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Building the Foundations of Workforce Development © A Business and Community Guidebook

Building the Foundations of Workforce Development © 1st Edition � 2001 Nebraska Department of Economic Development Page 1

Compiled and Published by

THE NEBRASKA DEPARTMENT OF ECONOMIC DEVELOPMENT Centennial Mall South, P.O. Box 94666

Lincoln, NE 68509-4666

First Edition 2001

Copyright Nebraska Department of Economic Development 2002

BUILDING THE FOUNDATIONS OF

WORKFORCE DEVELOPMENT

A Business and Community Guidebook



ACKNOWLEDGEMENTS The Nebraska Department of Economic Development (NDED) would like to acknowledge the people who contributed their time and expertise in the development of this document. The content and philosophy of this document is credited to a combination of sources. Patricia Wood, Nebraska Works Coordinator and Workforce Development Team Leader for NDED, and the Workforce Development Team served as principal authors of this guide. The NDED wishes to acknowledge the assistance of the pilot communities/counties in the development of this guide: Cuming County and West Point, Cheyenne County and Sidney, and Kearney. Their hard work, dedication, and exemplary practices provided the basic framework for this publication which delves into the complex field of workforce development. The NDED also wishes to thank other individuals who critiqued this publication and contributed their expertise to this project. With the assistance of all these individuals the Building the Foundations of Workforce Development© has fulfilled the expectations of the NDED as a guide for communities and businesses. Sections of this guide were adapted with permission. FUNDING OF THIS DOCUMENT This document and related materials are supported with NDED funds. PERMISSION TO REPRINT ADDITIONAL COPIES If appropriately credited, material in this document may be reproduced without permission. Additional copies of this guide may be obtained from:

Nebraska Department of Economic Development 301 Centennial Mall South

P.O. Box 94666 Lincoln, NE 68509-4666 Phone: (402) 471-6587

Toll Free: (800) 426-6505 Fax: (402) 471-3365

Additional information can be found at the NDED web site http://www.neded.org.



TABLE OF CONTENTS Introduction: Nebraska�s changing workforce: Promoting economic prosperity for the 21st century in Nebraska communities��...1

Steps of the Workforce Development Process��...4 Part I: Deciding whether to undertake workforce development��..�5 Step 1: Exploration of the process of workforce development��...6 Step 2: Initial assessment of businesses, community and area..��.7

Worksheet: Making an initial assessment of community and area needs and resources��.8

Step 3: Identification of leadership and support��.9 Step 4: Decision to proceed with workforce development��...�..9 Worksheet: Deciding to proceed with workforce development��..11 Part II: Preparing to address workforce development issues��...��.13 Step 5: Establish formal partnership and build support��...��.13 Checklist: Suggested partners��..15 Facilitators��...�15 Part II Checklist��..15 Part III: Action planning�working with local businesses, community and area.��..�...16 Step 6: Develop workforce development plan of action��...�16 Worksheets: Strategic Planning��.�.18 Checklist: Strategic Planning��...21 Step 7: Research on community, business and area characteristics and needs��.21 Step 8: Provide assistance to local employers and community..��.��.23 Part III Checklist��24 Part IV: Evaluation and Continuation��.��..24 Step 9: Monitor and Evaluate��24 Step 10: Continuation and Support��.��..25

Conclusion��...25 Appendices: Resources and Supplementary Materials Appendix A: Example�Nebraska Pilot Community First Year Strategic Plan��..26 Appendix B: Research�Surveys and Questionnaires��.29 Appendix C: Skills��..31 Appendix D: Employee Turnover and Retention��33 Appendix E: Recruitment Appendix E1: Employee Recruitment��.43 Appendix E2: Student Recruitment��.45

Index��51



INTRODUCTION Nebraska�s Changing Workforce: Promoting economic prosperity for the 21st Century in Nebraska communities An emerging, changing global marketplace, the acceleration of technical innovation and the constant restructuring of business and industry will require Nebraska�s workforce, business and industry, and communities to be more flexible and innovative in job creation and retention and hiring new employees. Nebraska and the country are suffering from a pronounced gap between labor supply and the greater demand for qualified workers. The lack of qualified workers is considered the most important factor limiting economic development. To put it simply, communities need employers, employers need workers, and people need work to be self-sufficient. A community needs all three to prosper. While workforce development issues are of immediate concern, the real challenge lies in thinking about the future of workforce development.

A few decades ago, employers were in search of typists, switchboard operators, mimeograph repair technicians, keypunchers and elevator operators. Newspapers even had separate job listings for men and women. Today�s want ads are seeking Webmasters. LAN operators. Desktop publishers. And many job seekers no longer turn to the want ad pages but to the Web pages. They find their jobs on the Internet. Just a few decades ago, business magazines celebrated the latest office technology�cutting edge equipment such as electric typewriters and dictaphones. Today, it is more like digital phones and personal digital assistants. We are living in a world few could have imagined 50 years ago. What will the workforce and workplace look like half a century from now?

Source: �Futurework � Trends and Challenges for Work in the 21st Century,� 1999, U.S. Department of Labor

The information found in this first edition of Building the Foundations of Workforce Development© provides targeted, results-oriented assistance that empowers communities and businesses to design and implement a local strategic process that addresses short- and long-term workforce development needs. This process involves a coordinated planning strategy that fosters partnerships between economic development professionals, educators, business and industry, communities, and others for the purpose of identifying local priorities that promote economic growth, create and retain jobs, and assist businesses in finding and keeping the quality workforce they need. Through an efficient and effective delivery system that includes performance measurements and the expansion of partnerships, communities can meet the challenges of global competition in the 21st century marketplace. Nebraska�s unemployment rate has remained consistently low. At times it has been the lowest in the nation. However, with good economic times comes newly-identified community, business, and industry needs. The need for workforce and capital investment has increased with a specific growing demand for skilled workers to increase technology and productivity. In 1950, twenty percent (20%) of the jobs required skilled workers, 20% professional, and 60% of the jobs required unskilled workers. In 2000 those figures changed dramatically between the skill levels required by employers with 65% of the jobs requiring skilled workers, 20% professional, and 15% unskilled (Covered Employment and Wages, 1998, Bureau of Labor Statistics). Nebraska needs a skilled, technologically advanced labor force to remain



viable and competitive, and innovative strategies are necessary to keep existing workers and to recruit new workers into the state and communities. The material presented in this guide is aimed at assisting you and your community in developing an organized and planned program for workforce development. Workforce development has been interpreted in many ways.

�For example, it is often associated with vocational education and training, adult literacy, human capital investment, skills training, occupational standards, employer-based training, school-based training, re-employment, training of the unemployed, and lifelong learning. While each of these interpretations describes an important part of the whole we call workforce development, it is the relationship among them, to basic education, and people's ability to participate in a global economy that determines a society's ability to sustain its citizens. Successful initiatives connect ideas, advice, networks, and partnerships with resources. Workforce development is one of the most important tools for increasing the capacity of people, both individually and collectively, to fulfill their economic and social potential. When people have the skills they need to participate in productive work, either for themselves or for others, they possess the means to empower themselves, their families, and their societies to achieve a better future. A slight change in perspective often reveals startling new vistas. Instead of viewing workforce development solely as education and training for employment�workforce development is about enabling all people to have access to opportunities that enhance the development of their skills, knowledge, and aptitudes such that they are able to participate in productive work, either by means of self-employment or by working for someone else."

Source: Compass to Workforce Development: A Study, 1995, Center for Workforce Development

As defined above, workforce development is a community process and an integral part of the total plan for a community�s development. It is a process designed to provide economic strength and stability for both businesses and the community as a whole. Developing the workforce strengthens the links between economic development and human, social and community development. Ultimately, workforce development is about enabling people to learn and earn over their lifetime. The way work is being done is changing rapidly, especially in highly industrialized areas. Many processes that were done in the past by human beings are now performed automatically. The future holds new innovations and yet-to-be created technology and jobs. The structure of the workplace is changing through organization into teams and elimination of layers of middle management, demanding that workers have new sets of interpersonal, team, and leadership skills never before required. This change necessitates that workers possess higher-order and analytic cognitive skills. Investing now in projects and policies that develop a workforce can be an excellent way to start closing the gap. Workforce development puts the tools for improving incomes, standards of living, social conditions, and personal achievement into the hands of workers, employers, and communities.



While this guide is aimed at dealing with the process of workforce development, it does not provide a magic formula that guarantees quick success. It does, however, identify a series of steps and tasks that need to be accomplished if a community wants to become more competitive. This guide is organized around plans and actions that may be required for a successful workforce development process. Communities and regions may have already conducted some or all of the steps, while some communities may not want to complete all of the steps at this time depending on their needs. This guide is divided into four parts, representing different phases in the workforce development process: I. Deciding whether to undertake workforce development II. Preparing to address workforce development issues III. Action Planning�working with local businesses, community and area IV. Evaluation and Continuation Each part identifies the steps that should be taken. For some steps, work sheets and additional readings or resources are provided.



Steps of the Workforce Development Process PART I: Deciding whether to undertake workforce development 1. Exploration of the process of workforce development

• Why workforce development • Investment of resources

2. Initial assessment of businesses, community and area • Why assess • What to assess • How to assess

3. Identification of leadership and support • Who leads the process • Identify facilitator to assist in this process

4. Decision whether or not to proceed with workforce development • Factors involved in decision • Decision to proceed • Next step(s): where to go from here

PART II: Preparing to address workforce development issues 5. Establish formal partnership and build support

• Organize a workforce development partnership • Build community support • Partnership checklist • Facilitator

PART III: Action Planning�working with local businesses, community and area 6. Develop workforce development plan of action

• Determine vision and mission of community or area • Develop goals and supporting activities • Measure successes

7. Research on community, business, and area characteristics and needs • Sample surveys and questionnaires

8. Provide assistance to local employers and community • Build support • Review research results and determine next steps with business • Assist businesses with specific needs � retention, recruitment, quality work experiences • Business follow-up and ongoing communications

PART IV: Evaluation and Continuation 9. Monitor and evaluate

• Monitor and evaluate progress of strategic plan

10. Continuation and support • Ongoing communication • Keep up-to-date



The needs and demands of employers and workers change over time. Communities may be at different starting points or stages in the workforce development process. Choosing where a community needs to begin is a step in the right direction toward assisting businesses and that community to remain competitive and viable within a changing economy. The Hudson Institute recommends the following for communities facing labor and skill shortages: • First, communities must learn exactly what attracts people to an area, as well as what repels them.

They should study these issues and under take campaigns to recruit, retain and retrain workers. • Communities should examine the extent to which they are losing the �best and the brightest� and

create incentives for workers to stay. • Economic development professionals and businesses can no longer avoid K-12 education reform. The

most cost effective way to prepare the workforce for tomorrow�s jobs is to address education so that students graduating from high school are equipped with proper skills.

• A community must establish high academic standards and accountability systems to make sure that students meet those standards.

• There is a disconnect between post-secondary offerings and employer needs. Partnerships that address the connection between economic development strategies and employer needs should be developed.

• Employers, teachers, students, and parents need easily understandable labor market information. While data can be found, there is an absence of information. Communities should invest in gathering this information and putting it together in a user friendly way.

• Finally, harmony needs to exist between many different initiatives. What is needed in many communities is a leader, a focal point, and a champion for workforce development.

Source: Carol D�Amico, Ph.D., Senior Fellow; The Hudson Institute Workers need rising living standards during their lifetimes, a balance between the demands of work and family, and workplaces that are safe and fair. It also is projected that major trends will sweep across and radically change the landscape of workplaces and the makeup of the workforce in the twenty-first century as it did in the twentieth. With all the demands and changes, the processes outlined in this guidebook will help workers, businesses, and communities make the transition now and in the future. PART I: Deciding whether to undertake workforce development In most cases successful workforce development takes place in a community because people work enthusiastically and persistently for it. The driving force for workforce development must come from a partnership built within the community or area among businesses, community(s), education, and local leaders. There also are resources to provide assistance to the community/area in this work. Because workforce development is a demanding process, careful consideration should be given to undertaking such a program. In the first part of this guide, several steps are identified which need to be taken in the process of deciding whether to start a workforce development program. These steps will identify activities that will help lead to arriving at a valid decision. It is becoming increasingly important to think in terms beyond community boundaries when considering the possibilities of workforce development. The impact of communities working together for workforce development will undoubtedly spread beyond the single community in which employers are located. Workers may commute to a community for employment from rural areas, other communities, counties, even other states, as commuting has become a large part of many workers� days. In this global economy,



telecommuting also has become increasingly popular with technology�s limitless boundaries and continuous improvements. Employees of local businesses may telecommute from as far away as the next community, county, state, or country. Workforce development efforts within a community or area can help maintain competitiveness with other communities, regions, states and countries, when it comes to retaining and recruiting businesses and workers. STEP 1 Exploration of the process of workforce development Basically step one happens because of the self-motivation of involved community members. In step one, someone or some group takes the initiative to begin consideration of what can be done to stimulate workforce development in the community or area. One of the first things that should be done is to contact one or more agencies specializing in workforce development to secure help in learning about the process. Smaller communities may want to contact persons working on workforce development in larger communities, as a few larger communities have persons working full or part time on workforce development (generally through chambers of commerce or economic development organizations) who can help you learn about its demands. By doing such things as reading this guide or similar booklets, researching web sites, and visiting with persons and/or groups in other communities who are engaged in workforce development, a person can learn about the requirements, advantages, and disadvantages of workforce development. Requirements for moving forward. There must be: 1. Need in the community and businesses. 2. Support and involvement of the community and employers for best results. 3. Commitment from area employers. 4. Partnering among business, education, community and others. 5. Dedication of all involved. 6. Commitment of time, energy and resources to accomplish desired outcomes. 7. Resources�community, human and financial�to carry out the planned activities. 8. Research to determine and meet the community and businesses� needs and changing labor demands. 9. Economic outlook and growth potential of your businesses, community and area. Possible advantages include: 1. More employer support and involvement within community. 2. Higher quality workforce. 3. Lower turnover within businesses. 4. Expanded local economic growth. 5. Retention of young people and other workers in the community. 6. Recruitment of more families/workers into community. 7. Retention of businesses in community. 8. Business expansions within community. 9. Shared best practices from business/community partnerships. 10. More community support and involvement in addressing employer issues. 11. Improved advancement opportunities for workers. Possible disadvantages include: 1. Lack of skilled workers for existing employer needs. 2. Loss of business due to lack of adequate workforce.



3. Inability to recruit business(es) without sufficient evidence of a prepared workforce. 4. Inability to train existing workforce to meet current and future needs. Another factor a community needs to consider before proceeding with workforce development is the investment of time and money. It is a time consuming process that will take the efforts of many individuals to carry out a workforce development plan of action. The community and businesses also must be willing to invest dollars, especially during the research and training steps. Many resources, such as training, survey assistance, expertise, and even funding, are available for workforce development efforts and highlighted throughout this guide. Step one will be completed when

___ Contact is made to explore workforce development, and ___ Resources, requirements, advantages, and disadvantages of workforce development are identified

and weighed for each community. STEP 2 Initial assessment of businesses, community and area While more formal and detailed studies of a community�s needs and resources will eventually be required, at this point the project initiators should gather general data about the needs and resources of the community and area. Much of the information may already be available. In cases where it is not, it is important to secure accurate data rather than guesswork from appropriate sources. The assessment made here will be significant input to the decision of whether to do workforce development in a community or area. It will not only provide direction about whether workforce development is needed and wanted, but also whether it can be supported. Community needs that relate to workforce development should be assessed. This type of assessment may reveal work that needs to be done before workforce development efforts will be successful, including surveying the needs of employers. The following worksheet may assist with the initial community assessment.



WORKSHEET Making an Initial Assessment of Community and Area Needs and Resources

1. What does workforce development mean to you? 2. In general terms, describe the reason(s) you became interested in workforce development for your

community and area: 3. List the major resources/assets/strengths of your community and area: 4. List the major needs of your community and area: 5. Potential labor availability:

• Number of employers

• Size of total labor force (including unfilled jobs)

• Unemployment rate

• Number of high school graduates

• Number of college/university graduates (if have post-secondary education institutions in community or area)

• Number moving into the community

• Number moving out of the community

6. What are the general labor needs of your business and industry?



STEP 3 Identification of leadership and support The whole process of workforce development is a people process. In step three the project initiators agree on initial commitments they will make to workforce development activities and seek additional persons who will assume responsibility in this work. This process of securing people from the community and area to assume responsibility to work on the project will be a continuing one. Ideally, persons representing many facets of the community and area will become part of the project. Those agreeing to take responsibility must include those who will be capable of implementing the decisions that are made. It is important that those who are contacted about being a part of this project realize the extent of commitment and amount of work that will probably be needed to be successful. Besides seeking persons who will agree to work directly on the development project, the initiators or champions at this time will try to get an initial answer to the question, �What kinds of support will be available from the community and area for this work?� Part of the meaning of the message is who carries it, and champions engage the commitment of individuals in your community and/or area. Contacts will be made to determine the support and involvement from various established groups � leaders of existing industries, businesses, education, chambers of commerce, economic developers, government officials, newspapers and other news media, and other key individuals. Also, a person or persons will need to take the lead on this project, and an impartial facilitator should be identified to step your community or area through this process. Contact the Nebraska Department of Economic Development for a list of potential facilitators with experience working with community and employer partnerships. It is important to secure a kind of consensus in the community about the need for workforce development. Later in the workforce development process activities will be undertaken to increase this support. STEP 4 Decision whether or not to proceed with workforce development At some point after doing the work described in steps one through three, the initiators must make the decision whether to push ahead to develop and carry out a plan for workforce development in their community or area. There is no set formula that can be applied to determine whether a community should decide to proceed or not. The decision to proceed with workforce development efforts should not be made lightly, and all factors should be considered. The following factors were the most important for workforce development in the pilot communities of West Point, Sidney and Kearney (not listed in order of importance):

1. Labor availability 2. Labor quality 3. Education & training 4. Employee turnover 5. Employer wages, salaries, and benefit packages 6. Individuals in the community/area willing to work hard to bring about workforce

development 7. Resource availability�community, human, financial 8. Housing 9. Child care 10. Marketing & promotion

Measuring against these and other factors will help determine if a community may or may not need to develop a workforce development program. The decision may be made to engage in self-improvement as



a community in order to attract new and existing industry and their employees in the future. A community may decide to join with other nearby communities in their workforce development efforts, or look at other ways of strengthening it�s economy. The decision to proceed as a community or as part of an area also will need to be made now. The decision will be made as a result of the analysis of the needs and resources of employers, community, and area, as well as of the possibility of organizing on a community or area basis. This, of course, also depends on whether people are willing to become involved and on the attitudes of people in the community and area. Workforce development should be undertaken because of what it will do, and help a community and area become. While it is not an end in itself, it is one of several possible alternatives for improving a community�s economic situation. To decide whether the appropriate groundwork has been done before proceeding with workforce development, consider the following worksheet.



WORKSHEET Deciding to Proceed with Workforce Development

1. Have you familiarized yourself with what is involved in the process of workforce development?

Yes No

2. List long-range goals that have been established for your community or area:

3. Which of these goals could workforce development help to achieve?

4. What are the potential advantages of workforce development activities for your community or area?

5. What are the potential disadvantages of workforce development activities for your community or area?

6. How do you rate the factors identified earlier? Labor Availability: Labor Quality: Training: Employee Turnover: Employer Wages, Salaries, & Benefits Packages: Partnership: Resources:

7. What are the major resources or characteristics available to your community or area for training, retraining, retaining, and/or attracting employees?

8. What would attract people (employees) to your community and businesses?

9. What keeps people/employees in your community and businesses?

10. Who are you competing with when recruiting and retaining employees?

11. What are your community and businesses� best strategies for competing?

12. What tools do you need to compete regionally, statewide, nationally, and internationally?



13. What research would help your community move forward?

14. What costs would be involved in workforce development efforts for your community?

15. Who has agreed to help in the workforce development work? a.) List those who will provide direct help (leadership, take responsibility):

b.) List individuals or groups who will provide supportive help:

c.) Do you have the commitment of people in your community or area to make and implement decisions, and accomplish tasks they take on? Yes No Do you have the help of: ____ Business & Industry (cross representation from community/area)

____ Education: ____ Elementary/Middle ____ Secondary ____ Post-Secondary

____ Government: ____ Local ____ State ____ Federal

____ Community Leaders

____ Chamber of Commerce

____ Economic Development Partnership

____ Healthcare and Human Services

____ City and County Officials

____ Community Groups and Organizations

____ Housing Groups

____ Media

____ Others (depending on issues): _________________________________________________

16. Consideration should be given to proceeding as an area rather than as a single community. Indicate the advantages of each: Community �

Area �

17. a.) List the major reasons why you should proceed with workforce development:

b.) List the major reasons why you should not proceed with workforce development at this time:



The decision to proceed with workforce development efforts should be made now, but all components should be considered to make the most informed, correct decision for your community or area. Do you have a clear and shared sense of how you will make a difference? Your next steps will depend on what you want for your businesses, community and area. What is the next step in this process for communities or regions? Move forward? Re-evaluate and reconsider? Do not continue at this time? The decision is yours. PART II: Preparing to address workforce development issues Proper and complete preparation is important to the success of a workforce development effort of a community or area. The steps presented in Parts II and III will assist with this preparation. STEP 5 Establish a formal partnership and build support Because workforce development is a long, complex process requiring the efforts of many individuals, it is necessary in almost every case that a formal partnership be established to carry out the project. This partnership may already exist. Whether a community has already formed a partnership or not, it is important to include all key partners for accomplishing the desired goals of the community. Partnerships effectively pool and leverage financial and human resources. Communication through formalized partnerships has allowed partners the ability to access and harness each individual�s expertise and experience in order to design, implement and manage effective strategies for workforce, community and economic development. A key success factor for effective workforce development systems is the degree to which the project, program, or system links the demand side of the labor market (employers or entrepreneurs) with the supply side (learners of all ages). Linking the public sector with the private sector in workforce development creates a system, through which it is possible to achieve consistency, consensus, cost sharing, accountability, accessibility, and continuous improvement. While partnerships may differ, most share similar characteristics, including: • common goals and objectives; • involvement of stakeholders from the public, private and academic sectors; • clearly defined roles and responsibilities; • sincere and collaborative communication between players; • mobilization and pooling of resources; and • an understanding of the role that the partnership plays in achieving the mutual goals of its members. In setting up the partnership to exercise leadership in the workforce development projects of a community or area, it is important to give considerable thought to which persons should be chosen for the positions of responsibility. Basically individuals are chosen who will work enthusiastically, completing tasks they take on and relating effectively with others with whom they work, and who represent key occupations and positions and have knowledge and points of view which will be important to the partnership. Most likely the leadership of the partnership will be made up at least in part of persons who have taken the initiative for workforce development up to this point in the process. Continuity in leadership is



important, but so are fresh ideas so there will need to be a balance of old and new members in the leadership group. The job of these leaders is to establish directions, secure people to carry out jobs, and oversee the total workforce development program. Business leaders are important players in the pilot communities. The leadership group that is formed will determine how the various functions listed in Parts I and II are carried out. The group has the task of involving all members of the partnership in charting its direction. Leaders also determine who will carry out what jobs, and coordinate the efforts of the various people involved in workforce development. Frequently, the leadership group will seek the support of some larger group or groups within the community or area. This group should represent the community or area as broadly as possible so that its support for the workforce development partnership will help achieve consensus. This support group also may be called on for needed assistance. Chambers of commerce or economic development organizations are good examples of groups that serve this support function. Governments can play a critical role in sharing best practices, coordinating funding resources, and facilitating stakeholder learning and the flow of information among all investors. Assisting governments in developing and enforcing good policy, and coordinating varied efforts in training and workforce investment, is a crucial part of improving the functioning of the labor market and the economic outcomes for workers and firms. The partnership and leaders also will need to continue building support among the businesses and community to achieve the desired results. Involvement will increase if individuals can answer these questions: • What resources can you and your organization bring to this partnership? • What benefits will you or your organization receive due to involvement in the partnership? In Step 3, discussion focused on initial leadership and support for workforce development in a community or area. Now the partnership needs to be further strengthened to include key partners from a community or area. Below is a sample checklist of individuals that should be involved in the partnership. Other key individuals also may come to mind.



Checklist of Suggested Partners Individuals from the following groups should be represented within the workforce development leadership partnership (those that apply to a community or area):

____ Business and Industry (cross representation from community/area)

____ Education: ____ Elementary/Middle ____ Secondary ____ Post-Secondary

____ Government: ____ Federal ____ State ____ Local

____ Community Leaders

____ Chamber of Commerce

____ Economic Development Partnership

____ Healthcare and Human Services

____ City and County Officials

____ Community Groups and Organizations

____ Housing Groups

____ Media

____ Others (depending on issues): ________________________________________________________ Facilitators Each partner plays an important role in the workforce development partnership, and facilitators serve as valuable, non-partisan assets to assist the partnership in identifying roles and responsibilities. Facilitators serve as intermediaries and should be knowledgeable about the workforce development process so they can walk partnerships through the process, identify key themes for players, provide suggestions for optimum efficiency, and open lines of communication between key players in workforce development. Contact the Nebraska Department of Economic Development for a list of potential facilitators with experience working with business, education, and community partnerships, and in identifying problems and solutions.

Part II: Checklist _____ Formal partnership identified with a:

_____ Leader _____ Champion _____ Key Partners _____ Facilitator



PART III: Action Planning � working with local businesses, community and area Workforce development efforts within a community or area can strengthen its competitiveness within other communities, regions, and in the global economy, other states and countries, for retaining and recruiting businesses and workers. As discussed in Parts I and II, partnering is essential to most community efforts, and business involvement is crucial for workforce development programs to succeed. Businesses are not only partners in a community�s workforce development efforts, they also are the customers. Communities need to talk with and listen to employers about what they value. Area businesses may be looking at expanding, downsizing, or even relocating, and the community must know this and be prepared. The labor supply may be one reason for business decisions, and communities can provide guidance and support to their businesses in recruiting and retaining employees. Part III discusses the role communities can play for their employers�action planning, meeting with businesses, identifying and addressing their needs and concerns, providing the assistance or guidance they may need, and learning how their involvement can help the community. STEP 6 Develop workforce development plan of action Fundamental steps should be taken in any strategic planning process. However these steps are only a recommendation for the community strategic planning process, and not the only way to create a strategic plan. To prepare for strategic planning, communities must determine if they are ready. While a number of issues must be addressed in assessing readiness, the determination essentially comes down to whether a community or area is truly committed to the effort, and able to devote the necessary time and attention to accomplishing the goals and activities laid out in the planning process. Partnerships begin with developing vision and mission statements. A vision statement presents an image of the mission accomplished, the ideal future state made concrete through words and pictures. A vision of the kind of community or area desired is needed to provide direction for any workforce development work. The mission statement must communicate the essence of the organization, community or area to the reader. The mission statement summarizes the what, how and why of an organization or community � it is a task, purpose or calling of an individual, team, or organization. With the mission and vision statements determined, an organization has taken an important step toward creating a shared, coherent idea for a strategic plan. The strongest partnerships have a clear and shared sense of how they make a difference. Once an organization understands why it exists and what it does, it must take a look at its current situation. Remember that part of strategic planning, thinking, and management is an awareness of resources and a look to the future, so that an organization can successfully respond to changes. Situational assessments, therefore, mean obtaining current information about the organization � strengths, weaknesses, and performance � information that will highlight the critical issues that the organization faces and its strategic plan must address. The planning committee should agree on no more than five to 10 critical issues around which to organize the strategic plan. Some critical issues may have been identified in the Step 2 worksheet.



Once a community�s mission has been affirmed and its critical issues identified, it is time to address: the desired results (goals), and the approaches to be used in achieving the results (strategies and tactics). This process requires considerable time. It is even possible that new insights that change the thrust of the mission statement may emerge. It is important that planners remain flexible to go back to an earlier step in the process and take advantage of available information to create the best possible plan and results. Agreement by organization members is crucial within each step of the strategic planning process. Following are worksheets, adapted from various strategic planning resources, to walk partnerships through the strategic planning process of developing goals, strategies, and an action plan.



Strategic Planning Worksheet: Develop Goals Goals are specific statements. They indicate the change partners want to achieve and serve as measures to evaluate a partnership's progress. Goals hold partners accountable. Long-term goals indicate results partners hope to see in two to three years or even further into the future. Short-term goals focus on more specific and immediate results and help keep partners motivated and enthused. Goals criteria:

• Does this goal focus on the positive? • Is this goal realistic? Achievable? • Is this goal measurable? • Is this goal stated in clear and specific terms?

List the goals that will indicate the partnership's success in accomplishing its mission. Goals

Goal 1: Goal 2: Goal 3: Goal 4: Other issues to discuss:



Strategic Planning Worksheet: Develop Strategies Record your goals from the previous worksheet below. Then, brainstorm various strategies for achieving each goal. Once you have a list of possible strategies, take a close look at the potential impacts, benefits, and costs of each strategy. Then, select those that are feasible for the partnership to accomplish. Finally, make sure the strategies selected are consistent with the partnership's mission, purpose, values, and beliefs. List the strategies chosen for each goal below. GOAL 1:

• Strategy 1

• Strategy 2

• Strategy 3 GOAL 2:

• Strategy 1

• Strategy 2

• Strategy 3 GOAL 3:

• Strategy 1

• Strategy 2

• Strategy 3 GOAL 4

• Strategy 1

• Strategy 2

• Strategy 3 Other issues to discuss:



Strategic Planning Worksheet: Develop an Action Plan This step involves:

• Mapping out actions for implementing the strategies selected by your partnership; • Deciding who will take responsibility for each action; • Setting target dates for completing each action; • Deciding on standards or measures of accountability (i.e., proof of actions taken); and • Preparing a budget of each action's expected costs.

Use a separate Action Plan worksheet for each goal and strategy selected by the partnership. Build plenty of opportunities for success into the plan. Start with small actions to ensure quick success and to give time for learning and practicing before taking on bigger or riskier tasks. ACTION PLAN

Goal # __________________________________

Strategy #____________________________

Actions To Be Taken Who is Responsible

Completion Date

Outcome/ Measurement Cost

Other issues to discuss:



Another important step that some organizations do not plan for is the accountability and measures of success. The previous worksheet walks the partnership through this step. Without it, the plan will sit on the shelf and not be successful. Someone or a group must be accountable for certain goals or strategies, and measurements must be in place for the goals and strategies success. Task forces or committees may be set up to deal with the various workforce development functions, including accountability and measurements of success. Each task force may identify research needed to conduct their work, so identifying who will conduct the research may need to be done immediately. Gathering information about the community and area is significant to workforce development. An example Strategic Plan from the Sidney/Cheyenne County pilot community/county can be found in Appendix A. Having a well-organized and thorough strategic plan can be a tremendous communication and marketing tool for a partnership and community. Be familiar with the plan to easily and effectively explain it. Be able to explain the changes in terms of how it will affect the audience being addressed and encourage them to participate. In addition to communicating, listen to what they have to say. Solicit ideas that will strengthen what is being done. Be direct in stating the change and explaining the rationale for the change in relation to the overall goals to be achieved. Keep communicating about the changes after they have been made, and recognize and celebrate the action plan�s successful implementation. As discussed in Step 5-Establish a Formal Partnership (pages 13-15), the appropriate partners should be on board, and a facilitator should be invited to assist the group through the strategic planning process.

Strategic Planning Checklist Check each step of the planning process as it is completed.

_____ Initial Assessment _____ Vision Statement _____ Mission Statement _____ Critical Issues _____ Goals _____ Strategies _____ Strategic Planning Worksheets _____ Accountability and Measurements of Success _____ Committees/Task Forces

STEP 7 Research on community, business and area characteristics and needs The research function of workforce development has already been started in Step 2 and will continue throughout the process. Research involves activities, such as conducting surveys, sending out questionnaires, and compiling data from various sources into needed forms. The task forces can get help from the Nebraska Department of Economic Development in setting up methods for collecting information (examples are provided for you in Appendix B: Research�Surveys and Questionnaires).



Some information may already have been collected by the chamber of commerce, a county or state agency, the local schools, a college or university, or other group or institution. Part of the committee�s task will be to identify good sources of information. Research should be as accurate and up-to-date as possible. When exact figures are not available and estimates are used, this should be noted in the report along with how the estimates were established. The Nebraska Department of Economic Development web site (www.neded.org) provides program and other resource information about community and rural development, starting and operating businesses, comprehensive economic/demographic statistics, and links to community, educational, business, and employment web sites throughout the state. The Labor Market Information (LMI) Center at the Nebraska Department of Labor produces a wide variety of economic and demographic profiles or summaries that contain information at the state and sub-state levels. LMI is the science of collecting, analyzing, reporting and publishing economic data to describe and predict the relationship between labor demand and supply. Labor market information affects social, technological, and economic policies. On a personal level, LMI may impact the way people choose careers and find jobs, employers hire employees and make business decisions, and the extent to which people receive assistance from the government. Government at federal, state, and local levels also depends on labor market information to determine new policies and pass legislation reallocating resources. Labor market information is a valuable resource. It provides a tool to customers internally and externally for developing and enhancing policies regarding employment/unemployment, training/retraining, education/literacy, welfare/welfare-reform, and economic development/strategic planning. While products vary from state to state, the following types of data are frequently found in state-generated products.

• Labor force data • Unemployment data • Employment data by industry and occupation • Wage and benefit data • Population and related demographic data • Local economic trends and characteristics including retail sales, housing starts, and cost-of-living

information • Commuting summaries by place of work • Occupational data by sex and race

Labor market information can be found on the Nebraska Department of Labor web site at www.dol.state.ne.us/nelmi.htm or by contacting the DOL (402) 471-9964.

Partners must work cohesively to prepare and conduct the surveys and questionnaires for a community. Examples of information that may be assessed include: wage and benefits comparisons, labor availability analysis, commuting patterns, needs analysis, work environment, quality of life, and cost of living data for the area. Many organizations are available to help conduct the necessary research, typically for a fee. For a listing of organizations helping Nebraska communities/counties with labor studies, contact NDED. Some areas may conduct the research themselves, but the process of research, results preparation, marketing and follow-up can be very time consuming.



After assisting businesses and community/area with the research and results, follow-up communications with businesses should be ongoing. Research and study results should be shared with the businesses and partnership in the community, as well as used in the future planning for the community. This partnership should lead and guide the workforce development goals and activities of the community. Communication is the key for continuing relationships with employers. STEP 8 Provide assistance to local employers and community Employers should be involved in all steps of the workforce development process, however, if a relationship has not been established with the employers in a community, it needs to be done immediately. Establish a relationship by scheduling an initial meeting to talk with and listen to employers about what they value, such as:

• What brought them to the community? • What keeps them in the community? • Do they have an adequate and skilled labor supply? • Has the community been involved with the employers? • Have the employers been involved with the community? • Are employers� needs being met within the community?

Establishing this rapport now will benefit the employer and the community. Meeting with and surveying employers will help the partnership better serve their needs and the needs of the community. One of the most important issues to employers is workforce � retaining and upgrading employees� skills to continually meet the needs of businesses, as discussed further in Appendices C, D and E. Investment in human capital is and should be a priority for employers and communities. Workforce development issues or barriers other than skills that may affect employers and their employees include: wages, benefits, incentives, safety, turnover, dissatisfaction with position and/or organization, flexibility, childcare, transportation, housing and other concerns. Employees will go where the wages and resources are, and competition runs high among employers, even within a community. Quality of life and cost of living data also should be researched for the community and may be used for both business and employee recruitment and retention efforts. Conducting research on the needs of employers, employees, the community and area are vital steps throughout this entire process. Many issues or needs requiring research, depends on your employers, and the identification of their needs and issues at a given time. A sample of the department�s Business Retention and Expansion survey as well as other sample surveys and questionnaires are available in Appendix B. These examples can be revised to meet specific needs. Many resources and allies are available including the Nebraska Department of Economic Development to assist with research. Task forces will need to determine the research needs of their own communities. Some research may already be complete and available, as discussed in Part III, Steps 6 and 7, pages 16-23. Once the research is complete, results should be compiled and reviewed with the partnership, community and employers to determine the steps necessary to address any identified needs or concerns. Allies also can be involved in this process, whether providing research assistance or addressing needs and concerns.



Upon completion of Part III, the partnership should have a strategic plan, completed meetings and discussions with their businesses, assisted businesses with conducting their research, coordinated research results, and shared those results with their community and businesses, assisted businesses with their specific retention, recruitment and work experience needs, conducted follow-up, and encouraged ongoing communications between the partnership, community and businesses. Part III: Checklist _____ Strategic Plan developed _____ Built business, community and area support _____ Research identified _____Research conducted _____Research results coordinated and marketed _____ Needs identified in research being addressed PART IV: Evaluation & Continuation STEP 9 Monitor and Evaluate Too many strategic plans end up collecting dust on a shelf. To have an effective strategic plan that can be followed and implemented, the next (and perhaps most important) step is monitoring and evaluating. The basics of Step 9 have been adapted from �Basics of Monitoring, Evaluating and Deviating from the Strategic Plan,� copyright 1999, Carter McNamara, MBA, PhD, writes that monitoring and evaluating the planning activities and status of implementation of the plan is � for many organizations � as important as identifying strategic issues and goals. One advantage of monitoring and evaluation is to ensure that the organization is following the direction established during strategic planning. By continuing to monitor the implementation of a strategic plan, individuals can learn a great deal about their partnerships and how to manage them. But also remember that plans are guidelines, and it is okay to deviate from the plan as long as planners understand the reason for the deviations and update the plan to reflect the new direction. As identified in Step 6 on the �Develop an action plan� worksheet on page 20, the strategic plan should document who is responsible for achieving each goal and objective. The document also should specify who is responsible for monitoring the plan�s implementation and making decisions based on the results. The pilot communities elect chairpersons for each task force or committee, and the chairperson reports the progress to the partnership at regularly scheduled meetings. McNamara also writes that the frequency of reviews depends on the nature of the organization and the environment in which it�s operating. Organizations experiencing rapid change may want to monitor implementation of the plan at least on a monthly basis. He suggests the following key questions for use in monitoring and evaluating the status of implementation of the plan:

1. Are the goals and objectives being achieved or not? If they are, then acknowledge, reward and communicate the progress. If not, then consider the following questions.

2. Will the goals be achieved according to the timelines specified in the plan? If not, then why?



3. Should the deadlines for completion be changed (be careful about making these changes�know why efforts are behind schedule before times are changed)?

4. Does the organization have adequate resources (time, money, equipment, facilities, training, etc.) to achieve the goals?

5. Are the goals and objectives still realistic? 6. Should the priorities be changed to put more focus on achieving the goals? 7. Should the goals be changed (be careful about making these changes�know why efforts are not

achieving the goals before changing the goals)? 8. What can be learned from our monitoring and evaluation to improve future planning activities

and future monitoring and evaluation efforts? Be sure to always document the status reports. Another important step is recognizing the partnership, communities, and businesses for their accomplishments. Recognizing them for their partnering and ongoing efforts will keep the partners and community informed and encourage further participation. STEP 10 Continuation & Support Most continuation and support will hopefully come from the above steps, especially Step 9. It has been emphasized to continually build support of the partnership and strategic plan. Ongoing communication and evaluation among the partners and the community will be key to continue the work of the partnership and keep the plan updated. New trends and technologies change the way businesses and communities conduct business, and keeping the partnership and plan updated with these changes will be key to future successes.

CONCLUSION With the lack of qualified workers being one of the most important factors limiting economic development, businesses and communities must work together to address workforce development issues. As defined in the introduction, workforce development is a community process and an integral part of the total plan for community�s development. Workforce development cannot be separated from economic, human, social and community growth. It is a complex issue and will take a partnership among business and industry, education, government, community leaders, chambers of commerce, economic development organizations, healthcare and human services, city and county officials, community groups and organizations, the media and others depending on specific issues. This partnership will need to develop a plan of action for workforce development; they�ll need a strategic plan that is accountable and includes evaluation and measures of success. Remember, successful initiatives connect ideas, advice, networks, and partnerships with resources. To put it simply, communities need employers, employers need workers, and people need work to be self-sufficient. A community needs all three to prosper.



APPENDIX A: Example�Nebraska Pilot Community 1st Year Strategic Plan

Cheyenne County Workforce Development Partnership VISION: The Sidney/Cheyenne County Trade Area provides growth opportunities for families, businesses, and industries today and for future generations. MISSION: The Community Partnership creates, promotes, markets and coordinates workforce development efforts and opportunities for the Sidney/Cheyenne County Trade Area. TASK FORCES, GOALS & ACCOMPLISHMENTS: 1. HOUSING TASK FORCE ⇒ Housing Goal: Provide adequate, affordable, and appropriate housing for current and future

workforces. Strategies

• Assess the current housing situation and future needs • Explore financial options: Employers Assisted Housing (Fannie Mae), others • Encourage multiple listings and/or central clearinghouse on the Internet

Accomplishments • Cox Development Affordable Housing Subdivision created with 30 new housing lots

Subdivision lot sizes were changed for cost effectiveness • Active involvement by committee members in the public hearing process before the Planning

Commission and Council on housing development issues ! Six new housing subdivisions are being created in 2001

• Input on the housing portion of the 2001 City Comprehensive Plan • Manufactured Homes Subdivision started to move forward • Mobile Home Park Expansion supported • Involved in supporting two down-payment assistance housing grants

! $142,000 grant for a Sidney subdivision ! $142,000 grant for Cheyenne County ! Down-payment assistance will target 100 percent median income families

and help approximately 25 to 30 new home-owners • I-80 Industrial Park 68 units/apartments rentals, refurbish homes, addition of manufactured

homes • County Housing Authority creation being proposed • Beverly Healthcare, new assisted living center • Real estate listings on Chamber web site: www.sidney-nebraska.com • Contractors list • Recognition and appreciation Business After Hours for Cheyenne Co. contractors • Homebuyers education course @ WNCC

2. MARKETING & PROMOTION TASK FORCE ⇒ Marketing/Promotion Goal: Promote the area as a quality place to live and work. Strategies

• Market the community and jobs through area web sites • Attract workers outside the area through promotional activities • Coordinate existing efforts and materials in communities and county • Research and adopt a slogan • Partner with community and county organizations



Accomplishments • Quality of Life magazine developed • Slogan and logo: �Small town values, big time opportunities� • Sidney entrance signs ! Two sites targeted ! Two more to be added in 2002 ! Work beginning on design

• Alumni mailing • Promotional CD of western Nebraska with PADD • Jobs web site: www.sidneyjobs.com • Billboards (Visitor�s committee) • Working on developing promotional CD for Sidney employers as it relates to recruitment of

employees • Additional information added to the Chamber of Commerce relocation packets for new

employees 3. QUALITY OF LIFE TASK FORCE ⇒ Education Goal: Provide quality, life-long educational opportunities for all residents. Strategies

• Assess businesses� training needs • Identify current and future educational and training opportunities • Assess current public school facilities • Distribute customer comment cards throughout the community (chamber function) • Adopt �Ambassador� of the week • Invite the senior population/retirees to enter/re-enter the workforce

Accomplishments • Researched area schools to determine current programs available • Conducted survey of 33 area businesses to assess training and educational needs • Analyzed survey results and set goals to fulfill unmet needs • Currently exploring programs to enhance work ethic curriculum in the schools

! Curtis and Associates �SEED� (Sowing Early Employment Dreams) ! University of Nebraska Cooperative Extension �Character Counts�

• Additional training at WNCC geared toward employer needs ⇒ Childcare Goal: Provide outstanding quality and affordable child care facilities and care for the

current and potential workforce. Strategies

• Assess child care needs for community/county • Support and work with current efforts of the Cheyenne County Child Care Center and other

efforts underway • Involve schools, businesses and churches in development • Establish support system for home day care providers • Research other communities� best practices

Accomplishments • Memorial Health Center expanded their child care services to Cheyenne County Community

to accommodate another 40-45 children



• Work continues on the Rainbow Christian Child Care Center which will accommodate 40 children at the I-80 industrial park area

• Application has been made to USDA to build the �Here Wee Grow� Child Care Development Center ! Businesses have committed to 97 of the 112 slots required and $89,000 of the

$185,000 cash contribution has been raised ⇒ Youth Goal: Provide quality educational, recreational and employment opportunities for youth. Strategies

• Identify current and explore future opportunities • Involve youth in planning and implementation process • Partner with schools, churches, businesses, community and county • Encourage businesses to provide area youth with career-related experiences, such as

internships • Build awareness of employment opportunities • Develop scholarship program

Accomplishments • Job Fair • Career Fair for High School Sophomores • Senior High School mock interview workshop • 6th grade Career Exploration Day

⇒ Recreation Goal: Enhance existing and develop additional recreational attractions and

opportunities for all residents and visitors. Strategies

• Identify existing recreational attractions and opportunities, and future needs • Enhance and/or develop area tourist attractions • Research other communities� recreational attractions/opportunities • Build toward an ongoing community activity/event • Coordinate communication of events/attractions in area

Accomplishments • List of recreational facilities, attractions and activities in Cheyenne County

4. INFRASTRUCTURE AND TECHNOLOGY TASK FORCE ⇒ Infrastructure Goal: Ensure that adequate private and public services are available to

accommodate the current workforce, business and industry and allow for future growth. ⇒ Technology Goal: Improve the existing technology infrastructure and strive for �state of the

art� technology. Strategies

• Identify groups to partner with city, county, schools, etc. • Assess current situation and future growth

Accomplishments • Business and community technology surveys • Exploring education and training based on survey results • Technology Fair in fall • One Stop development



APPENDIX B: Research�Surveys & Questionnaires As discussed on pages 21-22 of this guide the Nebraska Departments of Economic Development and Labor web sites provide many resources and data. Several national web sites, such as the Bureau of Labor Statistics, also provide state and local labor data. However, a community or area may want to get more up-to-date information by conducting surveys and/or questionnaires for their community, county or region. Following are descriptions of some of the information communities may want to gather: Labor Availability Analysis Labor availability analyses are conducted to determine the available labor pool of an area for business expansions and recruitment. Labor availability is defined as members of the current labor force (employed or unemployed), homemakers, retirees, and students who indicate they are looking, or would consider changing their jobs, for the right employment opportunity. For a list of sources for assisting communities to conduct a labor availability analysis, contact NDED at (800) 426-6505. Labor Shed and Commuting Patterns The labor shed is roughly a radius surrounding a community, which determines how far individuals actively looking for work will commute in or out of a community. For metro Nebraska the average labor shed is a 50-mile radius, or a 30-45 minute drive, one way. As reported by the State Rankings, Morgan Quinto Press out of Lawrence, Kansas, Annual, 2000, the average commuting time for Nebraska workers is 16 minutes. Wage Data Wages, as defined by the Bureau of Labor Statistics, are hourly straight-time wage rates or, for workers not paid on an hourly basis, straight-time earnings divided by the corresponding hours. Straight-time wage and salary rates are total earnings before payroll deductions, excluding premium pay for overtime and for work on weekends and holidays, shift differentials, and non-production bonuses such as lump-sum payments provided in lieu of wage increases. Wage survey data helps employers find out if their occupational pay rates are competitive, and helps communities determine if it would be beneficial for businesses to expand or move into your community. It also helps job seekers and students pick a career that is right for them, considering the livable wage and whether or not the occupation is growing. Livable Wages The University of Nebraska Bureau of Business Research (BBR) gathers data from various resources to determine Nebraska�s livable wage, which is the minimum wage necessary to cover the basic needs and taxes of individuals and families in Nebraska. Their study also examines whether full-time jobs in Nebraska pay livable wages. Additional information can be found on the BBR web site: www.bbr.unl.edu. Cost of Living Data A Cost of Living Index, as defined by the Bureau of Labor Statistics, measures differences in the price of goods and services, and allows for substitutions to other items as prices change. A Consumer Price Index measures a price change for a constant market basket of goods and services from one period to the next within the same city (or in the Nation). The CPI is not a true cost of living index and should not be used for place-to-place comparisons.



Benefits Data Benefits are, as defined by the Bureau of Labor Statistics, a non-wage compensation provided to employees. The National Compensation Survey groups benefits into five categories: Paid leave (vacations, holidays, sick leave); supplementary pay (premium pay for overtime and work on holidays and weekends, shift differentials, non-production bonuses); retirement (defined benefit and defined contribution plans); insurance (life insurance, health benefits, short-term disability, and long-term disability insurance) and legally required benefits (Social Security and Medicare, Federal and State unemployment insurance taxes, and workers� compensation). The Nebraska Department of Labor conducted a statewide employee benefits survey. Results can be found on their web site: www.dol.state.ne.us. Nebraska Business Visitation Program Interviews are conducted around Nebraska as part of the Nebraska Business Visitation Program (also known as Business Retention & Expansion (BRE) Program) to learn more about individual businesses to better assist them. The interviews have been a joint undertaking of the Nebraska Diplomats, the Nebraska Economic Developers Association, and NDED. Participating businesses share general information, such as business climate�utilities, taxes and regulatory climate, transportation, labor, public services, and quality of life; workforce�number of employees, starting wages, turnover, job training; expansion and investment plans; and other items that businesses want and need outside help on. Some communities have added a supplemental interview form requesting more specific information, such as commuting, benefits packages, and employee attitudes, productivity, skill levels and technical ability. On completion, interview forms are sent to NDED. Requests and concerns made by the participating businesses are acted on at once. An extensive database compiles the information to assist businesses, and help guide program and policy development for improving the state�s overall business climate. Contact NDED at (800) 426-6505 for further information, or to schedule your communities� participation in the Nebraska Business Visitation Program.



APPENDIX C: Skills With the fast pace of change in technology and the processes of work, workers need to upgrade and expand their skills throughout their lives. Investments must be made in developing the skills of people. The high-wage jobs of the future require higher-order skills that come from applying academic knowledge to breakdowns in complex systems. Purely academic or theoretical learning does not provide people with the skills to solve such problems.

Source: �America�s Choice, High Skills or Low Wages?� 1990, Aring, Leff, and Malyn-Smith The portability of skills across industries, states and nations is key to skills enhancement. Skills need to be portable, and skill certificates are portable, industry-recognized credentials that certify the holder has demonstrated competency on a core set of content and performance standards related to an occupational cluster area. Marilyn Kourilsky of the Kaffman Center for Entrepreneurial Leadership, Inc., identifies three layers of key knowledge skills: foundation, bridging, and focus skills. Foundation skills are the �new basics� for every work environment. To succeed in business and life, people need solid fundamentals that include reading, writing and mathematics and the related intellectual skills of reasoning and problem-solving. Kourilsky also identifies �opportunity recognition� and creative thinking as basic, foundation-level skills. Today�s workers must be able to view problems as opportunities for creative initiative rather than as �undesirable crises.� And they need to combine ideas in new ways and make new connections between seemingly unrelated topics � the essences of creative thinking � in an opportunistic way. Bridging skills include communication and resource allocation and management skills, along with a level of technological proficiency that enables workers to use foundation skills effectively. Workers need to listen to, cooperate with and negotiate with others, as well as motivate and manage them. Workers also need to communicate verbally, make oral and written presentations, and work productively with an increasingly diverse population. Focus skills are those specifically required to engage in an agile business environment. Workers must understand �what it takes� to capitalize on business opportunities, including the tangible resources of money, space and supplies, and the intangible resources of time, labor, talent and quality. They also need to keep track of their resource allocations; market and sell their ideas, products and services; and possess a broad understanding of rapidly changing global markets, economics, government regulation and policy.

See table and graphic next page.



SKILL LEVELS

Foundation Skills The �new basics� for every work environment • Basic skills (reading, writing,

mathematics) • Reasoning • Opportunity recognition • Problem-solving • Decision-making • Creative thinking

Bridging Skills Skills for effective interactions • Time management • Money management • Cooperating with others • Managing others • Motivating others • Listening to others • Developing �win-win�

solutions • Giving oral presentations • Writing effectively • Multi-lingualism • Using technology to acquire,

process and exchange information

Focus Skills Specific entrepreneurial and economic skills • Evaluating business

opportunities • Understanding what it takes

to start a business • Pricing products and services • Marketing and advertising • Considering opportunity

costs • Understanding the role of

supply and demand in the marketplace

• Basic accounting and record-keeping

• Reading and understanding a business plan

• Understanding money and inflation

• Competing in a global economy

• Understanding the role of government in business

Source: Marilyn Kourilsky of the Kaffman Center for Entrepreneurial Leadership, Inc. In boom times and recessions alike, helping employers find and keep the best talent is a demanding job.



APPENDIX D: Employee Turnover and Retention With the labor market as strong as it has been during the last several years, and the low unemployment rate, retaining talented employees has become a hot topic. No one can realistically expect to retain all people within a company. People come and go for a wide variety of reasons. When people who leave speak with honesty, their reasons for leaving are rarely due to compensation. Most often, they are about poor relationships with co-workers or bosses, a lack of respect for the senior management, lack of challenging work, lack of company direction, lack of growth opportunities, or a corporate culture they did not agree with. A strategy for retaining key employees can consist of two components: 1) Identify the top 30% of staff to keep, and 2) Honestly assess the reasons they may leave a company. This requires an open dialogue with staff members and an understanding of those factors that are important to him or her. As a guide start with some of the reasons listed above. Some issues can be addressed and some cannot. If an issue that is important to a staff member cannot be resolved, then the information is available to begin the process of replacing that employee. Once employees are hired, retention of the skilled employees within businesses and communities is key. According to the American Management Association, the cost to replace an employee who leaves is, conservatively, 30% of his or her annual salary. For those with skills in high demand, the cost can rise to a frightening 1.5 times the annual salary. Many things considered, the loss of high-quality employees may equal a loss of business or customers due to a lack of an adequately skilled workforce. The solution lies in tying retention to critical business activities so that managers do not think about retention after the fact, when it is too late, but rather see it as integral to business success and survival. Treating retention as an ongoing priority enables the manager to focus on proactive measures to sustain long-term employee commitment rather than on reactive attempts to reverse surprise resignations.

Source: �The Challenge of Retaining Top Talent: The Workforce Attrition Crisis,� 1997, B. Lynn Ware, Ph.D., and Bruce Fern



THE HIGH COST OF TURNOVER

Another study indicates the cost of employee turnover to be between six and 18 months salary with the average being approximately one years� salary. The cost of hiring the wrong employee can be much greater, including the cost of: # Ongoing poor performance compounded by overhead costs # The loss of customers due to poor customer service # Greater turnover due to poor interpersonal skills (if in a management position) # Loss of profits due to poor decision making # Higher costs due to sick leave # Employee lawsuits # Employee theft

Source: Harrison Innerview (www.harrison-innerview.com/about/about18.htm)

Following is a worksheet to calculate the high cost of turnover with employers.



HOW MUCH MONEY ARE YOU LOSING TO EMPLOYEE TURNOVER?

A Simple Calculation to Estimate the Cost of Losing Employees

Problem: Employee Turnover [Employees in your organization] x [Turnover % per year1]=__________Total employees leaving [Average salary/wages] x [Replacement factor2]=__________Turnover costs3 [Total employees leaving] x [Turnover costs]=__________Negative bottom-line impact annually Example 1: An organization of 400 professionals had an annual turnover of 10%. The average

salary was $50,000. [400] x [10%] = 40 total employees leaving [$50,000] x [1.5] = $75,000 [40] x [$75,000] = $3,000,000 annual losses!

Suppose they were able to reduce turnover by 15%.

$3,000,000 x 15% = $450,000 potential savings!

Example 2: An organization with 100 front-line workers had a turnover rate of 30%. The

average salary was $30,000. [100] x [30%] = 30 total employees leaving [$30,000] x [.75] = $22,500 [30] x [$22,500] = $675,000 annual losses! Suppose they were able to reduce turnover by 25%. $675,000 x 25% = $168,750 potential savings! Solution: ASQ Accelerating Change Collaborative Series to reducing employee turnover and increasing satisfaction. Call ASQ at 800-248-1946 for more information.

1 Typical range is 12-18%. FORTUNE�s 100 best companies have a 7% turnover. U.S. average for front-line workers is 30%. 2 Overall business average is estimated at .75 for non-exempt and 1.5 for exempt. 3 Turnover costs for your organization can be calculated using a worksheet from either of two sources: 1) How to Measure Human Resources Management, (1995), Jac Fitz-Enz, McGraw-Hill, Second Edition, p 200. 2) Workforce Turnover and Firm Performance: A New Business Case for Employee Retention, (1998), The Corporate Advisory Board, Appendix A, p 92.



The costs of time and lost productivity are no less important or real than the costs associated with paying cash to vendors for services, such as advertising or temporary staff. These are all very real costs to the employer. These calculations will easily reach 150% of an employees� annual compensation figure. The cost will be significantly higher (200% to 250% of annual compensation) for managerial and sales positions. To put this into perspective, let's assume the average salary of employees in a given company is $50,000 per year. Taking the cost of turnover at 150% of salary, the cost of turnover is then $75,000 per employee who leaves the company. For the mid-sized company of 1,000 employees that has a 10% annual rate of turnover, the annual cost of turnover is $7.5 million! Do you know any CEO who would not want to add $7.5 million to their revenue? And, by the way, most of that figure would be carried over to the profit line as well. What about the company with 10,000 employees? The cost of turnover equals $75 million! For a more detailed calculation of employee turnover, Bliss and Associates outlined the following lists for calculating costs involved in employee turnover: Costs Due to a Person Leaving 1. Calculate the cost of the person(s) who fills in while the position is vacant. This can be either the cost of a temporary or the cost of existing employees performing the vacant job as well as their own. Include the cost at overtime rates. 2. Calculate the cost of lost productivity at a minimum of 50% of the person's compensation and benefits cost for each week the position is vacant, even if there are people performing the work. Calculate the lost productivity at 100% if the position is completely vacant for any period of time. 3. Calculate the cost of conducting an exit interview to include the time of the person conducting the interview, the time taken by the person leaving, the administrative costs of stopping payroll, benefit deductions, benefit enrollments, COBRA notification and administration, and the cost of the various forms needed to process a resigning employee. 4. Calculate the cost of the manager who has to understand what work remains, and how to cover that work until a replacement is found. Calculate the cost of managers who conducts their own version of the employee exit interview. 5. Calculate the cost of training a company has invested in this employee who is leaving. Include internal training, external programs and external academic education. Include licenses or certifications the company has helped the employee obtain to do his/her job effectively. 6. Calculate the impact on departmental productivity because the person is leaving. Who will pick up the work, whose work will suffer, what departmental deadlines will not be met or delivered late. Calculate the cost of department staff discussing their reactions to the vacancy. 7. Calculate the cost of severance and benefits continuation provided to employees who are leaving that are eligible for coverage under these programs. 8. Calculate the cost of lost knowledge, skills and contacts that the person who is leaving is taking along with them. Use a formula of 50% of the person's annual salary for one year of service, increasing each year of service by 10%. 9. Calculate the cost impact of unemployment insurance premiums as well as the time spent to prepare for an unemployment hearing, or the cost paid to a third party to handle the unemployment claim process for a company. 10. Calculate the cost of losing customers that the employee is going to take with them, or the amount it will cost to retain the customers of the sales person, or customer service representative who leaves. 11. Subtract the cost of the person who is leaving for the amount of time the position is vacant.



Recruitment Costs 1. The cost of advertisements (from a $200 classified to a $5,000 or more display advertisement); agency costs at 20 - 30% of annual compensation; employee referral costs of $500 - $2,000 or more; Internet posting costs of $300 - $500 per listing. 2. The cost of the internal recruiter's time to understand the position requirements, develop and implement a sourcing strategy, review candidates� backgrounds, prepare for interviews, conduct interviews, prepare candidate assessments, conduct reference checks, make the employment offer and notify unsuccessful candidates. This can range from a minimum of 30 hours to more than 100 hours per position. 3. Calculate the cost of a recruiter's assistant who will spend 20 or more hours in basic level review of resumes, developing candidate interview schedules and making any travel arrangements for out-of-town candidates. 4. The cost of the hiring department (immediate supervisor, next level manager, peers and other people on the selection list) time to review and explain position requirements, review candidates� backgrounds, conduct interviews, discuss their assessments and select a finalist. Also include their time to do their own sourcing of candidates from networks, contacts and other referrals. This can take upwards of 100 hours. 5. Calculate the administrative cost of handling, processing and responding to the average number of resumes considered for each opening at $1.50 per resume. 6. Calculate the number of hours spent by the internal recruiter interviewing internal candidates along with the cost of those internal candidates to be away from their jobs while interviewing. 7. Calculate the cost of drug screens, educational and criminal background checks and other reference checks, especially if these tasks are out-sourced. Don't forget to calculate the number of times these are done per open position as some companies conduct this process for the final two or three candidates. 8. Calculate the cost of the various candidate pre-employment tests to help assess a candidate�s skills, abilities, aptitude, attitude, values and behaviors. Training Costs 1. Calculate the cost of orientation in terms of the new person's salary and the cost of the person who conducts the orientation. Also include the cost of orientation materials. 2. Calculate the cost of departmental training as the actual development and delivery cost plus the cost of the salary of the new employee. Note that the cost will be significantly higher for some positions such as sales representatives and call center agents who require four to six weeks or more of classroom training. 3. Calculate the cost of the person(s) who conducts the training. 4. Calculate the cost of various training materials needed, including company or product manuals, and computer or other technology equipment used in the delivery of training. 5. Calculate the cost of supervisory time spent in assigning, explaining and reviewing work assignments and output. This represents lost productivity of the supervisor. Consider the amount of time spent at seven hours per week for at least eight weeks. Lost Productivity Costs As the new employee is learning the new job, the company policies and practices, etc. they are not fully productive. Use the following guidelines to calculate the cost of this lost productivity: 1. Upon completion of whatever training is provided, the employee is contributing at a 25% productivity level for the first two to four weeks. The cost therefore is 75% of the new employee�s full salary during that time period. 2. During weeks five through 12, the employee is contributing at a 50% productivity level. The cost is therefore 50% of full salary during that time period. 3. During weeks thirteen through 20, the employee is contributing at a 75% productivity level. The cost is therefore 25% of full salary during that time period.



4. Calculate the cost of co-workers and supervisors lost productivity due to their time spent on bringing the new employee "up to speed." 5. Calculate the cost of mistakes that the new employee makes during this elongated indoctrination period. 6. Calculate the cost of lost department productivity caused by a departing member of management who is no longer available to guide and direct the remaining staff. 7. Calculate the impact cost on the completion or delivery of a critical project where the departing employee is a key participant. 8. Calculate the cost of reduced productivity of a manager or director who loses a key staff member, such as an assistant, who handled a great deal of routine, administrative tasks that the manager will now have to handle. New Hire Costs 1. Calculate the cost of bringing the new person on board including the cost to put the person on the payroll, establishing computer and security passwords and identification cards, business cards, internal and external publicity announcements, telephone hookups, cost of establishing email accounts, costs of establishing credit card accounts, or leasing other equipment, such as cell phones, automobiles, pagers. 2. Calculate the cost of a manager's time spent developing trust and building confidence in the new employee's work. Lost Sales Costs 1. For sales staff, divide the budgeted revenue per sales territory into weekly amounts and multiply that amount for each week the territory is vacant, including training time. Also use the lost productivity calculations above to calculate the lost sales until the sales representative is fully productive. Can also be used for telemarketing and inside sales representatives. 2. For non-sales staff, calculate the revenue per employee by dividing total company revenue by the average number of employees in a given year. Whether an employee contributes directly or indirectly to the generation of revenue, their purpose is to provide some defined set of responsibilities that are necessary to the generation of revenue. Calculate the lost revenue by multiplying the number of weeks the position is vacant by the average weekly revenue per employee.

Source: Cost of Turnover, 1998-2000, Bliss & Associates Inc., William G. Bliss, President (www.blissassociates.com)

Conducting orientation programs for new hires will familiarize them with the organization, people, their job, others� jobs, salary/wages, benefits, expectations, policies, programs and services. Likewise, conducting exit interviews may help employers evaluate the reason(s) for the employee leaving, and can use the information to correct a problem if one exists.



Solutions to Retention: Training Human capital � the collected skills, talents, and knowledge of workers � is one of the most valuable assets to an employer. With the growing importance of �human capital investment,� the economic necessity and advantage of training is becoming more and more apparent to meeting the demands of skilled labor in our communities. Business involvement is crucial for workforce development programs to succeed. Administrators of workforce development programs must be in touch with the needs and demands of the business community to provide appropriate and targeted training for today�s tight labor market and the specific area. Communities can increase the relevance of skills training to businesses through work-based learning experiences, incumbent worker training, and industry or sector wide training programs. Training new and incumbent workers has always been a challenge to businesses, especially small businesses. With the federal government now spending $20 billion on training for target groups versus $360 million in 1995 on training (according to U.S. Department of Labor statistics) businesses have begun to realize that they must take charge of their own training initiatives. Many small businesses cannot afford the cost of training. An emerging solution is providing training for a consortia of small businesses and industries in the same sector. Consortia can be accomplished independently or through the formalization of industry cluster and/or public-private partnerships. An important key to providing a skilled and prepared labor force is Nebraska�s statewide community college system with 14 campuses. Each offers a comprehensive occupational curriculum, specialized classroom training programs, plus customer training programs to meet the needs of businesses and industries in their respective areas. Successes of training should include: significant improvement in the skill levels of the workforce, stabilization of employment in a competitive industry, wage improvements for incumbent workers, clear markers of job expectations for new and incumbent workers (Work Keys�assessments, profiling), and an improvement in general quality of labor-management relations in firms. Individuals with improved math, reasoning, communication, or technical skills have a greater opportunity to interact with others and a more developed ability for thinking critically than someone without these skills.

Nebraska Customized Job Training Program The Customized Job Training Program provides training assistance on projects that offer an opportunity for economic development in Nebraska. Use of the funds is limited to eligible companies and training projects. In general, the types of companies qualifying are those engaged in activities that sell goods or services primarily to a non-Nebraska market: manufacturing, processing, warehousing, and headquarter facilities are some examples. Eligible training projects will include new investment in Nebraska that create jobs or, due to new processes or purchases of new technology or equipment, requires retraining of existing positions to retain those positions. The average wage level of all jobs created or retained must equal or exceed the average wage for job openings in that Job Service area as reported in the Nebraska Department of Labor�s �Nebraska Survey of Hourly Wage Rates,� found on the DOL web site at: www.dol.state.ne.us/nelmi/lmistats.htm All jobs must be created within three calendar years and be retained for at least two years after completion of the training project.



A business training plan must be submitted to the NDED and include the following:

1. A description of the business, its products and/or services, and other business information as required by the department.

2. A description of the project for which the training funds are being requested. 3. The job title and description of full-time permanent positions to be created or retained. 4. The number of full-time permanent trainees in each position. 5. The hourly wage of each full-time permanent position to be created or retained. 6. A program schedule for the job training project and a description of the training that will

occur. 7. A complete description of the benefit package offered by the business.

Nebraska Job Training Grants are disbursed on a reimbursement basis that will be determined when funds are granted. For more information, contact: Job Training Coordinator Nebraska Department of Economic Development 301 Centennial Mall South � 4th Floor P.O. Box 94666 Lincoln, NE 68509-4666 Phone: (402) 471-3780 (800) 426-6505 Fax: (402) 471-3365 E-Mail: [email protected] Web site: www.neded.org Nebraska Worker Training Program The Worker Training Program is a business incentive program to support the retraining and upgrading of Nebraska�s current workforce administered by the Nebraska Department of Labor. Training is central to preparing Nebraskans to excel in the workplace and marketplace today and in the future. The goal is to broaden the state�s skill pool through grants for training projects that help build productivity, enhance earning capacity and job security. Training improves the quality of goods and services, and provides skills needed in today�s workplaces that benefit Nebraska. Individual businesses decide the type of training needed and how long the training project will take. Companies also decide who will provide training. All established, for-profit businesses that contribute to the State Unemployment Insurance Trust (SUIT) fund, except employee-leasing firms, are eligible. To find out if a company contributes to SUIT, check the quarterly Unemployment Insurance Contribution Report and contact your Certified Public Accountant. The training grant application is designed for ease of use and will help develop a profile of your training project. Beginning each quarter, completed applications are reviewed up until two weeks prior to board meetings. The amount of grant funding available quarterly is distributed on the basis of size of firm, type of industry, geographic location, and demand occupations that broaden the skill pool and benefit the local and state economy. The Worker Training Board makes recommendations each quarter. Board meetings are held in mid- January, April, July and October. Minimum employer matching funds should be at least equal to the amount of funding requested. Matching funds greater than 1:1 (2:1, 3:1, 4:1, etc.) display a commitment to training. Wages paid, rental space or equipment used may be considered as an in-kind (matching) contribution.



The program grants funding for tuition and fees, preferably to established, certified, accredited or licensed Nebraska training providers. Training projects may be classroom, laboratory, on the job, workplace or work center-based. Any instructional materials purchased for the training project must remain publicly accessible and we would ask you to share any "lessons learned." The following items are not ordinarily funded: transportation, meals, or lodging, past training costs, corporate-mandated training, constructing buildings, purchasing equipment, paying your or employees wages and salaries. Information on the program and training grant application forms can be obtained by contacting:

Nebraska Worker Training Program Nebraska Department of Labor 550 South 16th Street P.O. Box 94600 Lincoln, NE 68509-4600 Phone: (402) 471-3478 Fax: (402) 471-3050 Web site: www.dol.state.ne.us/wtp.htm

As previously discussed, wages and salaries are often cited during exit interviews as reasons for leaving, and for accepting a new position. Nebraska ranked 41st among the 50 states for average annual pay in 1997 and 1998, accounting for cost of living factors. Nebraska employers need to conduct wage, salary and benefits comparisons survey. They need to compare these factors with competition in the same community, region, state, other states, and even internationally, as competition now exceeds state and country borders. Employers also are becoming more creative in offering benefit and incentive programs to keep the good workers they already have, as well as, to recruit new workers. Benefits and incentives are increasingly becoming a requirement of top-notch employees drawn to certain companies. The following list includes those benefits and incentives in highest demand: $ Competitive salary or wages $ Health insurance: medical, dental $ Life insurance $ Training and career development $ 401(k), profit sharing, stock options $ Referral program for employees to earn extra money for hires $ Childcare services $ Down payments for housing/apartments $ Telecommuting program $ Flexibility�schedules (job share, part-time, flex-time, telecommute) During exit interviews, questions should be asked to determine why an employee is leaving a business and/or community. Having the information will be beneficial to improving the work environment in a community and businesses. Assisting employers in conducting work environment studies also will benefit a community in retaining citizens and improving the overall environment of the working community. Comparisons can be made with the results of the study with other businesses and communities.



The Work Keys system is a cost-effective way to introduce a common language into workforce development, enabling education and business to work together to strengthen achievement of workplace skills. In consultation with employers, educators, and experts in employment and training requirements, ACT has identified key generic employability skills crucial to effective performance in most jobs. Skills assessed through the Work Keys system are: applied mathematics, applied technology, locating information, reading for information, observation, listening, writing, and teamwork. Additional skill scales will be developed as needed. Work Keys assessments are developed in accordance with the content validity standards described in the EEOC's Uniform Guidelines. Additional assessments are under development. After identifying these critical generic workplace skills, ACT developed the Work Keys system which offers flexible, cost-effective components: profiling (job analysis) to determine the skill requirements of jobs; skill assessment to determine the current skills of individuals; and instructional support to help educators/trainers as they assist learners in improving their skills. What makes the Work Keys system unique is its integrated components. Much more than an assessment program, Work Keys offers an organization a complete spectrum of job analysis, assessment, instructional support, reporting and training services. The system is built around a common skill scale that accurately and reliably measures both the skills of individuals and the skills required for successful job performance. The system is designed to help businesses fulfill their needs for workplace skills in hiring and training, and individuals to document their workplace skills. When all the factors involved in a hiring decision are taken into consideration � search, selection, preparation, training and salary � these costs can have a significant financial impact on employers.



APPENDIX E: Recruitment APPENDIX E1: Employee Recruitment What attracts people to a community and businesses? Why do people leave a community? List the assets and disadvantages of living and working in communities and businesses. If someone can answer these questions and list assets and disadvantages, they are well on their way to marketing the community and businesses to recruit and retain people in the community. Some industries are experiencing skill shortages, while others struggle with real labor or body shortages. Nebraska has a consistently low unemployment rate, while labor participation rates have increased. There are more jobs than workers. Determining what sets a community apart from the rest and marketing it will be an advantage to recruiting people and businesses. Become a �Community of Choice.� There are many ways a community can market itself, its employers and jobs. Cooperative advertising is a means for a community and employers to work together in their recruitment efforts. A community should work with the employers to target messages. There are many ways to target marketing efforts: # High school and college alumni � work with area schools, colleges and universities # Employees affected by layoffs and mergers � contact the NE Department of Labor regarding

participating in their Dislocated Worker Rapid Response Team (402) 471-9878 # Retiring and discharged military personnel, and base closures � ads within their publications, letters,

information sent to bases # Targeted advertisements � web site, newspapers, magazines, publications, radio, television depending

on preferred audience For businesses, the key elements of a business employee recruitment program include: • Market-based compensation � benchmarking should compare salaries against competing companies

that are attracting and/or stealing employees. Skills are transferable across markets and industries, and providing competitive salaries is a primary attracting factor for recruiting people.

• Benefits program �unique and flexible aspects • Training/professional development � upgrading skills • Work environment � positive atmosphere, community and forward thinking • Referral bonuses � employees refer individuals to company for hire, and receive compensation for

hires • Marketing campaign � highlighting the advantages of working at an organization • Effectively recruiting quality employees � be creative and always on the lookout; advertise the

opening, the company, the lifestyle and the locale; and market who you are, what you do, and what you have to offer

• Creative recruiting activities � internships, college career fairs, vocational schools, job fairs, trade shows, Internet web banners, referrals, alumni activities

Getting on a �best companies� list can be a real recruiting asset in today�s tight labor market. Criteria for such lists are worth a look. National and regional magazines, and local newspapers often print their list of rankings of firms in the area. Among the key criteria: flexible schedules, job satisfaction, pay, retirement benefits, employee morale, office practices and environment.



Many incentives exist for recruiting people and workers for employers to a community. The partnership and/or chamber can serve as an information clearinghouse on what the community has to offer to new families and workers. Preparing information on the following should be included in a recruitment packet sent by the community and/or on the internet: housing (availability and costs), child care (availability and costs), spousal employment, schools, churches, crime rates, cost of living, hospitals/health facilities, recreation, climate, cultural opportunities, colleges, and universities.



APPENDIX E: Recruitment APPENDIX E2: Student Recruitment Quality Work Experiences � High School and College Today's workplaces require a new kind of worker � one who excels at solving problems, thinking critically, working in teams, and constantly learning on the job. In this new global and technology-driven economy, the skills of the workforce are a company's major competitive advantage. Corporate, community, and individual success in this new economy means that our education system has to change, too. Businesses throughout the United States have identified the need for a more effective education system as a primary concern. Businesses would like to see classroom curriculum take on greater relevance in the workplace. To encourage this, businesses are offering students hands-on learning experiences to help them apply what they are learning in the classroom. Experiential or contextual learning, participating in activities directly applicable to situations encountered in the workplace, more accurately fits how people can learn. Today, many students have part- or full-time jobs that may or may not apply to what they are studying in school or college. A quality work experience happens when the student can apply what they are learning in the classroom to what they are learning in the work place. A meaningful, quality work experience is structured and enables students to test academic theories via tangible, real world applications, stressing the development of problem solving skills. The four most common work place learning experiences for students are internships, apprenticeships, job shadowing and mentoring: Student internships are experiences where students work for an employer for a specified period of time to learn about a particular industry or occupation. Students� workplace activities may include special projects, a sample of tasks from different jobs, or tasks from a single occupation. These may or may not include financial compensation. Apprenticeships are relationships between an employer and an employee during which the worker, or apprentice, learns an occupation in a structured program sponsored jointly by employers and labor unions, or operated by employers and employee associations. Registered apprenticeships are programs that meet specific federally approved standards designed to safeguard the welfare of apprentices. The programs are registered with the Bureau of Apprenticeship and Training (BAT), U.S. Department of Labor, or one of the state apprenticeship agencies or councils approved by BAT. Job shadowing is typically a part of career exploration activities in middle school and early high school. A student follows an employee at a firm for one or more days to learn about a particular occupation or industry. Job shadowing can help students explore a range of career objectives and select a career major based on the student�s interests. Mentoring takes place when an employee or other individual is designated as the advocate for a particular student, challenges the student to perform well, and consults with classroom teachers about the student. Adult mentors serve as positive role models for students, help them set goals, and reinforce basic skills, attitudes and other lessons of life, including character development. Teachers also can benefit from work experiences outside the classroom. Teacher internships are work-site experiences of at least two weeks in duration. During this time, teachers may work at a particular job at a firm to learn specific skills, or rotate throughout the firm to learn all aspects of the industry. These



experiences give teachers an idea of what will be expected of their students in the workplace. Often this is the first workplace experience for teachers outside the classroom. This encourages teachers to apply subjects learned in the classroom to the workplace. How to set up a work experience and who to contact Setting up work experiences for students and teachers involves much more than simply recruiting an adequate number of employers. The experiences that employers provide must have educational value. After all, a majority of high school students already have jobs, so for work experiences to be worth the considerable investment in time and resources that it will require, the experiences must have greater educational value than the jobs students already have. To assess the quality of work experiences, 10 components should exist that strengthen the quality. The first two -- a written agreement between the school and the student (#1) and a customized plan for each student (#2) -- indicate that students, teachers, and employers have thought carefully about the nature of the placement and made a specific plan. A system for documenting and assessing student learning (#3) should help evaluate whether students are actually learning anything. If a student has a specific mentor on the job (#4) and if students have a chance to experience several jobs (#5), then they should have more opportunities to learn a variety of skills. Mentors who receive some training (#6) will be better able to teach and help the interns. By providing a classroom at the workplace (#7), the participating company demonstrates particular commitment to the program and facilitates closer integration between classroom and on-the-job learning. If the company serves on the program�s advisory board (#8) and advises schools about their curriculum (#9), then the managers will have a better understanding of the educational goals of the program and the role of the work experience. Finally, efforts to have company staff teach or make presentations at the school also demonstrate more involvement with the program which could translate into more careful planning and program development (#10).

Source: �Achieving scale and quality in school-to-work internships: Findings from an employer survey (MDS-902),�1998, Bailey, T., Hughes, K., and Barr, T.: Berkeley: National Center for Research in Vocational Education, University of California

Other measures of program quality include the duration of the experiences, the amount of time it takes the student to learn the assigned job, and the percentage of the experience spent learning (the ratio of the learning time to the duration). Internships are most productive when they involve jobs in which the interns could realistically be expected to be productive, but still learn new skills and abilities that they do not already possess. Communities and employers involved in providing quality hands-on training and work experiences for area students to become qualified, skilled employees, and the retention of students in your community to live and work. Communities and businesses can contact their schools to set up these work experiences for their students. Schools also may contact businesses with their needs. A business can take great satisfaction helping train qualified, skilled employees and helping students make the decision to continue living and working in their communities. The following checklist, based on the National Employer Leadership Council Employer Participation Model, provides examples for employer involvement in education and business practices.



Checklist for Employers Each and every contribution of time, resources and opportunities is valuable. The degree of impact varies by your level of participation. Employers Working Directly with Students Purpose Employer Activities Career Awareness $ Career Talks

$ Career Days/Career Fairs $ Workplace and Industry Tours

Career Exploration $ Job Shadowing $ Job Rotations

Career Preparation $ Internships $ Cooperative Education $ Youth Apprenticeships $ Apprenticeships (Registered) $ Mentoring

Employers Working with and Supporting the Work of Teachers Teacher Activities Employer Activities $ Project-Based Learning

Serve as mentors and collaborate with teachers and students on projects aimed at providing solutions to real problems and developing new programs within the company.

$ School-Based Enterprise/ Entrepreneurial Projects

Provide expertise as consultants to student-operated businesses. Serve as a guide to a group of students as they assess, design and implement a start-up business.

$ Internship/ Externship/ Sabbatical in Business

Provide opportunities for educators to explore an industry or company to develop their knowledge of workplace skill requirements.

$ Curriculum Development

Work with educators to integrate curriculum to link academic and workplace knowledge and skills; to logically connect work with educators; to develop work-based learning curriculum.

$ Instructional Materials

Work with educators to develop compatible, inexpensive products, services and software to support the teaching of workplace and industry skills and knowledge.

$ Business Practice Advisement

Provide information and support to counselors and teachers on current industry practices.

$ Industry Skill Standards

Give copies of your industry skill standards to secondary and post-secondary educators for use in their program planning. Connect educators to industry skill standards implementation projects that integrate skill standards, academic standards, and workplace assessment and credentials.

$ Technology

Provide educators with information and support to increase their awareness and skill development of current technology. Provide access to technology.



Employers Strengthening Company Practice Company Practice Company Action Enhance Employment Practices

$ Implement hiring practices that require applicants to demonstrate academic achievement and workplace experience through school-based records (e.g., provision of transcripts, portfolios, certificates of mastery, industry skill standards certificates).

$ Offer competitive wages and benefits. $ Identify the cost of hiring, training and turnover for new entry-

level employees and compare annually with information from tracking systems explained above.

$ Advocate strong policy to align and integrate training and educational systems, and use local education and training institutions and organizations as supplier for current workforce.

Encourage Employee Development

$ Partner with educational institutions to develop both industry and company specific classroom and workplace learning services.

$ Prepare employees to supervise students in defined work-based learning experiences.

$ Incorporate skill standards as a framework for internal education, training, career development and performance review for current workforce.

$ Profile champions in the company that support education priorities through your company newsletter.

Extend Corporate Leadership $ Conduct high visibility review of existing involvement in education reform, prioritization of activities, commitment of resources, and CEO/Senior Management attention.

$ Encourage employees to become involved in education activities as parent, community volunteers, and school board members - and recognize their efforts.

$ Adopt policies to support parental involvement in childrens� education and in local school improvement initiatives.

$ Align corporate resources including government relations, corporate philanthropy, volunteerism and personnel policy with corporate education priorities.

$ Align company involvement in industry and business associations that strengthen the connection between earning and learning.

$ Create briefings on company commitment to high standards, workforce development, quality assessments and accountability.

$ Write CEO editorials in industry and business magazines that address the need for workforce and career preparation that will support economic success.

$ Focus volunteer efforts on education partnerships and school to career preparation initiatives in the community.

$ Recognize community partnerships with events that showcase employer involvement and commitment.

$ Participate on local school boards and parent and partnership boards.



Employer's Teen Safety Employing teens in work places requires that extra precautions be taken. Certain jobs cannot be performed by teens. The following information and checklist contains information regarding the Fair Labor Standards Act (FLSA) child labor laws and safety in the workplace. To be sure, some tasks and tools present more of a hazard than others. Many hazardous activities are limited or prohibited by the FLSA (see Prohibited Jobs). But simple steps can be taken to help prevent injuries to working teens. Understand and comply with child labor laws and occupational safety and health regulations that apply to businesses. The FLSA limits the hours minors under 16 can work and prohibits employing minors under age 18 for certain hazardous occupations. Stress safety, particularly among first-line supervisors who have the greatest opportunity to influence teens and their work habits. Make sure that adolescent workers are appropriately trained and supervised to prevent injuries and hazardous exposures. Work with supervisors and experienced employees to develop an injury and illness prevention program and help identify and solve safety and health problems. Many injuries can be prevented through simple work redesign. Assess and eliminate hazards for adolescent workers. The FLSA prohibits assigning teens to tasks and tools that have accounted for a large number of injuries, such as: driving a car or truck, operating tractors or other heavy equipment, and/or using power tools. Train adolescent workers to recognize hazards and use safe work practices. This is especially important since teens may have had little work experience, and new workers are at a disproportionate risk of injury. A Quick Look at the Fair Labor Standards Act (FLSA) The FLSA child labor provisions are designed to protect minors by restricting the types of jobs and the number of hours they may work. Prohibited jobs Seventeen hazardous non-farm jobs, as determined by the Secretary of Labor, are out of bounds for teens below the age of 18. Generally, they may not work at jobs that involve: % Manufacturing or storing explosives % Driving a motor vehicle and being an outside helper on a motor vehicle % Coal mining % Logging and saw-milling % Power-driven wood-working machines* % Exposure to radioactive substances and to ionizing radiations % Power-driven hoisting equipment % Power-driven metal-forming, punching, and shearing machines* % Mining, other than coal mining % Meat packing or processing (including power-driven meat slicing machines) % Power-driven bakery machines % Power-driven paper-products machines* % Manufacturing brick, tile, and related products % Power-driven circular saws, band saws, and guillotine shears*



% Wrecking, demolition, and ship-breaking operations % Roofing operations* % Excavation operations* * Limited exemptions are provided for apprentices and student-learners under specified standards. Hours limitations % Youth 18 or older may perform any job, whether hazardous or not, for unlimited hours, in accordance

with minimum wage and overtime requirements. % Youth 16 and 17 years old may perform any non-hazardous job, for unlimited hours. % Youth 14 and 15 years old may work outside school hours in various non-manufacturing, non-mining,

non-hazardous jobs up to three hours on a school day, 18 hours in a school week, 8 hours on a non-school day, 40 hours on a non-school week. Also, work must be performed between the hours of 7 a.m. and 7 p.m., except from June 1 through Labor Day, when evening hours are extended to 9 p.m.

Resources to Tap Child Labor Expertise For information about teen safety in the workplace, contact the Employment Standards Administration, Wage and Hour Division. Ask for the Child Labor Contact.

Chicago - (312) 353-8667 Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, Ohio, Wisconsin

OSHA Consultation Program Directory For help in establishing or improving a safety and health program, small businesses can contact the OSHA consultation program in the state.

Nebraska (402) 471-4717



INDEX Aring, M.K., Leff, J., and Malyn-Smith, J. (1990), America�s Choice, High Skills or Low Wages? ASQ Accelerating Change Collaborative Series to reducing employee turnover and increasing satisfaction, How much money are you losing to employee turnover? Bailey, T., Hughes, K., and Barr, T., Berkeley: National Center for Research in Vocational Education, University of California (1998), Achieving scale and quality in school-to-work internships: Findings from an employer survey (MDS-902) Bliss, William G., President, Bliss & Associates Inc. (1998-2000), Cost of Turnover (www.blissassociates.com) Bureau of Labor Statistics (1998), Covered Employment and Wages Center for Workforce Development (1995), Compass to Workforce Development: A Study D�Amico, Carol (Ph.D.), Senior Fellow; The Hudson Institute Harrison Innerview, The High Cost of Turnover (www.harrison-innerview.com/about/about18.htm) Kourilsky, Marilyn, Kaffman Center for Entrepreneurial Leadership, Inc., Marketable Skills for an Entrepreneurial Economy McNamara, Carter (MBA, Ph.D.) (1999), Basics of Monitoring, Evaluating and Deviating from the Strategic Plan (Free Management Library located at http://www.mapnp.org/library) National Employer Leadership Council (NELC), Employer Participation Model State Rankings, Morgan Quinto Press, Lawrence, Kansas, Annual 1991-2000 U.S. Department of Labor (1999), Futurework�Trends and Challenges for Work in the 21st Century U.S. Department of Labor, Wage and Hour Division, Fair Labor Standards Act (FLSA) Child Labor Laws and Safety in the Workplace (http://www.dol.gov) Ware, B. Lynn (Ph.D.) and Fern, Bruce (1997) The Challenge of Retaining Top Talent: The Workforce Attrition Crisis

Documents

A Business and Community Guidebook BUILDING THE ...opportunity.nebraska.gov/files/businessdevelopment/... · provides targeted, results-oriented assistance that empowers communities