the jp morgan chase foundation workforce pipeline...

The JP Morgan Chase Foundation Workforce Pipeline Project RESPECTFULLY PRESENTED TO

THE ROCKFORD AREA ECONOMIC DEVELOPMENT COUNCIL

BY HEATHER DIXON

JULY 29, 2016

Project Summary One of the greatest challenges facing employers today is assuring that a skilled, qualified, relevant workforce is available to carry out its operations. We need a more comprehensive understanding of what our regional employers’ true competency needs are currently. As the region sees more investment and businesses locating and expanding, a decrease in unemployment, and a need to understand the technology changes in producing goods and services, the region needs to understand the landscape to be proactive versus reactive.

Project Activities •Participate and partner with workforce development organizations to explore employers' competency needs

•Research industry projected growth

•Delineate local workforce development landscape

•Connect relevant workforce competency needs with local education and training

•Comprehensive workforce development strategy for the region

Project Deliverables 1. Understanding competency needs by employers

2. Workforce development landscape

3. Collaborative Workforce Development Plan

4. Framework for connecting employers with the development of training programs

Project Background

State of the Illinois Economy April 2016 - Illinois had the highest unemployment rate in the nation.

https://www.illinoispolicy.org/press-releases/bls-report-illinois-has-highest-unemployment-rate-in-nation/

Population is shrinking http://newsroom.niu.edu/2015/03/30/illinois-leads-nation-in-population-decline/

http://247wallst.com/special-report/2016/01/22/the-fastest-growing-and-shrinking-states/5/

The State fiscal health is abysmal http://mercatus.org/statefiscalrankings

The economy is shrinking http://www.huffingtonpost.com/reboot-illinois/report-illinois-ended-201_b_9194258.html





















http://newsroom.niu.edu/2015/03/30/illinois-leads-nation-in-population-decline/


























http://mercatus.org/statefiscalrankings

http://mercatus.org/statefiscalrankings

http://www.huffingtonpost.com/reboot-illinois/report-illinois-ended-201_b_9194258.html










Rockford is different from the rest of Illinois

Forbes list for 10 most miserable cities (2013)

Forbes #159/200 best places for business and careers (2015)

Forbes #6 Opportunity City 2 years running (2014 and 2015)

CNN Money 10 best list for cities where you can earn a living wage (2015)

What the data isn’t telling us Our downtown /River Edge district is booming. 100% of downtown storefronts will be filled by the fall of 2016

We’re seeing a lot of innovation and growth throughout Rockford

Community-level engagement is increasing

Industries in the Rockford Area NUMBER OF JOBS

Manufacturing: 31,095

Health Care and Social Assistance: 23,242

Retail Trade: 15,490

Administrative/Business Services: 12,090

PROJECTED JOB GROWTH 2015-2025

+6%

+15%

---

+13%

Illinois Department of Employment Security, Employment Projections

Employment Trends Illinois Department of Employment Security, Employment Projections

Trends in Overall Wages

Source: Quarterly Census of Employment & Wages, Illinois Department of Employment Security

Average Quarterly Wages is total quarterly wages (earned) divided by quarterly employment. Due to seasonal changes, quarterly data is based on the rolling average of the prior 4 quarters.

State average annual wages estimated at $50,000 to $54,000 with Rockford at $36,000 - $42,000


Trends in Health Care Wages



State average annual wages estimated at $43,000 to $46,000 with Rockford at $44,000 to $48,000


Trends in Manufacturing Wages



State average annual wages estimated at $60,000 to $66,000 with Rockford at $54,000 to $58,000


Commuting Patterns in Rockford




Employment data are derived from the Quarterly Census of Employment and Wages, provided by the Bureau of Labor Statistics and imputed where necessary. Data is for the 3rd Quarter 2015.

Understanding the Disconnect

High School or Equivalent

48%

Less than High School

28%

Some College or Technical Training

7%

Bachelor's Degree and Above

17% Other 24%

Educational Achievement in the Rockford Area

High School or Equivalent Less than High School Some College or Technical Training Bachelor's Degree and Above

Transportation o No vehicle o Vehicle not reliable o No license o Limited availability of public transportation

Child Care o Drop-in and daily

Basic life skills o Late for appointments o Inappropriate dress o Expect immediate result o No vision, no goals o No support system (“No plan B”)

“Mental Health” o Low self esteem o No vision of future o Self defeating o Social anxiety

Housing o Couch surfing o Homeless

Career Readiness o Computer skills o Interview skills o Resume writing o Resource training

Criminal background

Job Seeker Barriers

*NIWA Workforce Development Mapping Project 2.10.16

1 Employer Competency Needs

Competency – A cluster of related knowledge, skills, and abilities that affects a major part of one’s job (a role or responsibility), that correlates with performance on the job, that can be measured against well-accepted standards, and that can be improved via training and development.

United States Department of Labor Career Competency Model www.careeronestop.org

Personal Effectiveness Personal Effectiveness Competencies are essential for all life roles—those roles as a member of a family, of a community, and of the larger society. They are not exclusive to the competencies needed for a successful career or role in the workplace. They are included here because these competencies also are valued by employers, and are often referred to as "soft skills." Personal effectiveness competencies are generally learned in the home or community and reinforced and honed at school and in the workplace. They represent personal attributes that may present some challenges to teach or assess. Personal Effectiveness Competencies include:

Interpersonal Skills

Integrity

Professionalism

Initiative

Dependability & Reliability

Willingness to Learn


Academic Competencies At the base of the model are Academic Competencies. This domain contains critical competencies primarily learned in an academic setting, as well as cognitive functions and thinking styles. These competencies are likely to apply to all organizations represented by a single industry or industry association nationwide. They serve as the foundation for Occupation and Industry Specific Competencies. These competencies include:

Reading

Writing

Mathematics

Science & Technology

Communication - Listening & Speaking

Critical & Analytic Thinking

Active Learning

Basic Computer Skills


Workplace Competencies The next competency domain included in the model is Workplace Competencies. Competencies included in this domain represent those

skills and abilities that allow individuals to function in an organizational setting. As with the Academic Competencies, these are generally applicable to a large number of occupations and industries on a national level. The competencies in this domain include:

Teamwork

Adaptability/Flexibility

Customer Focus

Planning & Organizing

Creative Thinking

Problem Solving & Decision Making

Working with Tools & Technology

Workplace Computer Applications

Scheduling & Coordinating

Checking, Examining & Recording

Business Fundamentals


Industry Competencies Manufacturing

Industry-Wide Technical Competencies represent the next domain in the hierarchy of "building blocks." Competencies included in this domain represent the knowledge, skills and abilities needed by all occupations within an industry. These competencies remain undefined in the building block model. Industry representatives need to specify and define these competencies for each industry as part of the competency model development process.

Recently, representatives of the Advanced Manufacturing industry used the building blocks as the starting point for the development of an Advanced Manufacturing competency model. The industry-wide competencies identified by these industry representatives included:

Production

Maintenance, Installation & Repair

Manufacturing Process Development/Design

Supply Chain Management

Quality Assurance/Continuous Improvement

Health & Safety


Occupation-Specific Knowledge Areas All occupations require a specific knowledge base, over and above that which is required for occupations in the industry as a whole. At the next level of the model are Occupation-Specific Knowledge Areas. These broad knowledge areas can be used as a basis for specifying more detailed knowledge areas required for work in a specific occupation. A great deal of information about the knowledge required in various occupations can be obtained from existing resources (such as community college curricula).

Administration & Management Biology Building & Construction Chemistry Clerical Communications & Media Computers & Electronics Customer & Personal Services Design Economics & Accounting Education & Training Engineering & Technology English Language Fine Arts

Food Production Foreign Language Geography History & Archeology Law & Government Mathematics Mechanical Medicine & Dentistry Personnel & Human Resources Philosophy & Theology Physics Production & Processing Psychology Public Safety & Security

Sales & Marketing Sociology & Anthropology Telecommunications Therapy & Counseling Transportation


Management Competencies The competencies included in the Management Competencies domain are specific to supervisory and managerial occupations and include:

Developing & Mentoring

Strategic Planning/Action

Preparing & Evaluating Budgets

Clarifying Roles & Objectives

Managing Conflict & Team Building

Developing an Organizational Vision

Monitoring & Controlling Resources

Staffing

Informing

Delegating

Networking

Monitoring Work

Entrepreneurship

Supporting Others

Motivating & Inspiring


Core Skills Comments

Reading 1 2 3 4 5

Writing 1 2 3 4 5

Math Skills 1 2 3 4 5

English Language Fluency 1 2 3 4 5

Filing/Alphabetizing 1 2 3 4 5

Following directions 1 2 3 4 5

Basic Employability Skills Comments

Communication 1 2 3 4 5

Speak appropriately 1 2 3 4 5

Listening Skills 1 2 3 4 5

Conflict resolution 1 2 3 4 5

Etiquette 1 2 3 4 5

Appropriate customer service 1 2 3 4 5

Able to pass a background check 1 2 3 4 5

Able to pass pre-employment drug screening 1 2 3 4 5

Workplace Culture

Comments

Hygiene 1 2 3 4 5

Dress appropriately 1 2 3 4 5

Attitude 1 2 3 4 5

Cultural Competence 1 2 3 4 5

Reliability 1 2 3 4 5

Motivation/Commitment 1 2 3 4 5

Ethics/ Honesty 1 2 3 4 5

Task-oriented skills 1 2 3 4 5

Multitasking 1 2 3 4 5

Goal setting 1 2 3 4 5

Problem Solving 1 2 3 4 5

Attention to detail 1 2 3 4 5

Organization skills 1 2 3 4 5

Time Management 1 2 3 4 5

Innovation/Creativity 1 2 3 4 5

The Career Competencies were put into a survey document, which is contained in a companion document. This survey is the basis for the collection of project data.

Initial Findings Data was collected from 59 Employers based on in-person interviews, phone calls, and form submissions.

Baseline information was collected regarding foundational tier competencies.

Employers all agreed (100%) that current programs training in technical skills provide satisfactory exposure to their required skill sets

Employers also agree that employer-specific requirements can be met by providing in-house training opportunities as a part of succession planning and staffing

The skill deficits identified by all employers involved soft skills (tier 1), academic competencies (tier 2), and workplace competencies (tier 3)

Recommendations Because the Manufacturing Industry is a very diverse sector, it is recommended that further data collection be conducted using the Career Competency Model to define skills and competencies.

Converting this project to a long-term data collection solution will allow longitudinal evaluation of employer in in order to establish long-term impact

2 The Workforce Investment Board has developed a workforce asset map. This map will be further refined by the Collaborative Workforce Development group that is currently being convened by United Way and RAEDC (See Section 3). This map will help RAEDC in connecting employers with appropriate Workforce Development solutions.

Workforce Development Assets

RHA Rebuild

IL DHS Vocational Rehabilitation

Refugee & Immigrant Services

IL Migrant Council

NIAAA

Job Corps

Elevate

YouthBuild

Dislocated Worker

WIOA Adult Services

TANF

Comm. Service Block Grant – Head Start

Un

emp

loym

ent

Un

der

Em

plo

ymen

t

Mea

nin

gfu

l Em

plo

ymen

t Se

lf S

uff

icie

ncy

Job Readiness/Search

SNAP Unemploy Insurance

Sustainability

Roosevelt RVC Highland

Community College

Literacy Council

Education /Career Readiness

Map of The Workforce Connection

Adults Seeking Employment

Low Income Individuals /

Families

Cultural Adjustment

Economically Disadvantaged Youth

Older Adults

People with Disabilities

.

Resource Center

Illinois Job Link

Veteran Services

RESP Ex-offenders

CSBG Comm. Action

Programs

Adults Youth

CareerTEC CEANCI

Guiders

Providers


Job Readiness/

Search Providers

Sustainability

Providers

Education / Career

Readiness Providers

Adults Seeking Employment

Low IncomeIndividuals /

Families

CulturalAdjustment

Youth

Ref

uge

e &

Imm

igra

nt

Serv

ices

IL M

igra

nt

Co

un

cil

Job

Co

rps

Elev

ate

You

thB

uild

IL D

HS

Vo

cati

on

al R

ehab

ilita

tio

n

NIA

AA

Dis

loca

ted

Wo

rker

WIO

A A

du

lt S

ervi

ces

RH

A R

ebu

ild

TAN

F

Co

mm

. Ser

vice

Blo

ck G

ran

t –

Hea

d S

tart

Roosevelt

RVC

Highland Comm. College

Literacy Council

Resource Center

Illinois JobLink

Veteran Services

RESP Ex-offenders

SNAP

Unemp.Ins.

CSBG Comm.

Act. Prog.

CareerTEC

CIANCI

Ed./Career Readiness Providers(Youth)


TestingWalk in

OrientationGroup

Service ProvisionGED, ESL,

Ad. Ed.

Test

ing

Wal

k in

Ori

enta

tion

Gro

up

Serv

ice

Prov

isio

nG

ED, E

SL,

Ad.

Ed.

Service ProvisionGuide through Ind. Plan for Emp.

Initial Interview

Eligibility

Second Interview

Individual Plan for Employment

Referral/ ApplicationOn-line, walk in or phone

Service ProvisionG

uide through Ind. Plan for Emp.

Initial Interview

Eligibility

Second Interview

Individual Plan for Em

ployment

Referral/ A

pplicationO

n-line, walk

in or phone


Initial Interview

Eligibility

Second Interview



Testing

Walk in

Orientation

Group

Service

Provision

GED, ESL,

Ad. Ed.


Initial Interview

Eligibility

Second Interview



Service

Pro

vision

Gu

ide

thro

ugh

Ind

. Pla

n fo

r Em

p.

Initia

l In

tervie

wE

ligib

ility

Seco

nd

In

tervie

wIn

divid

ua

l Pla

n

for E

mp

loym

en

t

Re

ferra

l/ A

pp

licatio

nO

n-lin

e, w

alk

in o

r ph

on

e

Se

rvice P

rovisio

nG

uid

e th

rou

gh

Ind

. Pla

n fo

r Em

p.

Initia

l In

tervie

wE

ligib

ility

Se

con

d

Inte

rview

Ind

ividu

al P

lan

fo

r Em

plo

yme

nt

Re

ferra

l/ A

pp

licatio

nO

n-lin

e, w

alk

in

or p

ho

ne

TestingWalk in

OrientationGroup


Ad. Ed.

TestingWalk in

OrientationGroup


Ad. Ed.


Initial Interview

Eligibility

Second Interview



TestingWalk in

OrientationGroup


Ad. Ed.

Se

rvic

e P

rovis

ion

Gu

ide

th

rou

gh

In

d.

Pla

n f

or

Em

p.

Init

ial

Inte

rvie

wE

lig

ibil

ity

Se

con

d

Inte

rvie

wIn

div

idu

al

Pla

n

for

Em

plo

ym

en

t

Re

ferr

al/

A

pp

lica

tio

nO

n-l

ine

, w

alk

in

or

ph

on

e

TestingWalk in

OrientationGroup


Ad. Ed.

Se

rvic

e P

rovisio

nG

uid

e th

rou

gh

Ind

. Pla

n fo

r Em

p.

Initia

l In

terv

iew

Elig

ibility

Se

con

d

Inte

rvie

wIn

div

idu

al P

lan

fo

r Em

plo

ym

en

t

Re

ferra

l/ A

pp

licatio

nO

n-lin

e, w

alk

in

or p

ho

ne

Test

ing

Wa

lk i

n

Ori

en

tati

on

Gro

up

Se

rvic

e

Pro

vis

ion

GE

D,

ES

L,

Ad

. E

d.

Testin

gW

alk

in

Orie

nta

tion

Gro

up

Se

rvice

Pro

visio

nG

ED

, ES

L,

Ad

. Ed

.


Initial Interview

Eligibility

Second Interview



TestingWalk in

OrientationGroup


Ad. Ed.


Initial Interview

Eligibility

Second Interview



TestingWalk in

OrientationGroup


Ad. Ed.


Initial Interview

Eligibility

Second Interview




Initial Interview

Eligibility

Second Interview



TestingWalk in

OrientationGroup


Ad. Ed.

TestingWalk in

OrientationGroup


Ad. Ed.

Test

ing

Wa

lk i

n

Ori

en

tati

on

Gro

up

Se

rvic

e

Pro

vis

ion

GE

D,

ES

L,

Ad

. E

d.

Se

rvic

e P

rovisio

nG

uid

e th

rou

gh

Ind

. Pla

n fo

r Em

p.

Initia

l In

terv

iew

Elig

ibility

Se

con

d

Inte

rvie

wIn

div

idu

al P

lan

fo

r Em

plo

ym

en

t

Re

ferra

l/ A

pp

licatio

nO

n-lin

e, w

alk

in

or p

ho

ne


Initial Interview

Eligibility

Second Interview



TestingWalk in

OrientationGroup


Ad. Ed.


Initial Interview

Eligibility

Second Interview



TestingWalk in

OrientationGroup


Ad. Ed.


Initial Interview

Eligibility

Second Interview



TestingWalk in

OrientationGroup


Ad. Ed.


Initial Interview

Eligibility

Second Interview



Rockford

Belvidere

Freeport


Available Training Programs

Top Jobs Manufacturing

Health Care and Social Assistance

Administrative/Business Services

Information Technology

Entry Level Manufacturing Institution Aviation Engineering Manufacturing

Engineering Electrical Electronic

Engineering Sheet Metal Tool and Die

Precision Machinist

Rockford University

Rock Valley College

A.A.S Maintenance Maintenance Cert

A.A.S

A.A.S Tech Works CAD CNC Quality Certified Manufacturing Associate

Apprenticeship A.A.S Engineering Technology

Certificate Apprenticeship Assembly Line Welder Certificate

Apprenticeship

Rockford Career College

Rasmussen

Manufacturing Engineering Institution Electrical Engineering Mechanical Engineering Applied Manufacturing Technology

Rockford University

Rock Valley College Master of Integrated Systems Engineering Partnership with NIU


Rasmussen

Northern Illinois University B.S. B.S.

B.S.

Health Care Institution Human

Development Biochemistry Biology

Health Administration

Dentistry Medicine Pharmacy Physical Therapy Veterinary Medicine

Rockford University

B.S. Major Gerontology Minor

B.S. Major Graduate

Pre Professional Pre Professional Health Education Minor

Pre Professional

Pre Professional

Pre Professional

Rock Valley College

A.A.S. Early Childhood Education Early Childhood Education Cert

A.A.S. Dental Hygiene

LPN Bridge Program A.A.S. Nursing C.N.A. Cert Phlebotomy Cert

A.A.S Fitness and Wellness A.A.S. Respiratory Care Personal Training Cert Surgical Tech Cert


Medical Billing and Coding

Medical Assistant Pharmacy Tech Massage Therapy Veterinary Tech

Rasmussen B.S. Health and Wellness B.S. Human Services

B.S. Health Information Management B. S. Healthcare Management A.A. Medical Administration

B.S.N A.A. s Lab Technician Radiology Tech Surgical Tech Medical Assisting

A. A. Pharmacy Technician

A. A. Physical Therapy Assistant

Northern Illinois University

B.S.N. M.D. Program

Information Technology Institution Computer

Science Management Information Systems

Web Development

Network Administration

Network Security

Software Application Development

Rockford University

B.S. Major B.S. Minor

Rock Valley College

A.A.S. Major C/C++ Visual Basic

A.A.S. Major Programming and Design Cert

Cisco Certificate VOIP Cert Cisco CCNA Cisco CCNP


B. S. Major

Rasmussen A.S. Major A.S. Minor A.S. Minor

A.S. Minor

A.S. Minor

A.S. Minor

Business and Administrative Institution Accounting Finance Management Marketing Economics Business

Generalist Entrepreneurship

Human Resources

Project Management

Rockford University

MBA CPA B.S.

MBA B.S. Minor

MBA B.S. Minor

MBA B.S. Minor

B.S Major B.S. Minor

MBA B.S. Minor

MBA

Rock Valley College

A.A.S. Major Certificate



A.A.S. Major

A.A.S. Major Certificate in Fundamentals Office Professional Certificate

Certificate


Business Technology

Rasmussen B.S. Major A.S. Major

B.S. Major

B.S. Major B.S. minor Business Analysis A.S. Major

B.S. Major A.S. Major

B.S. Major

B.S. minor A.S. Major

3 Workforce Development Plan

RAEDC and The United Way have begun the discussion of a Collaborative Workforce Development plan as part of the larger group. The purpose for the group is:

• Improving communication

• Case Management

• Data system for information sharing

• Pilot Initiative

Collective Impact 1. Common Agenda: All participants have a shared vision for change including a common understanding of the problem and a joint approach to solving it through agreed upon actions.

2. Shared Measurement: Collecting data and measuring results consistently across all participants ensures efforts remain aligned and participants hold each other accountable.

3. Mutually Reinforcing Activities: Participant activities must be differentiated while still being coordinated through a mutually reinforcing plan of action.

4. Continuous Communication: Consistent and open communication is needed across the many players to build trust, assure mutual objectives, and appreciate common motivation.

5. Backbone Organization: Creating and managing collective impact requires a separate organization(s) with staff and a specific set of skills to serve as the backbone for the entire initiative and to coordinate participating organizations and agencies.

* An article on Collective Impact from the Stanford Social Innovation Review

http://ssir.org/articles/entry/channeling_change_making_collective_impact_work

Communication Knowledge of programs and referrals needs to be improved for all staff members working in workforce development.

Public knowledge of workforce development programming needs to be improved. This includes awareness and branding. United Way can be instrumental in helping to improve the public’s knowledge of services as well as the human services sector’s knowledge.

NIWA will work on internal and external plan. UW will help reach out to agencies by holding a gathering for all local human service providers with Darcy (and perhaps Goodwill and RVC) as a speaker on workforce development services. UW will also reach out to 2-1-1 to see how it can help with referrals.

Case Management Customer barriers need to be mitigated. Consumer readiness, transportation, childcare, self-esteem, life-skills, cost of GED, computer skills, re-entry, etc. are all barriers to people moving through the system to employment.

The “Benefit Cliff” was discussed as a detractor to people getting full employment. Often, as salaries rise, public benefits decrease as such a substantial rate that people’s incomes decrease rather than increase. This is a systemic problem.

The group discussed the importance of having a point of entry for all feeder organizations into workplace development. They agreed that a universal assessment tool was necessary as well as a way to track clients under a shared data and information system. It was also stated that coordinated case management and wrap-around services were imperative to the system. The goal of such a system should be employment, retention of employment, and economic sustainability of the client.

Data System Common Point of Entry into an identifiable system.

Not a geographic point

Path for skills development, training and placement

Case Management – Advocacy

Targeted at those not of compulsory school age (group agreed that it would focus on post-secondary customers)

Managed referral system with a smooth hand-off to case managers with accountability.

Pilot Initiative United Way is implementing a pilot program which they are calling the “20 Black Men Initiative” or BMI.

•Participants will attend the WIOA Youth Elevate Program.

•Mentors will be trained and put into place.

•Collaborators will be Goodwill, RVC, and NIWA.

4 Connecting Employers with Training Programs

Rockford has a well-deserved reputation for quality manufacturing operations. However, faced with low educational attainment and lack of workplace skills, Rockford area residents face high unemployment rates and minimal access to the economic opportunity that the area has to offer. These residents are a great source of human capital for prospective employers in the region. By addressing skill attainment, Rockford can rise to a new level of excellence in community and economic development.

Supplier Customer

Capacity

Requirements

Lean Connections

Using Lean Principles, we can develop a fundamental understanding of how employers can connect with training programs. The process begins with two parties. The Customer and the Supplier. The Customer initiates the process by communicating requirements to the supplier, and the supplier communicates their capacity.

Supplier

Raw

Mat

eria

l

Pro

cess

A

Capacity Adjustments

Requirements

The supplier uses raw material and initiates process A

Supplier

Raw

Mat

eria

l

Pro

cess

A

Fabricator


Adjustments Requirements

Basic goods produced in process A can be passed along the line to others in the supply chain, initiating subsequent processes.

Supplier R

aw M

ater

ial

Pro

cess

A

Fabricator

Pro

cess

B



Supplier

Raw

Mat

eria

l

Pro

cess

A

Fabricator

Pro

cess

B

Manufacturer



Supplier

Raw

Mat

eria

l

Pro

cess

A

Fabricator

Pro

cess

B

Manufacturer

Pro

cess

C



Supplier

Raw

Mat

eria

l

Pro

cess

A

Fabricator

Pro

cess

B

Manufacturer

Pro

cess

C

Fin

ish

ed

Go

od

s

Customer

Approval

Delivery

At the end of the cycle, the supplier delivers, and the customer approves the product

Supplier

Raw

Mat

eria

l

Pro

cess

A

Fabricator

Pro

cess

B

Manufacturer

Pro

cess

C

Fin

ish

ed

Go

od

s

Customer

Approval Adjustments Requirements

Capacity Adjustments Delivery

Full Lean Process

Parent/

Student Mid

dle

Sc

ho

ol

Career Exposure

Hig

h S

cho

ol

Academy Programs Po

st

Seco

nd

ary

Degree Certificate

OJT

Job

See

kin

g

Employer

Foundational Assessment and Adjustment Delivery


Standard Current State of Connection to Training

Workforce Development has two customers, the Job Seeker and the Employer, creating a push/pull system for job connection. Job Seeker preparation programs push their customers toward employment opportunities through training and wrap-around supports. Employers, who seek applicants, are the pull, in that they create opportunities for applicants to connect to employment. Generally, employers seek applicants who are already prepared for employment.

Parent/

Student Mid

dle

Sc

ho

ol

Career Exposure

Hig

h S

cho

ol

Academy Programs Po

st

Seco

nd

ary

Degree Certificate

OJT

Job

See

kin

g

Employer



Exceptional Current State

In some circumstances, employers understand the value of collaboration with training programs, and engage with educational institutions to develop curricula that will prepare job seekers for the jobs they seek to fill.

Parent/

Student Mid

dle

Sc

ho

ol

Career Exposure

Hig

h S

cho

ol

Academy Programs Po

st

Seco

nd

ary

Degree Certificate

OJT

Job

See

kin

g

Employer



Ideal State

By engaging employers in the development and endorsement of a curriculum, you can to train entry-level job seekers for career attainment and retention in various high-demand industries.

Developing our Ideal State There is a need for opportunities that connect businesses with potential candidates. A customized, business-centric approach that is simple to use and takes little time. In the search for “work ready” candidates, employers will economically benefit from strong connections to our Workforce Development System.

The goal is to meet the challenge of workforce succession planning through an innovative and collaborative business program. This program engages local business partners to invest in staffing options and long-term business success by preparing job seekers for future employment through skill attainment and career exploration in dynamic training and work-based internship opportunities.

Workforce Collaborations Workforce organizations should collaboratively develop relationships with employers and comprehensively support them in the hiring and retention of a skilled workforce. Strategic partnerships with employers are vital!

A Training Framework represents an opportunity to engage employers in a vital mission to support community-building and the development and sustainment of a skilled workforce. Some tools for employer engagement are:

◦ Educating employers about the benefits of collaborative curriculum development

◦ Demonstrate the value of fully trained program participants

◦ Providing access to supports such as Work Opportunity Tax Credits and Federal Bonding

◦ Offering Wage Subsidies when available (coordinated through existing funding streams)

◦ Following up after training to ensure job retention, which is the key to community engagement and long term economic success.

Fundamental Employer Services Our Workforce Development system should be dedicated to providing employers with the necessary support to ensure a smooth workplace transition that includes the necessary consultation, resources, and follow-up to improve their Workforce Development strategies. • Access to new sources of job applicants

• Reduced recruitment dollar and time investment

• A streamlined hiring process utilizing standardized pre-employment assessment and certification.

• More efficient hiring process

• Training time and cost reduction

• Improved connection with Workforce and Educational systems to coordinate future needs.

Approval or request for

personnel initiates recruiting

Advertising

Applicant visits website, views

online job preview

Prescreen

Evaluation of applicant pool

Schedule Training Sessions

Invite prescreened applicants to

training sessions

Facilitate applicant group training session offsite

Conduct required candidate

assessment

Initial interview of applicants

Second round of interviews

Selection decision

Make job offers

Salary negotiations

Add dispositions to HR database

Onboarding paperwork

Post-offer requirements

New hire starts work

Job coaching support employee

retention

Boxes highlighted in blue are where cost savings can be realized by employers

Access to New Sources of Job Applicants Includes the upfront marketing, advertising, and related activities such as career fairs, to generate interest in job opportunities.

Applicant Information Sessions (AISs) where staff hold events at the center (on behalf of the employer) to inform candidates about the job opportunities, discuss in detail the requirements of the job, company policies, work life and work conditions, review applicant testing requirements, etc. Then the candidates will apply online following the AIS, with staff assistance if needed

Staff can be utilized to do resume mining on various resume databases; reach out and contact candidates generated by the mining, and answer applicant questions about open positions

Screening/testing candidates administering employment/selection tests such as reading and other skill tests, including scoring and tracking test results and dispositioning candidates

Reduced Recruitment Dollar and Time Investment

Interview scheduling and logistics e.g., the delivering organization can provide space to conduct interviews and manage the logistics of scheduling, coordinating and planning the interviews with candidates

Posting job openings on key Internet sites

The average training cost of a new employee is approximately 1/3 their annual salary

If they leave and have to be replaced add another 1/3 for the replacement

Then add the interim fill-in costs

Finally add the down time lost opportunity cost associated with the position

That can add up to a high price for an error in employee selection. Even for a job that pays $8.00 per hour, this cost can be in excess of $11,000 per employee.

A study conducted by the Aspen Institute found that improved retention saved one business $40,000. Another study conducted as a part of the Extended Care Career Ladder Initiative (ECCLI) in Massachusetts has documented employer cost savings of about $47,000 per year per facility as a result of the decrease in turnover.

A Word on the High Cost of Employee Turnover

A Streamlined Hiring Process Administering standardized pre-employment assessment and utilizing certification

Interviewing candidates using an employer’s structured interview guide, conduct interviews on behalf of the HR representative, with a field/local employer representative, and make recommendations regarding candidates who should receive offer

Assisting with the employer onboarding process/post-hire paperwork after a contingent job offer is made. This process can include some elements of the new hire orientation as well

Changing Terminology Non Profit Terms Employer Terms

• Job Placement • Sourcing, Recruiting, Pre-Screening

• Interviewing, Testing & Assessments • Same/or Selection Process

• Computer Job Matching • Same/or Meeting Minimum KSAs, etc.

• New Hire Processing • Onboarding

• Rapid Response / Layoff Aversion • Outplacement Services

• Unemployment vs. Reemployment Services • Outplacement Services

• Tax Credits & Incentives • Same / Manual Processing a Concern

• Labor Market Information (LMI) • Labor Supply & Demand (Identifying Recruiting Strategy & Scope)

• Customized Services • Fee-Based vs. Cost-Reimbursement

Customizing Training A standard template for the development of training will ensure efficiency for all parties.

Customized training programs (pre or post hire) ensure that applicants receive instruction in fundamental competencies.

Fundamentals of a Framework Programs and training experiences should be designed to engage, encourage and assist people with little or no experience in the workforce to reach their fullest economic potential.

Soft skills are the key missing skills for employers

Soft skills are fundamental for participants to find and keep good jobs

Putting soft skill training into the context of Career Pathways helps students connect to the material

Beyond Core Partnerships

Overcoming Barriers

• Emergency services

• Housing resources

• Hygiene and appearance

• Uniforms and Safety Equipment

• Transportation

• Cell Phone/Email access

• Health Education services

• Family Health services

• Mental Health services

• Substance Abuse treatment

Workforce Preparation

• Soft Skill training • Basic Skill remediation • School engagement • GED Preparation and fees • Technical Skill training • Case Management • Job Coaching

Preparation

• Job and Career Readiness

• Education and Training

• Labor Market Data

• Mentoring • Case Management

Permanent Employment

• Employer Partners

• Chamber of Commerce

• EDCs

• WIBs

• Follow up and support

Push Pull

Companion Documents (Word Documents)

Manufacturing Competency Definitions ◦ Provides definitions of all competencies identified in the competency model

Business Registration ◦ Document used to collect employer information

Basic Skill Match ◦ Tier 1, 2, and 3 skill matching

Advanced Skill Match Manufacturing ◦ Tier 4 skill matching for Manufacturing

Advanced Skill Match Minus Industry ◦ Tier 4 skill matching that can be adapted for other industries

Companion Documents (Excel Documents)

Manufacturing Credential Development ◦ Guide for helping employers develop curriculum geared toward specific skill needs

Manufacturing Curriculum Evaluation Guide for employers to evaluate the effectiveness of existing training curriulum