which shortage occupation(s) is
being targeted?
What is the root cause of the labor
shortage(s) being addressed by
the project?
What is the basic strategy
(solution) being applied to reduce
the shortage?
What is the magnitude of the
projected shortage and how much
will the shortage be reduced as a
result of the project?
What organizations are involved in
the project? Briefly describe their
roles.
Where in the EDR will project
activities take place and when will
key project activities be
undertaken and completed?
Responses
CDL Truck Drivers, Tractor Trailer, General
Maintenance and Repair Workers, Industrial
Engineering Technician, and Welders, Cutters,
Solderers and Brazers.
Shortage of qualified labor. Lack of training and
skill development in the shortage occupations
targeted.
To offer training in the Manufacturing industry to
address occupational shortages and provide job
placement and job retention services.
There are local shortages for over the road truck
drivers, welders, cutters, solderers, braziers,
industrial machinery technicians and
maintenance workers.
Commission on Economic Opportunity, South
Suburban College, Prairie State College and
Moraine Valley Community College. The partners
will provide enrollment, assessment, vocational
counseling, case management, job placement
and follow-up services to 15 program
participants.
Project Activities will take place at Commission
on Economic Opportunity, South Suburban
College, Prairie State College and Moraine
Valley Community College. Recruitment will take
place through March 31, 2006. Training is
ongoing and targets short-term certificate training
primarily. Training and placement services are
anticipated to continue throughout the programs
duration (6/30/07).
Target Audience
The Commission on Economic Opportunity, South Suburban College, and Prairie State
College have established a joint collaboration to provide short-term training options for
CSSI participants. The project will focus on customizing a welder’s apprentice program
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at Prairie State College, maintenance & repair, and industrial machinery training
programs at SSC.
A minimum of ten (10) participants will be trained in manufacturing areas at South
Suburban College. Additionally, employers are being surveyed to assist in designing job
specific welder training opportunities. CEO has twelve (12) participants enrolled under
the CSSI project and anticipates completing enrollment and training objectives during
the first and second quarters of 2007
Final Project – as delivered
The project completed with 13 WIA Adult participants and 5 WIA Dislocated Worker
participants.
Impact on Critical Skill Shortage Occupations Year One
Targeted Occupations
Advanced Manufacturing
WIA Trainees
Actual
Plan
#
% of Plan
10
8
80%
Basic Welding
Work Readiness /Occupational
Learning Activities
6
6
100%
2
2
100%
Plan Versus Actual Trainee Data/ Year One
WIA Adults
Actual
% of Plan
186%
1. Registrants
7
#
13
2. Training Services
7
13
186%
d. ITAs
4
3
75%
e. On-the-Job Training
-
-
-
f.
-
10
-
3. Supportive Services
-
3
-
4. Completed Training
5. Obtained Training Related
Employment
-
6
-
4
2
50%
Customized Training
WIA Dislocated Workers
1.
Plan
Plan
Actual
% of Plan
56%
9
#
5
9
3
56%
a. ITAs
8
1
13%
b. On-the-Job Training
-
-
-
c. Customized Training
-
2
-
3. Supportive Services
-
1
-
4. Completed Training
5. Obtained Training Related
Employment
-
2
-
1
4
400%
1. Registrants
2. Training Services
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Barriers & Issues to Implementation
The project area that could be improved would be how the program is
administered and the length of time it takes to complete paperwork. There are
too many entities and avenues involved, which in turn, slows the process of
achieving outcomes and objectives.
Work arounds / Remedies / Innovations
CEO felt that the project allowed the development of the South Suburban
Consortium – Moraine Valley College, Prairie State College, South Suburban
College, and Commission on Economic Opportunity, Inc. The partnership
enabled CEO to offer greater training options for participants and job fairs and
employer contacts.
Also, the project allowed unskilled workers to have the opportunity to learn
valuable skills in areas of Advanced Manufacturing, Forklift & Safety, OSHA
certification, and Basic Welding.
It was seen that the strength of the project is that the participants are being
trained in occupational areas where employers have great needs to fill positions.
Learner Feedback
No learner contact information was provided.
Employer Feedback
No employer contact information was provided
Return on Investment
Budgeted CSSI Funding $ 50,000
Budgeted CSSI + Leveraged Funds $ (6,667)= $ 56,667
Actual CSSI Expense = $ 50,000
Actual CSSI & Leveraged Funds = $ 56,667
CSSI Cost per Completing Student = $ 6,250
Total Cost per Completing Student = $ 7,083
Program Completers = 8
Program Completers Since Employed or Promoted = 627
27
Includes 2 who obtained related employment but did not complete the program
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Meeting the Needs of the Workforce Provider
Community
Two elements came to light in our interviews.
First, when we asked the providers to name another provider that they admired, many
were unable to answer the question. This indicated to us that there is an insufficient level
of communication and sharing of successful practices between providers.
We would suggest developing additional means of sharing successes and work-arounds
between providers. Although the Illinois Department of Commerce and Economic
Opportunity sponsors an annual Workforce Development Conference in Springfield as a
venue for partners to come together to network and learn about issues and tools for
serving job seekers and business partners, its impact in the Northeast Economic
Development Region seems muted. Perhaps a similar event could take place in the
Chicago Metro area. Our half day mini conference was a start but clearly insufficient.
Secondly, there was pretty much unanimous agreement that the administrative elements
of the CSSI projects could be streamlined.
Although DCEO has been tasked with providing a more comprehensive reporting
methodology to insure efficient and effective use of State resources we were reminded
of the work of Peters and Waterman in their book "In Search of Excellence." 28
The Eight Attributes of Management Excellence Peters and Waterman described were:
1. A Bias for Action
2. Close to the Customer
3. Autonomy and Entrepreneurship
4. Productivity through People
5. Hands-on, Value driven
6. Stick to the Knitting
7. Simple Form, Lean Staff
8. Simultaneous Loose-tight Properties.
The last attribute (Simultaneous Loose-tight Properties) is a summary of the other
seven, according to Peters and Waterman.
''Simultaneous loose-tight is in essence the coexistence of firm central direction
and maximum individual autonomy...
Organizations that live by the Loose-tight principle are on the one hand rigidly
controlled, yet at the same time allow (indeed, insist on) autonomy,
entrepreneurship and innovation from the rank and file."
It was within the concept of simultaneous Loose-tight Properties that an answer needs to
be found. The workforce providers found the requirements of the CSSI projects to be
onerous and overly “tight.” In an environment where there are “easier” funds available
from other State programs, such as through The Job Training and Economic
28
Peters, Thomas J.and Waterman, Robert H. “ In Search of Excellence: Lessons from America's Best-run
Companies” HarperCollins 1982
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Development (JTED) & The Employer Training Investment Program (ETIP) Grant
Programs, Economic Development for a Growing Economy – “EDGE”, Large Business
Development Program (LBDP), etc.
A recent article in Business Week29 entitled “3M’s Innovation Crisis: How Six Sigma
Almost smothered its Idea Culture Business” discussed how the addition of strict quality
control initiatives doused the flames of innovation that had always been the hallmark of
the company. It provides us a valuable insight.
Most all of the providers turned away from continuation of the CSSI projects. Only two of
the projects, Greater West Town NE 42 and the MOWD/Ford NE #41 applied for second
year funding grant continuations.
The Provider Wish List
The closing question in all our interviews was focused on the interviewee’s “Wish List.”
“If a genie appeared right now, in front of you, and offered to grant you three wishes
(without worrying about how they would be fulfilled) Three wishes that would heighten the
vitality and effectiveness of the Workforce Development system in Illinois, what would
your three wishes be?“
There was great deal of consistency in the wishes. Predominately the providers were
looking for more resources, provided more consistently and over longer time frames.
Additionally there was a clear call for better output from the K-12 system.
Money & Resources








Long term continuation of funding streams
More money with less restrictions on time periods and topics
Give the local WIBs more flexible resources unconstrained by WIA.
More money to support existing business like the former ICCB incumbent worker
funds.
Need funds for new equipment to train new technologies.
Longer term grants without declining funding
Provide transportable classrooms with computers and high-speed access.
Develop capacity to provide training in native languages
Workforce Development System








More integration of C.B.O.’s with Community College System
Expand the WIA training time
Understanding that investing in people can require more than a “program year.”
Greater Buy-in from Employers
Revive the “Business Leadership”
More collaboration and less competition
Utilize ACT Work-Keys consistently, come together on standards
Need to Measure & Benchmark the Training Providers (like CPMS)
29 Hindo, Brain “3M’s Innovation Crisis: How Six Sigma Almost smothered its Idea Culture Business Week June 11, 2007
– Inside Innovation Section
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Educational System:




More Coordination within the Educational System
Development of a Statewide Curriculum (each CC is doing their own thing)
Need a faster system to turn around curriculum approvals.
Improve the educational system so that we can eliminate the need for remedial
education.
 Accelerated Methodology to teach “Basic Skills”
 Better output from K-12 system
 Help young people figure out their career goals. Career based curriculum should
make up a portion of the school day.
Government
 Streamline the paperwork
 Help Mature workers to work while receiving pensions. Reduce penalties.
Marketing
 Help Parents and Career Counselors see the positives in Manufacturing
 Develop a great marketing campaign for Manufacturing
 Help Adults see the need for life-long learning and skill enhancement
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How Did We Do?
The IWIB Manufacturing Task Force Report identified five major issues to address:
1. Image of Manufacturing—Improving the image of manufacturing focusing on the
message that manufacturing is a critical industry in Illinois and that manufacturers must
compete on innovation.
2. K-12 Career Awareness and Guidance—improving the student and parent awareness
of career opportunities in manufacturing and expanding career guidance and
exploration in K-12 schools.
3. Improving Workplace Skills---improving the basic workplace skills of entry level
production workers.
4. Improving Workforce Pipelines—improving the capacity and alignment of the workforce
pipeline including P-20 alignment and integration of leading public-private training
models and credentialing systems.
5. Continuous Learning—Engaging incumbent workers to recognize the need for
continuous learning and training.
Also, the projects were also to serve as a catalyst for increased collaboration of the
workforce preparation system and the manufacturing industry.
Issues 1 & 2 are clearly marketing and will be addressed by the upcoming Marketing
Project from the Chicago Chamber of Commerce. These 14 projects were focused on
issues 3, 4 & 5 and had the opportunity to increase collaboration as well.
As to “Improving Workplace Skills” we’d give the projects a “C-” for the WIA populations.
Although there were exceptions, in general we didn’t see many positive outcomes from
the projects, at least those that resulted in employment for the entry level workers.
For “Improving Workforce Pipelines” we’d give the projects a “C+.” We didn’t witness
much movement towards the alignment of the P-20 system nor the “integration of
leading public-private training models.” We did see some progress toward the utilization
of recognized Skill Standards in the programs but only the Triton program was really
successful in getting their earners certified.
As to “Continuous Learning” and “Increasing Collaboration” the projects would score a
“B+.” We’re not sure of whether the incumbent workers were engaged as opposed to
the employers but either way the programs delivered training to many incumbents with
the preponderance going to educating learners in Supervisory or Management positions.
The projects reinforced the need to link the training providers with the employers via
“Business Advisory Committees.”
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Return on Investment
Our original goal was to be able to gather student and employer feedback so it would be
possible to compare the impact of the projects and the relative returns on investment.
Our goal was to provide a full Level Five evaluation for each project:
Level One – Did the students like it?
Level Two – Did the students learn the material?
Level Three – Were the students able to apply the learning to the work?
Level Four – Did the employers benefit from the students’ learning?
Level Five – Was there a valuable return on investment from the programs for
both the employers and the State?
Unfortunately, we were unable to get a sufficient sample of learners and employers to
make any judgments.
It may be possible for the reader to come to some conclusions by comparing the project
detail with the State averages for similar programs.
If we use the average data from the State’s Workforce Development Reports in 200630
and 200731 we can get closer to making a judgment about the CSSI project costs.
We can see that in 2005, the average WIA Adult program completer who became
employed cost the State about $3,400. In Fiscal 2006, that number was about $3,100.
30 Illinois’ Report on Workforce Development Fiscal Year 2005, Department of Commerce and Economic Opportunity May
2006 Retrieved from www2.illinoisbiz.biz/StatutoryMandatedReports/06202006-NEW05WFAnnRep.pdf -
Illinois 2007 Workforce Development Annual Report retrieved from
www.doleta.gov/Performance/results/AnnualReports/PY2006/Illinois%20Annual%20Report.pdf
31
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We can use the average numbers as a reference point for the CSSI Pilots although with
some caution as the reports point out the technical problems with the data analysis.
We can see that the average cost of per employment outcome was about $3,100. This
isn’t quite apples-to apples with our report as we presented cost per program completer
and many of the completers never obtained employment in the area of their training.
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Recommendations
We were struck by the commonality of the issues surfaced by our study and the
conclusions of the recent Aspen Report on Sectoral Initiatives32:
“We conclude this publication by highlighting the field’s many accomplishments
and identifying some of the challenges that, if addressed, could help strengthen and
sustain the field going forward. We hope this publication adequately acknowledges
the tremendous progress achieved not only by individual initiatives, but also by the
institutions that have made investments in them. Yet, at the same time, it is important to
recognize that by addressing some key challenges, stronger sector initiatives can result,
thereby achieving positive results for workers and contributing to vibrant regional
economies. These challenges are clustered around four main issues:
With respect to serving low-income workers, many of whom need help coordinating
and obtaining supportive services while training and transitioning to work, sector
initiatives should focus on or partner with the social services system to make it easier for
clients to access and use benefits that can contribute to success. This is an area of work
that also needs coordinated support and attention from a range of public and privatesector agencies. In addition, to have the greatest impact, skills training must lead to
industry-recognized credentials and lay a foundation for participants to continue their
education.
And finally, sector initiatives that lack experience working with specific low-income groups
must make a concerted effort to understand the needs of disadvantaged populations and
develop strategies to address them.
In the area of building organizational capacity, sector leaders need opportunities
both to gain more in-depth knowledge about their target industry and to learn from
their peers via ongoing forums where experiences and tools can be exchanged and
relationships built. Encouraging such learning opportunities among program leaders
can help ensure that programs in turn provide the highest-quality training to their
clients.
Monitoring and communicating results is challenging for the sector field partly
because initiatives operate in distinct industries, institutional settings and regions
with different worker populations, operating strategies and resources. Moreover,
programs seeking to create “systems change” aren’t likely to be able to demonstrate
outcomes that can be tracked in a database. As a result, programs should be
encouraged by investors to report on a range of activities and outcomes — both large
and small, as well as qualitative and quantitative — as a better gauge of effectiveness.
Additionally, investors should encourage program leaders to acquire, and provide them
with, technical and financial resources sufficient to develop effective management
information systems. Such tools and training will help programs compile and use a
variety of data that can guide ongoing work and better report results.
Finally, financing sector work is complicated when programs engage educational
institutions, human services providers, businesses and others to create the overall
package of services that make up their sector strategy. Securing stable financing to
provide this array of services, delivered by multiple entities, clearly is a challenge. At
the same time, sector initiatives should carefully consider the range of constituencies
that derive benefit from their work and seek reasonable contributions from them as part
of a sustainability strategy.”
32 Sectoral Strategies for Low-Income Workers: Lessons from the Field
Conway, Maureen, Dawson, Steven L., Dworak-Munoz, Linda The Aspen Institute Summer 2007
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Our recommendations blend quite well with their conclusions.
At The State Level
1. A Common Performance Management System
Somewhere along the line, the State abandoned work on the Illinois Common
Performance Measures. This was to be a common set of measures that could be used
for all workforce development programs. We would suggest some thought be given to
reviving the project. Both the State and the workforce providers would be advantaged by
a common set of performance measures.
We would also recommend that the State work towards developing reporting systems
that will allow the workforce providers to report on skills development and to move such
functions as income tracking and employment status to the State departments who
already gather like data.
2. Longer Term Grants
We would also recommend consideration be given to longer term grants. Especially
when dealing with the needs of adults with low basic skill development and where job
progressions might easily be done over a period of years rather than a period of months.
3. Building Synergies
We think the initial round of CSSI grants made good progress in building relationships
between the Community Colleges and the C.B.O.’s. We would encourage the
continuation of this integrated approach to build synergies. We would suggest that the
second round of funding require participation between the Community Colleges and
C.B.O.’s. This would help ameliorate some of the dismal retention and placement
statistics.
4. More Incentives to do the Harder Training
We are concerned that the providers seem to be targeting the low-hanging fruit. We see
programs initiate with plans for doing hard skill training but then migrate to focusing on
supervisory skill training.
Not that there is anything wrong with doing supervisory skill training but those
supervisors are going to need skilled workers to supervise. Doing the hard skills training
seems to be a more difficult offering for the colleges to provide.
Similarly, we see the providers moving towards offerings for incumbent workers as
opposed to the unemployed. Although we understand these trends, in the big picture we
feel the State needs to provide more incentives to deal with the harder programs.
5. Continue Building Provider Learning Opportunities
During our interviews, one of the questions asked went as follows:
Putting this project aside for a moment, if I asked you to think of another workforce development
provider that you admire… It could be in Chicago or elsewhere.
a. Which organization comes to mind?
b. What makes that organization best-in class?
c. What do they do that we could learn to do better?
d. What, if anything, has prevented you from doing the same?
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To our surprise, the majority of the respondents couldn't think of another provider to tell
us about. This leads us to think that one opportunity for CSSI and DCEO is to build more
communication and a community of practice amongst the providers.
Many of the interviewees said that they would be interested in getting together to discuss
the projects. We convened a best practices mini-conference for the providers on October
24th to coincide with the Innovate Now Microsoft Innovation Day. Over a dozen of the
providers attended our event but it was clearly only a first step. There needs to be more
done. Perhaps the State could provide regional video-conferencing sites to allow more
people access to the annual Governors Workforce Conference.
6. Overcoming the Lack of Innovation in the Grants
As the reader probably sensed from reading the individual project applications, there
wasn’t a great deal of innovation to be found in the proposals. Nor was there much
attention paid to the thinking regarding root cause analysis.
Most of the providers hauled out their standard proposal templates and wiggled a few
words to accommodate the CSSI intent. We believe that the State can expect
incremental improvement from the providers but it is unlikely to find breakthrough
innovation within these types of projects.
In order to find true innovation the State needs to focus more money towards fewer
projects.
At The Federal Level
It should be noted that the Presidential campaign season has come early this year. In
the past, each new administration has brought with it a change in the Workforce
Development arena. We have moved from C.E.T.A to J.T.P.A. to the always tough to
reauthorize W.I.A. It isn’t too soon to be thinking about what will be next. In that regard it
also isn’t too soon to be taking action and encouraging the Presidential candidates to
begin formulating a workforce plank for their platform.
We would refer the reader to the Workforce Alliance’s “Skills2Compete”33 campaign.
“Skills2Compete” is a non-partisan campaign that intends to shape the upcoming
2008 national political debates, as well as priorities of federal and state policymakers for
years to come.
When it launched this fall, “Skills2Compete” started a national discussion about the need
for a 21st-century skills guarantee, updating the minimum education available to all
Americans for the first time in close to a century.
“Skills2Compete” Principles & Priorities
It is time to restore the United State’s position as a world leader that
grows its economy by investing in its people. We must:

33
Reevaluate our country’s basic education guarantee. A high school education is no longer
adequate for most jobs in today’s economy or to provide the skills needed by businesses to
innovate and grow.
www.skills2compete.org
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
Ensure the entire workforce has access to good, skilled jobs in the middle of the labor market
— jobs that require the equivalent of 2 years of postsecondary education. These are the
majority of U.S. jobs, but businesses can’t find enough skilled workers to fill them.

Ensure the U.S. can compete globally with a strong workforce preparation system for
everyone – emerging high school students, current workers, workers displaced by economic
change, and those currently not connected to the labor market.
Realizing these goals requires a new, 21st-century guarantee that:

Every person will have access to the skills needed most by today’s employers.

Every person will have an opportunity to obtain the equivalent of 2 years of postsecondary
education or training at whatever pace and point makes sense during his or her working
lifetime. Every person must also have access to basic skills needed to pursue such education.

The United States will see a measurable increase in the number of people who have an
industry-recognized credential, a vocational degree, or have completed the first two years of
college so that they and their employers can better compete.
The Workforce Alliance recently released a report entitled “AMERICA’S FORGOTTEN
MIDDLE-SKILL JOBS: Education And Training Requirements In The Next Decade And
Beyond.” The Executive Summary reflects the need for the CSSI Initiative.
“A strong public consensus now supports enhancing the skills of America’s
workers, especially through more and higher-quality education and training. But
what kinds of skills, education, and training are most appropriate, in light of
changes in the U.S. economy? Is the “information economy” resulting in rising demands
only for workers with college and post-graduate education? Various economists have
argued that future demands for workers will be strong in highly-educated professional
jobs and low-paid service jobs, while much more modest at skill levels in between these
sectors. Does this mean that education and training for jobs requiring less than four
years of college are no longer worthwhile public investments?
Overall, we argue that the demand for workers to fill jobs in the middle of the labor
Market - those that require more than high-school, but less than a four-year
Degree - will likely remain quite robust relative to its supply, especially in key sectors
of the economy. Accordingly, we see a need for increased U.S. investment in highquality education and training in the middle of the skills range - not just for college
graduates in science, technology, engineering, and math (STEM) fields.”34
Illinois needs to be part of the discussion and debate to move the Federal system to
where it needs to be..
34 AMERICA’S FORGOTTEN MIDDLE-SKILL JOBS: EDUCATION AND TRAINING REQUIREMENTS
IN THE NEXT DECADE AND BEYOND retrieved from http://www.skills2compete.org/atf/cf/%7B8E9806BF-4669-4217AF74-26F62108EA68%7D/ForgottenJobsReport%20Final.pdf
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Bibliography & References
Sectoral Strategies for Low-Income Workers: Lessons from the Field
Conway, Maureen, Dawson, Steven L., Dworak-Munoz, Linda The Aspen Institute Summer 2007
Craig, Laura Miller and Moses, Sherri (2002) MEASURING PROGRESS: Benchmarking
Workforce Development in Illinois co-authored by Laura Miller Craig and Sherri Moses with
Justine Jentes and Soyini Davenport of the Illinois Department of Employment Security.
Published November 2002
Gilroth, Robert P, et al (2002) “Workforce Intermediaries for the Twenty-first Century”
The American Assembly, Columbia College, Temple University Press Philadelphia
Ginsburg, Robert and Robinson, Diana (2006) “Illinois’ Future Workforce: Will There Be Enough
Workers with the Right Skills?” December 2006 Policy Brief retrieved from
http://www.stateofworkingillinois.niu.edu/swil/pubs/2006_Future_Workforce_PolicyBrief.p
df
Hammond, Sue (1998) The Thin Book of Appreciative Inquiry. pages 6-7.Thin Book Publishing
Company,
Hindo, Brain (2007) “3M’s Innovation Crisis: How Six Sigma Almost smothered its Idea Culture
Business Week June 11, 2007 – Inside Innovation Section
Holzer, Harry J. and Lerman, Robert I. AMERICA’S FORGOTTEN MIDDLE-SKILL JOBS:
EDUCATION AND TRAINING REQUIREMENTS IN THE NEXT DECADE AND BEYOND
November 2007retrieved from http://www.skills2compete.org/atf/cf/%7B8E9806BF-4669-4217AF74-26F62108EA68%7D/ForgottenJobsReport%20Final.pdf
Illinois’ Report on Workforce Development Fiscal Year 2005, Department of Commerce and
Economic Opportunity May 2006 Retrieved from
www2.illinoisbiz.biz/StatutoryMandatedReports/06202006-NEW05WFAnnRep.pdf Illinois 2007 Workforce Development Annual Report Department of Commerce and Economic
Opportunity retrieved from
www.doleta.gov/Performance/results/AnnualReports/PY2006/Illinois%20Annual%20Report.pdf
KIPLINGER, KNIGHT MY POINT OF VIEW Our Mighty Factories Kiplinger’s Personal Finance
January, 2008
National Governors Association. (2007) Cluster-Based Strategies for Growing State Economies
retrieved 5/16/2007 from http://www.nga.org/Files/pdf/0702INNOVATIONCLUSTERS.PDF
National Governors Association. (2007) The 2007 State New Economy Index: Benchmarking
Economic Transformation in the States. Retrieved 5/15/2007 from
http://www.nga.org/Files/pdf/0702INNOVATIONNEWECONOMY.PDF
Putnam, George W., Baiman, Ron P., Ross, Allan B. (2006) Replacing The Baby Boomers: An
Industry Perspective November 2006 Policy Brief Illinois Department of Employment Security
retrieved from:
http://www.stateofworkingillinois.niu.edu/swil/pubs/SWIL_2006_Policy_Brief_BabyBoomers.pdf
Rosenzweig, Jennifer and Van Tiem, Darlene M. (2007) “An Appreciative View of Human
Performance Technology” Performance Improvement Vol. 46 Number 5 May/June 2007 Wiley
Periodicals
Women Employed Institute (2005) “Bridges to Careers for Low-Skilled Adults – A Program
Development Guide” – Women Employed with Chicago Jobs Council and UIC Great Cities
Institute 2005
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The Workforce Boards of Metropolitan Chicago “MANUFACTURING WORKFORCE Not
Disappearing – Just Changing” Retrieved 05/09/2007 from
http://www.workforceboardsmetrochicago.com/upload/Manufacturing_FNL.pdf
The Workforce Boards of Metropolitan Chicago (2004) “CRITICAL SKILLS SHORTAGE
INITIATIVE REPORT #4: Results of Employee Surveys and Focus Groups in the Manufacturing
Industry” prepared by the Corporation for A Skilled Workforce for The Workforce Boards of
Metropolitan Chicago CSSI Manufacturing Industry – Employee Findings, June 2004
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Appendix A Sample Interview Questions
Topic: “Best In Class”
Best-in-class means being as good as it gets – doing something better than anyone else who
does the same thing. Best in class operations demonstrate levels of operational excellence that
are beyond the reach of other “good” organizations. The way they do things allows them to
accomplish exceptional results, along with high levels of employee satisfaction.
1. Were there elements of this (these) projects would you say were “Best-In-class”?
(People, processes, results?)
2. Put yourself in the client/customer’s shoes. What do you think they would say if we asked
them about what makes for best-in class?
3. Think of another workforce development provider that you admire… one that you either
know well or have heard of. It could be in Illinois or anywhere in the world.
a.
b.
c.
d.
Who comes to mind?
What in your experience, makes that organization best-in class?
What do they do that we could learn to do better?
What, if anything, has prevented you from doing the same?
Topic: Workforce Development Systems
As we look to the future, we can see many changes happening: the retirement of the babyboomers, the continuing growth of globalization, rapid change in the job markets. In some sense
those can be frightening scenarios but there is a bright side to them. The bright side calls for a
reinvigorated workforce development system and enlightened policies for workforce development.
What have you learned from this project, or the other CSSI initiatives, that will help contribute to a
better system for tomorrow?
Topic: Innovation
Innovations are what let us move from “What was.’’ to “What’s new.” Hopefully, they make things
easier, better, faster, more effective. I’d like you to think about Innovation for a few moments.
1. Tell me about what you saw in this project or the other CSSI projects that struck you as
particularly innovative…
2. Sometimes innovation shows itself as people work towards a goal and then find
themselves blocked by a barrier. Do you know of barriers that were overcome by
innovation in this/these project(s)?
3. Are there innovations that you’ve had in the back of your mind? Things you’d like to do or
try that you have just been waiting for the right opportunity? What are they?
Topic: Visions of a Better World
World class organizations exist to serve a vision of a better world so I want to ask you about that
vision.
If a genie appeared right now, in front of you, and offered to grant you three wishes (without
worrying about how they would be fulfilled) Three wishes that would heighten the vitality and
effectiveness of the Workforce Development system in Illinois, what would your three wishes be?
Suppose your wishes were granted… what would look different at your organization if we came
back in a year?
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Appendix B: Sample Student Survey
«Name»
«Address»
«City_», «State» «Zip»
Dear «First_Name»,
You recently received training at ______________. We want to know your
feelings regarding the training and whether it has helped you find and keep a
job. Your answers are confidential. Please accept the enclosed $2 as a token of
our appreciation for completing and returning this letter in the enclosed, selfaddressed stamped envelope.
1. What were you trained to do?
_________________________________________________________________
_________________________________________________________________
2.
Were you satisfied with your training at ________________?
 Very satisfied
 Somewhat satisfied
 Neither satisfied nor dissatisfied
 Somewhat dissatisfied
 Very dissatisfied
3.
Were you able to find a job that uses your training from ______________?
 YES  NO
4. Please describe your job now – what do you do?
_________________________________________________________________
_________________________________________________________________
5. Are you able to use your current job to move into a better job within your
company or elsewhere?
 Yes  No  Not sure  I want to change my career
6. Would you go back to _______________ for further training or education?
 Yes  No  Not sure  Not applicable
Thank you very much. Simply return this letter in the enclosed envelope.
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Appendix C: Sample Employer Survey
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Appendix D:
Where Do Growth & Jobs Come From? The Role
of Innovation35
“How does an economy grow? How are new jobs created? The questions are simple,
but the answers economists provide are often so elaborate or theoretical that they are of
no use. However, an understanding of the process is necessary to promote growth and
create new jobs. At any moment in time, the economy produces a list of goods and
services and uses various assets, or “factors,” to produce them. These factors include
physical capital, such as plant and equipment; financial capital, the wealth that funds
investment; and intellectual capital, the accumulated knowledge mankind has embodied
in its science and technology, engineering, and business practices. It also has a stock of
labor and the skill that labor has, that is, the ability to harness knowledge to a task —
sometimes called “human capital.”
Every product or service we see in the market is the result of combining these factors in
some way. If this is how economies produce, how do we increase their production? One
way is to simply “double the recipe” — to have more factors — more investment, more
workers, and so on. However, doubling the recipe produces a cake that’s only twice as
big — in doesn’t produce more output in proportion to the inputs. In economic terms, it
doesn’t lead to increases in productivity, or “output per worker,” which is the basis for our
standard of living. Instead, we need to get more out of the economy than we put into it,
to make the economy more productive.
Economic history shows us that there are, at any point in time, a myriad of ways to
become more productive. Economists put great store in the idea of “learning by doing,”
the continual stream of tinkering that leads to incremental changes in every aspect of
production. In the short term, these increments add up to ongoing productivity gains.
They may come about by reconfiguring the plant floor, changing the software that directs
customer service telephone calls, using artificial intelligence to do bureaucratic tasks, or
repackaging an existing product to position it better for the consumer. All of these steps
improve productivity — they create more and new output using available factors. While
these increments are valuable and important, they taper off when some natural limit is
reached. Humans have reduced the four minute world record for the mile run, for
example, by 17 seconds, but there are no three minute miles because human anatomy
is not up to such a task. This reality has an important parallel in the economy.
At some point, the improvements in productivity that are possible given the resources at
our disposal — including the equipment, workers, and skill levels of the workers — will
start to taper off. If we are going to continue to grow the economy’s productivity and
competitiveness, we will have to think of a new approach. There are no three minute
miles because human physiology is a constant. Fortunately, nothing about the economy
is constant.
This is where innovation enters the picture. Innovation is the process by which new
ideas enter the economy and change what is produced, how it is produced, and the way
production itself is organized. Consider the epochal innovations of our lifetime: the
integrated circuit and the resulting microprocessor and computer. This suite of new
35 A Call to Action :Why America Must Innovate National Governors Association 2007
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technologies has created entire new classes of products with embodied intelligence,
from portable music players to flat screen televisions. It has changed the way most
goods are produced, using such techniques as robotics, intelligent materials handling, or
computer-assisted design. It has revolutionized the very way production is organized —
substituting networks for pyramidal organizations, blurring the lines between suppliers
and their customers through “just-in-time” delivery and value-chains, allowing companies
to enter markets all around the world, and intensifying competition and consumer choice.
All of these transformations increase productivity in their own right, by finding ways to
make “new” and “more” output from the same stock of resources. By setting loose these
larger changes, the computer has unleashed a vast new frontier in which businesses
can experiment, learn, and create a new wave of incremental improvements that allow
productivity to continue to grow. The result is more income per person, greater
productivity, and the potential for new and high-value jobs — in a word, competitiveness.
All of this may seem old hat, but the process that led to these changes was as complex
as the outcome was simple. Think about what was necessary to bring this transformation
to fruition. New technologies don’t appear out of nowhere. Someone must have the
knowledge and imagination to conceive of them, and devote the resources to the
experimentation that leads to them. Someone must take on the risk associated with
designing and investing in their production.
The scientific and engineering knowledge that is a prerequisite to inventing, producing,
and using the innovation must exist and be disseminated. Only if all of that happens —
only if all of those preconditions are met — could an economy take great leaps ahead.
But if all of it did take place, the economy would grow and create many new and “good”
jobs — jobs that allow people to become more productive and raise their standard of
living. The word that summarizes this economic leap forward is innovation. An economy
can’t sustain its productivity growth unless it continues to innovate. This is all the more
true when we think about the role of foreign trade. We already have seen how Japanese,
Taiwanese, and Korean auto and electronics firms have captured markets in which
American producers were more competitive in the past. They have done this by
combining the most modern production technologies – thanks to the mobility of capital
and scientific knowledge – with a workforce that is highly skilled but not as highly paid as
its American counterpart.
Now that China and India have opened their economies and started making heavy
investments in increasing their technological capacity, they are threatening to do what
others have already done, only on a much larger scale. To make matters worse, recent
developments in information and communications technology have “globalized” the
market for many service and manufacturing industries. Digitalization and the Internet
enable programmers, accountants and radiologists abroad to compete directly for jobs
that once had to be done on-shore. The only way our economy can compete in this
brave new world without reducing wages is by out-innovating the competition and thus
reaping the market premium gained by “first movers.”
This reality poses stark choices; in response to this inevitable competition, we can take
the “high road” of innovation or the “low road” of reduced incomes. We can innovate and
improve ourselves, or we can allow wages to fall and compete by making ourselves
poorer. Only the “high road” leads to competitiveness — and, once again,
competitiveness depends upon innovation.
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But innovation is not just invention. One needs all of the steps of the innovative process
to improve competitiveness. An educational system must produce the knowledge that
allows people not only to conceive of new inventions, but to figure out how to produce
them and develop the skills necessary to use them. There must be a pool of savings
available to invest in the research and development needed to produce these inventions
and the investments that must be made to bring them into production. The economic
environment must be conducive to growth — it must be stable, avoiding booms and
busts and debilitating inflation. The economy must have the flexibility that allows for
change — allowing production to be reorganized quickly and efficiently, giving workers
the tools to move from old employment to new ones (a workforce with transferable
knowledge and skills), and distributing the benefits of these innovations in ways that
create and maintain a strong social consensus that economic change works for the
benefit of all.
Moreover, in order to innovate, businesses must have a model and culture of innovation
— and a system of governance — that lead them to take the risks necessary to
shepherd these inventions into useful products. Innovation depends on reinventing
strategies, products, and processes and creating new business models and new
markets. It is about selecting the right ideas and executing the business strategy quickly
and efficiently. It requires vibrancy and alertness in our businesses; new ideas
sometimes come from laboratories, but many come from being in contact with customers
or suppliers, adopting existing technology for a new purpose, or research that becomes
incorporated into a firm’s product development strategy via a local business network or
collaboration.
Innovation is a hallmark of a successful economy, and it lies at the heart of how
economies grow and where good jobs come from. Moreover, innovation is the only
means by which a high-skill, high-wage economy can successfully compete with highskill, lower-wage economies without reducing wages.
Thus, competitiveness for the U.S. in particular depends on the rate at which we
innovate. The process that creates innovation is a multi-faceted and goes far beyond
invention alone. This leads us to consider how government at all levels — and,
principally, states — can affect the innovative process.”
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Appendix E:
An Excerpt from “What is Appreciative Inquiry?”
© By Joe Hall and Sue Hammond
This article is divided into two parts. The first is written by Sue Hammond and covers
the basics of Appreciative Inquiry. The second part is written by Joe Hall and is an
excerpt from his complete case study of the Banana Kelly experience, a community
change process that used appreciative theory. The complete case study is available
in Lessons from the Field: Applying Appreciative Inquiry.
Appreciative Inquiry is a way of thinking, seeing and acting for powerful, purposeful
change in organizations. Appreciative Inquiry works on the assumption that whatever
you want more of, already exists in all organizations. While traditional problem-solving
processes separate and dissect pieces of a system, Appreciative Inquiry generates
images that affirm the forces that give life and energy to a system. David Cooperrider,
Suresh Srivastva, Frank Barrett, John Carter and others developed the theory at Case
Western Reserve University in Cleveland Ohio in the seventies.
“What kind of problems are you having?”
That was often the first question I spoke to my clients when I was an internal
organizational development consultant. I looked for "needs" or gaps in skills to help
managers fill their gaps or solve their problems. Because I looked for problems, I not
only found them but I helped make them bigger than they were before I appeared. After I
encountered appreciative inquiry theory, I re-played in my mind many encounters with
my internal clients. I realized that I had placed the spotlight on problems that may not
have been worrisome before I appeared in my role as the problem-finder. Instead, I
should have asked, "What is going well around here? What ideas can you tell me about
that I can share with others? How are you documenting your excellence?" My role would
then become the facilitator to help determine what conditions made excellence possible
and how we could encourage those conditions within the organizational culture.
This table illustrates the difference between the traditional diagnostic model used in
Organizational Development and the Appreciative Inquiry model.
TRADITIONAL OD PROCESS
APPRECIATIVE INQUIRY
Define the problem
Search for solutions that already exist
Fix what's broken
Amplify what is working
Focus on decay
Focus on life giving forces
What problems are you having?
What is working well around here?
Appreciative Inquiry is a complex philosophy that engages the entire system in an
inquiry about what works. The inquiry discovers data that is then analyzed for common
themes. The group articulates the themes and dreams of "what could be" and "what will
be." What will be is the future envisioned through an analysis of the past.
The entire system maintains the best of the past by discovering what it is and stretching
it into future possibilities. This differs from other visioning work because the envisioned
future is grounded in the reality of the actual past.
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I want to emphasize the data-analysis step in the process because often times, it is the
difference between a true Appreciative Inquiry and an application of the theory of
Appreciative Inquiry. While both uses are common, the impact of each differs greatly.
Although I wrote in The Thin Book™ of Appreciative Inquiry, that you can begin
applying the principles anywhere, I want to emphasize that in order to get large system
change, you must engage the entire system in the effort. Grass root attempts work but
only to a limited degree. In our book, Lessons From the Field: Applying Appreciative
Inquiry, we have examples of both, large system change efforts and application of AI
through grass root efforts.
The best way I know how to communicate the basics of AI in a short period of time is to
introduce the principles of AI (see Srivastva & Cooperrider, 1990) translated into
assumptions. Assumptions are the "rules" that a group follows to make decisions about
their behavior or performance (see Argyris 1974,1993, for more on assumptions). Many
times, assumptions are unspoken or operating at an unconscious level. Senge termed a
set of working assumptions a mental model. I believe that the key to all change efforts is
the surfacing and examination of working assumptions.
The assumptions of Appreciative Inquiry are:
1. In every society, organization or group, something works
2. What we focus on becomes our reality.
3. Reality is created in the moment and there are multiple realities.
4. The act of asking questions of an organization or group influences the group in
some way.
5. People have more confidence and comfort to journey to the future (the unknown)
when they carry forward parts of the past (the known).
6. If we carry parts of the past forward, they should be what is best about the past.
7. It is important to value differences.
8. The language we use creates our reality.
This set of assumptions may look reasonable to you but the application of the set may
be a challenge. For example, Assumption 4 counters the traditional social research
model that the researcher can remain a neutral observer or interviewer. I believe that
our very presence in the group changes the group dynamics in some manner. Also the
way we word questions influences the group in some manner (assumption 8).
Imagine the Possibilities
Imagine if your job is to help people and organizations find what they are very good at
and help them take action to do more of what they do well? Or imagine structuring who
you are based on what you do well instead of trying to change who you are (see
Miller)? Or imagine a psychologist working with you in three sessions to make
significant progress in your battle with bulimia (see George et al)?
All of this is happening in organizations, communities and within individuals.
Organizations know it as Appreciative Inquiry; communities call it Asset-Based
Development or Appreciative Planning & Action; individuals know it as Solution
Focused Therapy or Brief Therapy.
I can only speak with experience as an organizational consultant but I know that all of us
who are using this philosophy are thrilled with the results. We are excited to see that we
can help others create a better workplace, community or lifestyle by looking at what
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works and determining how to do more of what works.
When you do more of what works, the stuff that doesn't work goes away. This is almost
heresy to our problem solving identities (or as Joe calls it, the assembly line mental
model) and we all have felt the resistance. In one Fortune 50 organization, the president
heard about AI and with a few choice words reminded people that the only way they
ever learned anything was by solving problems. Another Fortune 50 organization
adopted appreciative theory with a first step of learning how to ask questions from a
positive frame. They didn't include the data analysis but it is a start.
Appreciative Inquiry truly honors the past and that is another reason it is a wonderful
way to help people manage change. Those of us who use it often use the word
"magical" when we describe the power we have experienced. The magic comes from
the great relief from participants that the message isn't about what they've done wrong
or have to stop doing. It is an affirmation that much is well and ready to be nurtured…
ABOUT THE AUTHORS
For the last six years Joe Hall has been helping Banana Kelly build its community development model. A
resident of the South Bronx, he and his neighbors travel throughout the world sharing their experiences,
providing training and the stories that highlight possibilities for others. He served as President of Banana
Kelly, lecturer at Columbia University and holds an executive certificate in appreciative inquiry from Case
Western Reserve University. He is now president of The Ghetto Film School Inc, PO Box 1580, Bronx, NY
10459.
Sue Annis Hammond is an organizational development consultant at Kodiak Consulting, a firm she founded.
Kodiak's work focuses on organizational culture change. She also heads The Thin Book Publishing Co,
which publishes The Thin Book of Appreciative Inquiry and other Thin Books designed to deliver cutting
edge knowledge in an easy to read format. The first field book on Appreciative Inquiry, Lessons from the
Field: Applying Appreciative Inquiry is now available. The Thin Book Publishing Co can be reached at
www.thinbook.com, Phone (972) 378 0523, FAX (972) 4030065 (888) 316.9544.
™
Resources
Argyris, Chris, Schon, D. (1974) Theory in Practice. Jossey-Bass. San Francisco, CA.
Argyris, Chris. (1993) Knowledge for Action. Jossey Bass, San Francisco, CA.
Barrett, Frank J.; Cooperrider, David L. (1990) Generative Metaphor Intervention: A New
Approach for Working with Systems Divided by Conflict and Caught in Defensive
Perception. Journal of Applied Behavioral Science V.26, No.2, p.219.
Barrett, Frank J. (1995) Creating Appreciative Learning Cultures. Organizational
Dynamics V.24, No.2, p. 36.
Cooperrider, David L. (1996) Resources for Getting Appreciative Inquiry Started: An
Example OD Proposal. OD Practitioner, V.28, No. 1-2, p23.
Cooperrider, David L., Srivastva, Suresh (1987) Appreciative Inquiry in Organizational
Life, in Woodman and Pasmore (Eds.) Research in Organizational Change and
Development, Vol. 1, JAI Press.
George, E., Iveson, c., Ratner, H. (1990) Problem to Solution, Brief Therapy with
Individuals and Families. BT Press: London, Available in the US through the Thin Book
Publishing Co, Plano TX.
Hammond, Sue Annis (1996) The Thin Book of Appreciative Inquiry. Thin Book
Publishing Co. Plano, TX.
Hammond, Sue, Royal, Cathy. (Eds.) (1998) Lessons form the Field: Applying
Appreciative Inquiry. Thin Book Publishing Co, Plano, TX (out of print at the moment).
Miller, Marlane. (1997) BrainStyles: Change your Life without Changing Who You Are.
Simon & Schuster.
Senge, P. (1990) The Fifth Discipline. Doubleday.
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Srivastva, Suresh; Cooperrider, David L. (Eds.) (1990) Appreciative Management and
Leadership. San Francisco: Jossey-Bass. Now reissued by Williams Custom Publishing,
available through www.thinbook.com.
Srivastva, Suresh; Fry, Ronald (Eds.) (1992) Executive and Organizational Continuity.
San Francisco: Jossey-Bass.
Copyright by Sue Annis Hammond and Joe Hall
For more information contact Thin Book Publishing Co 972.378.0523 www.thinbook.com
To make copies of this article, please make a contribution of 10 cents per copy to Joe's new
venture, The Ghetto Film School Inc, PO Box 1580, Bronx NY 10459. This is copyrighted
material and your contribution serves as permission from Thin Book Publishing Co to make
copies. Thank you for supporting Appreciative Inquiry in the community!
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