RETRAINING DISLOCATED WORKERS The Role of Community Colleges

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RE-TRAINING DISLOCATED WORKERSThe Role of
Community Colleges

• National Forum on Trade Policy
• December 10, 2004
• Raleigh-Durham, North Carolina
• Stephen Lease
• slease_at_uafortsmith.com

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Part I Arkansas Workforce Development
Background
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Workforce Changes In a Global Economy
(What changes have you seen in your
organization?)
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Characteristics of the Old Economy and the New

• That Was Then
• Brawn/metal-bending
• Mass production
• Standardization
• Hierarchies
• Job security based on
• seniority
• Narrow, job-specific skills

This Is Now Brains/mind-bending Small
lots Customization Teams Job security based on
skills Broad skills/Adaptability
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Characteristics of the Old Economy and the New
(contd)

• That Was Then
• Limited competition
• Careers built with one
• employer
• Benefits tied to employer
• Pay for time served
• Big, bureaucratic
• organizations

This Is Now Global competition Careers built with
one occupation Portable benefits Pay for
performance Smaller, flexible organizations
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Characteristics of the Old Economy and the New
(contd)

• That Was Then
• Televisions, newspapers
• Regulation
• Government solutions
• Competitive standards
• based on cost
• Homogeneous workforce

This Is Now Internet, World Wide
Web Deregulation Public-private
partnerships Competitive standards based on
quality, variety, and timeliness Diverse
workforce
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Characteristics of the Old Economy and the New
(contd)

• That Was Then
• Finite education
• Integrated companies
• Go It Alone
• Unlimited resources
• Lecture/chalk-talk

This Is Now Lifelong learning Core
competencies Strategic alliances Limited
resources Experiential learning
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A Summary Definition of Workforce Development
(What It Is)

• At the postsecondary level, Workforce Development
  is defined as education and/or training beyond
  high school which leads to a GED, certificate,
  two- to four-year degree and/or other
  short-term, customized training designed to meet
  the needs of employers to upgrade the skills of
  existing, emerging, transitional, and
  entrepreneurial workforces.

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A Working Definition of Workforce Development
(How It Works)

• We Provide . . .
• Foundational skills that meet an established
  standard of cognitive skills that incorporate
  critical thinking, reading comprehension, and
  quantitative concepts
• Pre-employment and Workplace Readiness skills
• Training in vocational, technical, and academic
  certificates and degrees
• Upgrade of workplace skills for existing employed
  individuals

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Primary Mission of Post-Secondary Education in
Workforce Development (Why Its Important)

• So we build bridges to . . .
• Offer opportunities for individuals to achieve
  personal educational goals
• Instill a sense of continuous improvement or
  lifelong learning to pursue higher education
• Enhance individuals role in the workforce as a
  productive member
• Provide employers with a competent, highly
  skilled, trained and trainable workforce

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(Whos Taking Responsibility?)
Community Colleges Play the Pivotal Role in the
U.S. Knowledge Supply Chain
National Alliance of Business with AACC and
ACT Work America, Vol. 17 Issue 5, May 2000
The 1,600 Community Colleges are the workhorses
for the new 21st Century Economy.
Alan Greenspan, Chairman U.S. Federal Reserve,
March 2000
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Ron Russell, State Chamber / AIA President and CEO

• For many years, the Arkansas State Chamber of
  Commerce and Associated Industries of Arkansas
  have been committed to educational excellence.
  Arkansas business leaders know that our
  educational system must be able to deliver
  trained and prepared workers in order to meet the
  competitive challenges and demands of business
  and industry. Two-year colleges are the
  highlight of the Arkansas educational system and
  are making a great contribution toward meeting
  these challenges and demands.

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Bill Gates C.E.O. Microsoft

• America is leading the way in high
• technology and in the next seven years,
• its estimated that 80 percent of new
• jobs in this country will be in high tech.
• Community colleges have an important
• role to play in making certain we have
• skilled workers ready to help
• businesses take advantage of all the
• opportunities in the Digital Age.

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Quote from Former President Bill Clinton
The following statement was made by Bill Clinton
when he was President of the United States.
Community colleges are America at its best.
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Quote from President Bush
The following statement was made by President
George W. Bush during the Presidents 2004 State
of the Union Address.
"I propose increasing our support for America's
fine community colleges, so they can train
workers for the industries that are creating the
most new jobs. By all these actions, we will help
more and more Americans to join in the growing
prosperity of our country. Job training is
important, and so is job creation. We must
continue to pursue an aggressive, pro-growth
economic agenda."
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What Has Been Seen and Done in Arkansas
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Arkansas Two-Year Colleges
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Adults Enrolled in College
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Adults With a B.S. Degree
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Disappearing Workforce
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Higher Education Comparison with States of
Similar Population-Fall 2003
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U.S. Employment Projections2001-2010

• Of the 30 fastest growing occupations in the
  U.S., 17 require an Associate Degree or
  short-term skills training (non-credit)

Source U.S. Bureau of Labor Statistics, Office
of Occupational Statistics and Employment
Projections www.blw.gov/emp/emptab3.htm
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4 Purposes of Two-Year Colleges

• Transfer
• Technical degree (AAS) or certificate
• Developmental education
• Customized workforce training

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Annual Report on Fall Enrollment
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Key Performance Indicators

• of Students Completing Credit or Non-Credit
  Courses
• of Students Completing Certificate (C of P or
  TC) or Degree
• Job Placement of Students
• Starting Wage of Students in New Jobs
• Wages of Students 6 Months After Employment
• Customer Satisfaction (Businesses Students)

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AATYC WorkForce Training Consortium Goals

• Provide whatever BI needed customized
  instruction to existing, emerging (pre-employment
  skilled labor pools), transitional workers, and
  entrepreneurs anyplace in AR at anytime without
  delay (Just-In-Time response).
• Establish a trainee-to-business connection for
• Preferential hiring with educational guarantees
• Pre-employment internships/mentoring
• Common assessment tools for job skills
• Explore mobile training services (circuit riding)
  and business training services outsourcing by
  subscription.
• Create new workforce development partnerships
  with service provider agencies other than Higher
  Education to expand capabilities and improve
  quality.

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Benefits of Forming a Consortium

• Establish and promote an understandable matrix of
  resources/services
• Coordination of potential Distance Education
  Network
• Develop mutually beneficial inter-campus
  partnerships to improve/enhance services delivery
  for existing and new BI customers and students
• Increase opportunities for new funding support
  sources to stabilize and grow programs and
  recruit qualified/credible staff/faculty

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Benefits (continued)

• Learn Best Practices for local program
  customization
• Improve service area BI good will/involvement
• Enhance legislative credibility for long-term
  program support
• Accelerate BI practices/curricular content into
  existing and new certificate/degree courses and
  offerings

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AATYC WorkForce Training Consortium Combined
Results (1997-2003)

• 10,316 business industry training clients
  served
• (Average of 1,719 per year).
• On average, 75 of business industry clients
  requested non-credit training.
• 253,619 employees / students trained
• (Average of 42,270 per year).
• Four (4) million training contact hours provided.
• The WFTC colleges provide 75 of all public
  post-secondary skills training to Arkansas
  manufacturers
• duplicated counts

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Part II The Incumbent WorkforceNational
Governors AssociationCenter for Best Practices
Future Works, Inc. and the Lumina Foundation

• Project
• Pathways to Advancement Policy Academy

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The Incumbent WorkforceNational Governors
Association

• Fall, 2003 25 states applied
• 8 Selected HI, KS, ME, MA, MI, OH, PA, AR
  (only Southern State)
• 50,000 over 2004-05
• 3 Benchmarking Academy Sessions
• Criteria Need for Improvements plus Commitment
  / Demonstrated Collaboration

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Why did Arkansas Apply for the Academy?

• Compared to most states and the nation overall,
  the adult population in Arkansas has very low
  levels of educational attainment. Arkansas ranks
  near the bottom of all states in the attainment
  of post-secondary credentials among the adult
  population.
• Only 23 of adults in Arkansas have obtained an
  Associates Degree or higher. The national
  average is 48.
• Arkansas ranks near the top of all states in
  terms of the number of adults without a high
  school degree or GED. 21 of the adult
  population lacks a diploma or GED while the
  national average is 13.
• Arkansas ranks low in terms of post-secondary
  enrollment, retention and completion. Arkansas
  is 50th in the percentage of population with a
  baccalaureate degree.
• Source Population Reference Bureau, Analysis
  of Census 2001 Supplementary Survey PUMS for the
  Casey Foundation Working Poor Families Project.

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Why did ArkansasApply for the Academy? (Contd)

• Nationally, the education and training needs of
  working adults (the incumbent workforce) are
  largely neglected or under-funded at the federal
  and state levels of government.
• The concentration of resources upon traditional
  (and easier to deal with/serve) students does
  nothing to promote the security of existing job
  holders, nor their employment opportunities or
  upward mobility which requires continuing
  education and skills training in a relentlessly
  competitive global economy.
• We want to learn more about the challenges
  working adults face in enrolling in and
  completing college training, and develop some
  specific practices and/or policies that address
  these challenges/obstacles

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What Does Arkansas Hope to Accomplish by
Participating in the Academy?

• Quicker access to leading state programs, ideas,
  and professional dialogue that may accelerate
  Arkansas efforts to enhance the postsecondary and
  higher education accessibility and attainment of
  our working adults for socioeconomic development.
• Our own education about other states Executive
  and Legislative approaches and capabilities that
  may be adopted and modified for major public
  issue solution results in our own state
  environment.
• A reality check about the importance of, or
  return on investment in, providing working adults
  with postsecondary skills training and applied
  higher education occupational opportunities.
• A better understanding of the specific challenges
  facing working adults in enrollment and
  completion of either postsecondary credentialing
  or higher education programs.

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What Does Arkansas Hope to Accomplish by
Participating in the Academy? (Contd)

• Implementation of some innovative practices and
  policies for facilitating greater numbers of
  working adult postsecondary enrollment and
  completion rates.
• Arkansas should develop an Executive and
  Legislative agenda of bi-partisan consensus for
  the 2005 Arkansas Regular Legislative Session to
  pursue long-term statutory enabling laws and
  pilot program funding initiatives.
• We should see marked differences in long-term
  educational attainment performance indicators
  that show the wisdom of investing in the
  education of Arkansas working adults, including
  baccalaureate attainment, high school GED
  attainment, and increased per capita income.
• We should see new numbers of working adult
  families encouraged to pursue more skills
  training and higher education as first-generation
  students.

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Adult Workforce NeedsNational Governors
Association

• Project Core Team Members
• Ms. Lucretia Norris , Governors Office
• Mr. Mike Leach, Good Faith Fund (cbo)
• Dr. Linda Beene, ADHE
• Dr. Steve Franks, ADWE
• Ms. Sandra Winston, AWIB
• Dr. Ed Franklin, AATYC
• Dr. John Ahlen, ASTA
• Mr. Steve Lease, AATYC-WFTC
• Mr. Larry Walther, ADED
• Ms. Jessica Caldwell, ATEA
• Ms. Joni Jones, ADHS
• Mr. Artee Williams, AESD

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Part III The Emerging Workforce

• Project
• The Kuder Career Planning System
• (Kuder CPS)

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Arkansas Colleges Using Kuder
University of Arkansas Fort Smith
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Partners

• Main Partners
• Arkansas Department of Workforce Education
• Arkansas Department of Education
• Arkansas Department of Higher Education
• Presidents and Chancellors of AATYC
• Associate Partners
• Arkansas Department of Economic Development
• Arkansas Workforce Investment Boar
• Arkansas Economic Developers
• State Chamber of Commerce / AIA

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Career Exploration for Arkansas Students

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Aggregate Results Kuder Career Search with
Person Match
December 2004

(note see www.careerclusters.org)
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Aggregate Results Kuder Career Search with
Person Match
December 2004

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Aggregate Results Kuder Skills Assessment (6
Categories)
December 2004

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Aggregate Results Kuder Skills Assessment-16
(16 Federal Clusters)
December 2004

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Aggregate Results Kuder Supers Work Values
Inventory
December 2004

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Pipeline Information

• Senior High and Junior High/Middle Schools
• Community College Service Area
• County / Local Workforce Investment Board Areas
• Economic Development Region
• Entire State

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Kuder CPS Project Benefits For Two-Year
Colleges

• Target courses and programs to student interests.
• Increase retention rates using results to direct
  course placement and college major selection.
• Create articulation agreements to save limited
  resources.

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Kuder CPS Project Benefits For
Schools/Districts

• Meet State requirements to provide career
  assessment and exploration plan.
• Reduce brain drain by directing students to
  focus on a career goal.
• Utilize aggregate data to support grant requests
  and curriculum planning.

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Kuder CPS Project Benefits for Communities

• Assist volunteer, co-op, internship, or job
  shadowing placement.
• Present a real world view of the skills and
  attitudes employers require.
• Strengthen communication with those educating the
  workforce.
• Keep Education talking to Business.

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Kuder CPS Project Benefits for Parents
Mentors

• Increase involvement and confidence with clear
  assessment information and individual resumes.
• Enhance career planning discussion between
  parents and students with 24-hour online access.
• Offer guidance for next steps and continued
  involvement in the career planning process.

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Kuder CPS Project Benefits for Students

• Focus exploration on careers relating to
  interests, skills, and work values.
• Assist the selection of high school courses or a
  relevant college major.
• Promote lifelong planning with a portfolio and
  links to state and local job resources and
  national career information.

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The Workforce Gap
Where the Jobs Are 20 require a 4-year
degree 65 require an associates degree or
advanced training 15 require minimum
skills 1998-99 State Department of Education
Special Survey. 1985-99 State Department of
Education Enrollment Data, and 1989-99 High
School Completer Data Carol DAmico, Workforce
2020 Work and Workers in the 21st Century

• Where 9th Graders are headed
• 28 will enter a 4-year college
• 32 will enter an associate degree program or
  advanced training
• 10 will lack the skills needed for employment
• 30 will drop out before completing high school

VS.