Manufacturing Workforce

Development in the Northeast Economic

Development Region of Illinois

A Pilot Project Evaluation Report

December 2007

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Table of ContentsExecutive Summary...............................................................................3

Results................................................................................................5About the Chamber.............................................................................6About “Innovate Now!”.......................................................................6About the Project................................................................................7About the Workforce Boards of Metropolitan Chicago........................8About the Researcher.........................................................................9

The Goals.............................................................................................12The North East Economic Development Region Manufacturing Projects.............................................................................................................16

Innovation in the Evaluation Process................................................19The Evaluation & Technical Assistance Plan:....................................21The Human Capital Wheel.................................................................22CSSI Manufacturing Project Best Practices........................................24

Project Details......................................................................................29Project # NE 26 - Transportation, Warehousing & Logistics ............29Project # NE 32 - Accelerated Training – CNC Machine Tool Operation..........................................................................................33Project # NE 33 - Hispanics in Advanced Manufacturing..................39Project # NE 34 – College Skills for Success: Implementing an Industry Partnership Program for Incumbent Workers......................43Project # NE 35 - Skills for Success Bridge Program.........................48Project # NE 36 - CSSI Manufacturing Solution.................................51Project # NE 37 - Manufacturing “Plus” Success..............................55Project # NE 38 - Manufacturing Skills Development Program.........59Project # NE 39 - Upgrading Integrated Systems Technology Skills of Incumbent Workers...........................................................................63Project # NE 40 - Addressing Shortages in Manufacturing...............67Project # NE 41 - CSSI Automotive Manufacturing Project................71Project # NE 42 - Solid Surface Manufacturing Training Program.....74Project # NE 44 - Saving Our Core Employment Base: Manufacturing..........................................................................................................78Project # NE 45 - CSSI Manufacturing Solution.................................81

Meeting the Needs of the Workforce Provider Community..................84The Provider Wish List.......................................................................85

How Did We Do?...................................................................................87Return on Investment.......................................................................88

Recommendations................................................................................90Appendix A Sample Interview Questions.........................................96Appendix B: Sample Student Survey.................................................97Appendix C: Sample Employer Survey.............................................98Appendix D:.....................................................................................103Where Do Growth & Jobs Come From? The Role of Innovation........103Appendix E: An Excerpt from “What is Appreciative Inquiry?”......106

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Executive Summary

Over the next few years, Northeast Illinois is expected to face annual shortages of more than 4,100 workers in high demand areas in manufacturing, which, if left unfilled, will present major challenges to the region’s economic vitality. Through an unprecedented network of partnerships, the Critical Skill Shortage Initiative (CSSI) aims to build strong “pipelines” of qualified workers for key industry sectors, so that the employer needs of tomorrow are being met with targeted training programs today. For the worker this presents an opportunity to learn skills that will be in demand and provide occupations that pay livable wages and benefits.

In the Northeast Economic Development Region (EDR) over $1.7 million in Governor’s Reserve Workforce Investment Act funds was invested to implement creative solutions aimed at addressing the manufacturing industry’s workforce needs. An additional $2 million in leveraged and redirected resources, consisting of both public and private funds, were committed to these initiatives.

The 13 manufacturing demonstration projects reviewed were to be administered during a two year period. While the projects could only have a modest short-term impact on the industry’s skill shortages, a significant impact could be achieved in the long term through replication and expansion of successful practices and programs. The projects were also to serve as a catalyst for increased collaboration of the workforce preparation system and the manufacturing industry.

This evaluation project was looking for the enablers for improving future outcomes. This was not a monitoring or compliance exercise. The inquiry was planned so it would be a useful experience for project directors and partners by emphasizing program strengths, discussing workarounds for project weaknesses and suggesting resources for increased effectiveness. We have interviewed all of the Project Directors and have received feedback from a small proportion of the students and the employers.

The programs taught skills such as welding, Computer Numeric Control, advanced manufacturing, blueprint reading, composites forming, robot operations, stamping technologies, Kanban, lean manufacturing, integrated systems maintenance technology as well as supervisory and management skills

The target audiences were WIA clientele, dislocated workers and incumbent workers. Some of the programs were “bridge” programs, in that they helped prepare adults who lack adequate basic skills to enter and succeed in post-secondary education and training.

Without diminishing the efforts of the incumbent worker and dislocated worker programs, it was obvious that the bridge programs have a much more difficult row to hoe. This fact was obvious to the providers who attempted forays into the training of the WIA clientele. The majority of the providers wished to continue in incumbent worker training rather than to attempt to provide the necessary support to the WIA clientele.This creates a serious disconnect from the State’s goals.

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Executive Summary (cont.)

Looking at the projects through the lens of the Human Capital Development Wheel we found effective techniques used in most all of the projects. Reporting limitations make it difficult to link practices to results, nonetheless we can see some obvious distinctions between the projects that launched successfully and those that failed to get off the ground.

A customer–centric focus was far more likely to bring success than was a traditional institutional focus for the community colleges. The success stories were to be found in those workforce providers who could flex their offerings to fit the needs of both the learners and the employers.

For the unemployed there is a constant pressure to make ends meet. The concept of one-year or two year training programs is unfathomable to these people. They need training vehicles that will allow them to move to income generation rapidly. Examples such as accelerated curricula and open-entry/open exit training models make a great deal of sense.

For the employers, the demands for profitability and payroll control led to calls for on-site or nearby training and the need for tightly focused curricula.

Although this was an “appreciative’ look at these projects we did uncover a serious negative. The original game plan for CSSI funding called for a three year approach. The first year was at full funding, the second at 50% and the third as self-funding. The actual percentage of projects requesting second year funding was miniscule. This was attributed to what was described as a “hellacious” bureaucracy/reporting environment for CSSI. It was universally acknowledged that there was easier money available and that CSSI dollars “weren’t worth it.”

This leaves the State in a tough situation where they are tasked with both insuring judicious use of public funds and the creation of a high skilled workforce. There needs to be a balance point of value found on both sides.

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Another concern that we have with the CSSI programs, is that the providers seem to be targeting the low-hanging fruit. We saw programs initiate with plans for doing hard skill training but then migrate to focusing on supervisory skill training. Not that there is anything wrong with doing supervisory skill training but those supervisors are going to need skilled workers to supervise. Doing the hard skills training seems to be a more difficult offering for the community colleges to provide.

Similarly, we see the providers moving towards offerings for incumbent workers as opposed to the unemployed. Although we understand these trends, in the big picture we feel the State needs to provide more incentives to deal with the harder programs.

ResultsThe IWIB Manufacturing Task Force Report identified five major issues to address:

1. Image of Manufacturing—Improving the image of manufacturing focusing on the message that manufacturing is a critical industry in Illinois and that manufacturers must compete on innovation.

2. K-12 Career Awareness and Guidance—improving the student and parent awareness of career opportunities in manufacturing and expanding career guidance and exploration in K-12 schools.

3. Improving Workplace Skills---improving the basic workplace skills of entry level production workers.

4. Improving Workforce Pipelines—improving the capacity and alignment of the workforce pipeline including P-20 alignment and integration of leading public-private training models and credentialing systems.

5. Continuous Learning—Engaging incumbent workers to recognize the need for continuous learning and training.

Also, the projects were also to serve as a catalyst for increased collaboration of the workforce preparation system and the manufacturing industry.

Issues 1 & 2 are clearly marketing and will be addressed by the upcoming Manufacturing Image Campaign from the Chicago Chamber of Commerce. These 14 projects were focused on issues 3, 4 & 5 and had the opportunity to increase collaboration as well.

As to “Improving Workplace Skills” we’d give the projects a “C-” for the WIA populations. Although there were exceptions, in general we didn’t see many positive outcomes from the projects, at least those that resulted in employment for the entry level workers.

For “Improving Workforce Pipelines” we’d give the projects a “C+.” We didn’t witness much movement towards the alignment of the P-20 system nor the “integration of leading public-private training models.” We did see some progress toward the utilization of recognized Skill Standards in the programs but only the Triton program was really successful in getting their earners certified.

As to “Continuous Learning” and “Increasing Collaboration” the projects would score a “B+.” We’re not sure of whether the incumbent workers were engaged as opposed to the employers but either way the programs delivered training to many incumbents with the preponderance going to educating learners in Supervisory or Management positions.The projects reinforced the need to link the training providers with the employers via strong and active “Business Advisory Committees.”

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About the Chamber

The Chicagoland Chamber of Commerce is the regional chamber of commerce for the six county metropolitan area. The Chamber has IRS 501(c)(6) status as a business association and has an affiliate Chicagoland Chamber of Commerce Foundation with an IRS 501(c)(3) status as a charitable organization for the purposes of doing education and research.

The Chamber’s mission is twofold, first to enhance their members' success through aggressive programs of advocacy, member benefits and services, and actionable information and secondly, to make Chicagoland the most business-friendly region in America.The chamber works towards its goals in two major ways. First, collaborating to forge common purpose and create results across the issues affecting the business community. These issue areas include:

encouraging entrepreneurship and high-growth businesses supporting education and workforce quality

encouraging workplace initiatives promoting improvements to the transportation infrastructure

addressing taxation and regulation issuesSecond, they work to create an environment that enables businesses in the region to be successful and grow.

About “Innovate Now!”

“Innovate Now!” is a joint initiative of the Illinois Department of Commerce and Economic Opportunity (DCEO), the Chicagoland Chamber of Commerce and World Business Chicago to promote economic growth in Chicagoland, and eventually the entire state, by encouraging and promoting business innovation.

By showcasing the leading innovators and their strategies and establishing collaborative networks allowing CEOs, researchers, entrepreneurs, investors and others to share these strategies it is hoped that all the stakeholders will be inspired to create their own innovation culture both in their businesses and in Chicagoland.

In January 2007, the Chicagoland Chamber Foundation published “Innovate Now, Taking Charge of Our Future, Developing a Comprehensive Business-Centered Approach to Innovation-based Economic Development.”

The report delineated Four Key Strategies for promoting and fostering innovation:

1. Business Innovation Leadership and Capacity2. Open Collaborative Innovation Networks3. Innovation Talent4. Innovation Metrics

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The June 19th 2007 “21st Century Chicagoland Workforce Forum” continued the public discussion intended to drive the community towards innovation. The forum addressed the need for a transformation of the current workforce into a new breed of talent in Illinois, discussing what specific changes are occurring and how the region must react and collaborate to create the future innovation talent pool. Panels of industry representatives, academia, workforce boards and government representatives addressed the following questions:

• What workforce capacities do companies need in order to compete in the 21st Century global economy?

• How do we respond to the common vision of what is needed and produce a new breed of talent in Illinois?

• How do we build a P-20 pipeline to support and feed the system as the needs for talent development change?

In October of 2007 the 2nd Annual Chicagoland Innovation Summit was held. The Summit brought together influential innovation experts, business executives, academics and government leaders to discuss innovation and accelerate Chicagoland’s development as a globally recognized center for innovation.

About the Project

The Chamber received grant 05-674044 from the Illinois Department of Commerce & Economic Opportunity (DCEO) to provide services using Workforce Investment Act (WIA) 10% Private Sector Based Training Program funds during calendar year 2007.

The major objective of the grant was to provide technical assistance and support to regional partners for CSSI Regional Manufacturing Initiatives and the implementation of the Illinois Workforce Investment Board (IWIB) Manufacturing Task Force recommendations. The grant activities were to integrate these efforts into “Innovate Now!” and related efforts including the iBIO Institute and STEM-ED education initiatives in the Northeast Region and other regions.

This particular project was looking at the CSSI manufacturing projects funded in the northeast Illinois region (NE IL). DCEO has 13 projects and 11 sub-grantees funded in NE IL. The projects included bridge programs, incumbent worker programs and capacity building programs.

DCEO is looking for feedback on how well the projects actually did in responding to the manufacturers' needs and expectations. What successes have there been? What obstacles have the providers run into? What changes or enablers would have or could in the future make the project results better? This was not a monitoring or compliance exercise. It was a learning effort. The goal was to provide a non-intimidating environment for the providers, students/trainees and employers so that they could feel comfortable sharing positive and negative observations and opinions, without fear of adverse consequences.

It should be noted that although these Pilot Projects were looking for innovation in the workforce development process there was more process improvement and less innovation to be found in the outcomes.

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About the Workforce Boards of Metropolitan Chicago

The Workforce Boards of Metropolitan Chicago is a consortium of nine Workforce Boards covering the City of Chicago, Northern Cook County, South and West Suburban Cook County, DuPage County, Grundy/Livingston/Kankakee Counties, Kane/Kendall/DeKalb Counties, Lake County, McHenry County and Will County.

The Workforce Board’s mission and purpose is to drive strategic alliances that advance the region’s economic vitality. The Workforce Boards link workforce development activities with economic development activities in order to provide the business sector with a myriad of employment, training and educational services to support a world-class workforce.

The Workforce Boards of Metropolitan Chicago are collaborating to build a demand-driven workforce system — a system that can provide quality employees that meet the needs of business. By building a progressive system of change strategies and initiatives, the Workforce Boards support a system that ensures continued economic growth of the region and the state.

Critical Skill Shortages Initiative (CSSI) As part of a statewide undertaking to strengthen Illinois' system of workforce and economic development, the Governor's Office and the Department of Economic Opportunity implemented the Critical Skill Shortages Initiative. The Critical Skill Shortages Initiative is designed to align regional workforce strategies with economic development to provide qualified workers for critical skill shortage occupations, and includes:

Identification of skill shortage occupations that provide good wages and benefits in key sectors;

Examination of both root causes and on-the-job factors that lead to shortages; Redirection of existing resources and implementation of strategies to address

these issues.

In the metropolitan Chicago area, the Workforce Boards of Metropolitan Chicago are responsible for management of this initiative. As a result of a $3 million planning grant and with the assistance of stakeholders and employers throughout the region, the following three sectors were researched and analyzed for the purpose of identifying critical skill shortage needs: healthcare, manufacturing, and transportation, warehousing, & logistics.

In the second phase of CSSI, the Department of Commerce and Economic Opportunity awarded grants to the Workforce Boards to support demonstration projects addressing root causes and implementing solutions that address critical skill shortages in each of the targeted sectors. Special thanks goes to Jan Etzkorn, the Regional Coordinator of the Workforce Boards of Metropolitan Chicago for her help in the preparation of this report.

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About the Researcher

James M. Schultz, M.B.A., C.P.T. Pretty Good Consulting, Inc.

Phone: 303.671.6658E: Schultz1@aol.com

Jim graduated from the University of Denver receiving his B.S.B.A. in 1969, with a specialty in Marketing and Advertising, and an M.B.A. in 1971. Most of Jim’s career was spent at Walgreens. His responsibilities as Divisional Vice President - Performance Development covered a wide range of H.R. areas: distance learning, training, management & executive development, productivity improvement, knowledge management, human factors engineering, instructional design, systems documentation, human resource planning, H.R. information systems and media production.

Jim served as President of the Illinois Occupational Skills Standards and Credentialing Committee, a group working towards standardized and readily recognizable and transferable job competency designations. He also served on the Illinois Workforce Investment Board, the Illinois Human Resource Investment Council, & the Illinois Job Training Partnership Board, all groups counseling the Governor about optimizing the workforce development programs of the State. Jim co-chaired the IWIB’s Evaluation & Accountability Committee. Jim also served as Co-Chair for the Illinois Education to Careers Committee.

Jim is past-president & Honorary Director for Life of the Jewish Vocational Services of Chicago, a non-sectarian agency providing vocational and rehabilitation services to the Chicagoland area.

He is a member in good standing of several professional groups: the International Society for Performance Improvement (ISPI) where he holds a Certified Performance Technologist (CPT) designation, the American Society for Training & Development (ASTD), the Society for Human Resource Management (SHRM) and the World Future Society.

Jim lives in Denver, Colorado where he is President of Pretty Good Consulting, Inc. which specializes in public & private Workforce Development. Currently, he is serving on the Boards of the Colorado Human Resource Association and the Front Range Chapter of the International Society for Performance Improvement.

AcknowledgementsThis report has been prepared by Pretty Good Consulting, Inc. in fulfillment of a contract with the Chicago Chamber of Commerce under contract with the Illinois Department of Commerce and Economic Opportunity.

The findings and recommendations reflected herein are those of Pretty Good Consulting, Inc. and do not necessarily reflect the opinions of the Chicago Chamber of Commerce nor the Department of Commerce and Economic Opportunity.

Questions or comments regarding this report should be directed to Jim Schultz at Pretty Good Consulting, Inc.

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Background:In 2003, Governor Blagojevich launched major initiatives to build strong connections between economic development and workforce development in Illinois.

Governor Blagojevich’s Executive Order 2003-11 consolidated several of Illinois’ workforce training programs into the Department of Commerce and Economic Opportunity (DCEO), the state’s economic development agency. This was done to help strengthen Illinois system of workforce and economic development to build a skilled and globally competitive workforce throughout the State.

DCEO’s mandate is to closely align workforce programs to meet the needs of Illinois’ employers for skilled workers, while ensuring that the populations (including “at-risk” populations) served by various workforce programs gain access to jobs that lead to economic self-sufficiency.

The challenge, therefore, is to link economic development initiatives and workforce programs in such a way as to achieve both of these important goals.

The second initiative the Governor launched was an aggressive regional economic development initiative called “Opportunity Returns” based on the principle that Illinois can no longer pursue a “one-size-fits-all” strategy in economic and workforce development. This initiative is conducted on a regional basis. DCEO, in cooperation with the Governor’s Office and the Illinois Department of Employment Security (IDES), designated ten (10) geographic areas of the state as Economic Development Regions (EDRs). The EDR’s were charged to develop comprehensive regional economic development plans custom tailored to the needs of each region.

Funding has been made available to the EDRs for the purpose of filling some of the regions unmet needs and to provide an incentive to regional consortia to participate in this initiative. Funds were secured by the EDRs via the submittal of requests for WIA 15 percent State grants for selected “sector-industry occupation” combinations identified as having “gaps” in the regional solutions (i.e. projects and related initiatives) proposed to prepare workers to enter these critical shortage occupations.

In particular, the Governor announced more than $3.1 million in “Opportunity Returns” funding to help meet projected shortages in the manufacturing and transportation, logistics and warehousing sectors in Northeast Illinois.

Although many were repeating the “Manufacturing is dead!” mantra, the positive point of view will tell you that there is a new manufacturing industry emerging that is driven by innovation and the advances in technology.1 This new manufacturing is brimming with well-paying job opportunities and will be as vital to keeping the wheels of economic growth in motion in Illinois tomorrow as the old manufacturing did in yesteryear. Nonetheless, the Northeast Illinois regional economy is facing serious short-term and long-term shortages of skilled workers because of several interrelated factors, including a skill gap between worker supply and industry demand, manufacturers creating new

1 KIPLINGER, KNIGHT MY POINT OF VIEW Our Mighty Factories Kiplinger’s Personal Finance January, 2008

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jobs at a faster rate than they can fill them, and the aging of Illinois’ manufacturing workforce necessitating the replacement of large numbers of retiring skilled workers.

As part of this regional economic development planning effort, the Governor launched the Critical Skill Shortage Initiative to align regional workforce programs to provide a reliable supply of qualified job seekers for critical skill shortage occupations that pay a good wage and provide benefits.

Over the next few years, Northeast Illinois is expected to face annual shortages of more than 4,100 workers in high demand areas in manufacturing, which, if left unfilled, will present major challenges to the region’s economic vitality. Through an unprecedented network of partnerships, CSSI aims to build strong “pipelines” of qualified workers for key industry sectors, so that the employer needs of tomorrow are being met with targeted training programs today. As a result of this investment, more than 1,000 workers will be trained to enter or advance in the local workforce.

The CSSI Manufacturing projects were conceived of as “pilot” projects, allowing both the workforce provider partners and DCEO to learn from the experiences. It was designed so that the funding levels would be most supportive during the first year of a project and that would be substantially reduced (50%) in the second year, moving to self sustaining by the third year.

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The GoalsIt is important to look past the individual projects and to focus on the desired long term outcomes.

“The Illinois workforce development system has two primary purposes: to prepare its residents for employment and to meet the workforce needs of employers. Because of the complexity of the system – which includes the interplay of education and training with various macroeconomic factors – it can be difficult to determine if Illinois’ workforce development efforts are successful. Benchmarking is a tool that can be used to identify the outcomes of Illinois’ workforce development system, to measure the system’s performance on a regular basis, and then to use the results to inform planning on how to capitalize on the system’s strengths and improve on its weaknesses.”2

In 1995 the IWIB & HRIC’s predecessor Illinois Job Training Coordinating Council published the first benchmarking report entitled “Competitiveness as a First Priority.” The IJTCC understood the need to look at the system as a whole. The graphic in Figure 1 helped to explain a mental map of the Illinois workforce system and emphasize the link between education and skills.

Figure 1

2 MEASURING PROGRESS: Benchmarking Workforce Development in Illinois co-authored by Laura Miller Craig and Sherri Moses with Justine Jentes and Soyini Davenport of the Illinois Department of Employment Security.Published November 2002

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Figure 1 - Illinois Benchmark Report 1995: Competitiveness As A First Priority By the Illinois Job Training Coordinating Council

In 2001 the successor Illinois Workforce Investment Board assigned its Evaluation and Accountability Committee to design a set of benchmarks in order to make the workforce development process in Illinois more understandable to the general public. This was to be one part of a multi-step process to improve both the visibility and the effectiveness of the workforce pipeline in Illinois and to raise awareness outside of the professional community.

“The Illinois Workforce Investment Board recommends the following actions to support greater accountability and continuous improvement of the state’s workforce development system:

1. Institutionalize benchmarking into the Illinois workforce development system as a continuous improvement strategy.2. Measure functional adult literacy in Illinois at least every five years.3. Adopt the Self-Sufficiency Standard as the best available measure of individual and family ability to meet basic economic needs.4. Provide leadership and resources to expand the Illinois Common Performance Management System and use it to measure the success of the Illinois workforce development system.5. Develop a comprehensive method of measuring participation in education and job training in Illinois.”3

The EAC took a first step by working with system stakeholders, academic experts, and policymakers across the state to identify ten critical benchmarks that would tell us how well Illinois’ workforce development system was performing. There were 10 Benchmarks developed for the initial report as opposed to the 19 in the 1995 report.

1. Educational level of working-age adults2. Percentage of the adult workforce in education or training3. Adult literacy4. Percentage of high school graduates transitioning to education or workforce

training5. High school dropout rate6. Number of youth transitioning from 8th grade to 9th grade7. Percentage of individuals and families at economic self-sufficiency8. Average growth in pay9. Net job growth10. Productivity per employee

The concept was found to be so valuable that the State Legislature mandated its continued reporting.4 The expense and difficulty of collecting some of the data, such as Adult Literacy, has left holes in the data, however the need to focus on the long-term outcomes of this work has not changed. Are the citizens of Illinois better off now than they were before? Are the businesses of Illinois finding an environment where they can thrive? Are we innovating more than our competitors? Do we have a successful pipeline from K-20 that will supply our future worker needs? Have we successfully integrated immigrants into the workforce?

3 Op cit4 http://12.43.67.2/legislation/ilcs/fulltext.asp?DocName=002039750K4.55/19/2023 13

In the 2004-05 fiscal year under the new leadership of Governor Blagovich’s team the IWIB was restructured to eliminate the previous standing committees. The Department of Commerce and Economic Opportunity’s new Director Jack Lavin wanted to bring more flexibility to the IWIB and to utilize ad-hoc groups to bring quick resolution to issues.

Subsequently the IWIB established the Manufacturing Task Force on December 9, 2005 to develop recommendations for addressing the causes of worker shortages in manufacturing as documented in regional reports from the Critical Skill Shortages Initiative (CSSI). The task force was asked to focus on issues that required state level action. The IWIB requested that the task force present findings and recommendations at the September 2006 IWIB meeting.

The task force identified five major issues to address:1. Image of Manufacturing—Improving the image of manufacturing focusing on the

message that manufacturing is a critical industry in Illinois and that manufacturers must compete on innovation.

2. K-12 Career Awareness and Guidance—improving the student and parent awareness of career opportunities in manufacturing and expanding career guidance and exploration in K-12 schools.

3. Improving Workplace Skills---improving the basic workplace skills of entry level production workers.

4. Improving Workforce Pipelines—improving the capacity and alignment of the workforce pipeline including P-20 alignment and integration of leading public-private training models and credentialing systems.

5. Continuous Learning—Engaging incumbent workers to recognize the need for continuous learning and training.

The Manufacturing Task Force’s report summarized their recommendations for solving the pipeline issues:5

“Illinois is facing severe shortages at all levels ranging from entry-level production workers to skilled workers and technicians with specialized skills such as welding, machining, maintenance, and engineering technology.

There is a need to develop comprehensive regional workforce pipeline solutions that address the following industry needs:

Improving Basic Workplace Skills. Employers have identified major shortages in basic workplace skills for entry-level production jobs that require only short-term training. Some regions have developed bridge programs that provide non-school youth and adults with opportunities to gain basic workplace skills, improve reading and math skills, and learn about career opportunities in manufacturing. These bridge programs are designed to prepare job seekers for entry into postsecondary credit programs and/or entry-level production jobs.

5 Retrieved from http://www.commerce.state.il.us/NR/rdonlyres/B84421D7-80E0-40EA-9815-DE5F1325225A/0/ManufacturingTaskForceReport_Final_Dec14pipeline.pdf5/19/2023 14

Expanding Manufacturing Foundation Programs. The largest projected shortages are in manufacturing production jobs that do not require long-term specialized training. Some regions are developing foundation programs to address this need. The Illinois Department of Commerce and Economic Opportunity recently funded the development of Manufacturing Boot Camps. Rock Valley College in cooperation with other colleges in the Northern Stateline Region recently developed a Certified Manufacturing Assistant Program. The CSSI effort in the Southern Economic Development Region launched the “Work Certified” program to provide workers with similar foundation skills. CSSI efforts in other regions are addressing similar needs. These foundation programs generally require participants to have strong basic reading and math skills at entry to ensure that the participants can successfully achieve the necessary technical and workplace skills upon completion of the program. As a result, many regions will need bridge programs to provide the opportunity for some job seekers to qualify to enter foundation programs.

Promoting New Approaches for Specialized Training.The CSSI identified some common shortage areas that required significant long-term training. These involve four major areas: (1) manufacturing production (2) industrial maintenance, (3) engineering technicians, and (4) managers and supervisors.”

To address these needs, each region must: (1) identify the specialized training areas with the highest demand and (2) develop innovative public-private approaches to provide this training. Specialized training areas could be defined in terms of both processes and products. For example, specialized training could be defined in terms of specific manufacturing processes such as machining, assembly, chemical process operations, and biotechnology operations. It also could be defined in terms of specific types of products such as furniture, communication equipment, boats and related watercraft, industrial machinery and pharmaceuticals.

Some regions are developing innovative program solutions to address shortages in these specialized training areas. For example, Danville Area Community College has developed an open-entry, open-exit model that has resulted in increased enrollment in welding and machining. The college is also using on-line learning systems. Other regions are exploring how to deliver regional programs and integrate classroom and on-the-job training. Others are exploring how to better use customized and incumbent worker training. There are also national model programs and resources that should be explored to address the needs for specialized training. Future efforts should explore how to better integrate public and private resources. Comprehensive regional pipeline solutions should be designed to provide multiple access points to job seekers to enter specialized training directly or through bridge and/or foundation programs.”

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The North East Economic Development Region Manufacturing Projects6

In the Northeast EDR over $1.7 million in Governor’s Reserve Workforce Investment Act funds were invested to implement creative solutions aimed at addressing the manufacturing industry’s workforce needs. An additional $2 million in leveraged and redirected resources, consisting of both public and private funds, were committed to these initiatives.

The solutions — or demonstration projects — were to be administered during a two year period. While the projects could only have a modest short-term impact on the industry’s skill shortages, a significant impact could be achieved in the long term through replication and expansion of successful practices and programs. The projects were also to serve as a catalyst for increased collaboration of the workforce preparation system and the manufacturing industry.

The Aurora Hispanic Chamber of Commerce offered core bi-lingual courses in shop mathematics, adult basic education, measurements/blue prints, essential soft skills and advanced technology. In partnership with employers, training specific to developing skills and knowledge required for critical skill shortage occupations was provided. Project # NE 33 Project Title: Hispanics in Advanced Manufacturing

City of Chicago, Mayor’s Office of Workforce Development collaborated with Ford Motor Company, Daley College, the Illinois Institute of Technology, and Comau Pico, a leading provider of advanced manufacturing equipment and software, to develop a customized skills training program. The program targeted incumbent workers with an interest in advancing to skilled maintenance and repair positions at the Ford Chicago Assembly Plant and its Stamping Plant. The objective of the program was to provide required foundational and high-tech skills and knowledge to employees who would transition from unskilled/low-skilled labor positions to these new maintenance and repair positions. Project # NE 41 CSSI Automotive Manufacturing Project

N.B. We also reviewed Daley College’s Transportation, Warehousing & Logistics training project because of its similarities in courses of study (Computer Numeric Control and Welding) and target populations (WIA Eligible). Daley partnered with the Chicago Federation of Labor’s Worker Assistance Committee (CFL-WAC), The Southeast Chicago Development Commission and Central States SER- Jobs for Progress. Project # NE 26

College of DuPage attempted a “Skills for Success” training program. The program was to include a bridge program to support enrollment and success in college certification programs and an industry partnership program component focusing on the advancement of incumbent workers. The program was terminated due to an inability to recruit participants. Project # NE 35 Project Title: "Skills for Success" Bridge Program

6 Project # NE 43 Project Title: “Manufacturing Solutions for Will County” Workforce Services Division of Will County was to provide a comprehensive training program for industrial maintenance, welding, and work readiness training for individuals. They later declined the grant.

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College of DuPage also developed a second program. This program was aimed at introducing occupational skills while teaching English as a second language prior to moving on to a series of manufacturing skills such as Blueprint Reading, Lean Manufacturing, Machining, Kanban and Project Management.Project # 34 Project Title: “College Skills for Success: Implementing an Industry Partnership Program for Incumbent Workers.”

College of Lake County designed an introduction to manufacturing course developed in partnership with area employers, to expose students and WIA eligible clients to the wide range of occupations and technologies within manufacturing. Upon completion of the intro course, students were to enter a certificate training program that would provide them with foundational skills needed for successful employment with manufacturing companies. When they failed to attract anyone to the course they reexamined their original assumptions and developed a more attractive accelerated program in CNC Machine Tool Operations that would lead to a Level I NIMS credential.Project # NE 32. Project Original Title: “Introduction to Manufacturing Careers”Final Title: “Accelerated Training – CNC Machine Tool Operation”

The Commission on Economic Opportunity, Inc., in cooperation with a consortium of South Suburban, Moraine Valley, and Prairie State Colleges (Northeast Community College Consortium), provided individuals with the skills needed for critical skill shortage occupations. The project design included a career progression component and intensive case management/support services to improve the success of students. Project # NE 45 Project Title: “CSSI Manufacturing Solution”

Elgin Community College had invested $1.5 million in the purchase of state-of-the-art instruction equipment for its Integrated Systems/Maintenance Technology (IS/MT) program. While many business partners provided release time so their workers could obtain training, they lacked the funds needed to pay for skill assessment and the actual cost of training. This program planned to offset these costs and upgrade the skills of existing employees through customized training programs for maintenance and repair workers and industrial machinery mechanics. Project # NE 39 Project Title: “Upgrading Integrated Systems Technology Skills of Incumbent Workers”

Greater West Town Community Development Project’s Solid Surface Manufacturing Training Program, a state certified, nationally accredited vocational training program, prepared individuals for careers with local manufacturing companies and distributors. The program is operated in cooperation with area employers and economic development organizations. Project # NE 42 Project Title: “Solid Surface Manufacturing Training Program”

William Rainey Harper College utilized a maintenance tech curriculum that supports career pathways into manufacturing occupations. Individuals were prepared for entry-level employment and for advancement in manufacturing occupations utilizing existing capacity in its AAS and certification programs. Project # NE 40 Project Title: “Addressing Shortages in Manufacturing”

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Joliet Junior College’s Institute of Economic Technology, through a partnership with Three Rivers Manufacturer’s Association, promoted careers in manufacturing and provided training to support entry or advancement into critical skill shortage occupations.Project # NE 44 Project Title: “Saving Our Core Employment Base: Manufacturing”

Northeast Community College Consortium, a partnership of Moraine Valley Community College, South Suburban College, and Prairie State College, provided training that allowed individuals to advance from production occupations to higher level production “plus” occupations. The program design included extensive testing and assessment of individuals, a bridge program component addressing basic skill deficiencies, and customized, skills training specific to eight critical skill shortage occupations and employer needs. Project # NE 37 Project Title: “Manufacturing “Plus” Success”

Through a second project, the Consortium addressed basic skill gaps of dislocated workers and provided training through existing programs to prepare individuals for employment in a variety of critical skill shortage occupations. Project # NE 36 Project Title: “CSSI Manufacturing Solution”

Triton College in partnership with area employers administered the Manufacturing Skill Development Program. This certificate training program prepared individuals for entry-level employment in welding occupations. Additionally, a bridge program component focuses on basic skills needed to complete training. Project # NE 38 Project Title: “Manufacturing Skills Development Program”

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Innovation in the Evaluation ProcessThe traditional process of evaluation is one of gap analysis, fault finding if you will. We look at the difference between “what is” and “what should be” and then attempt to root out the causes and apply solutions. This is well illustrated by the Human Performance Technology Model displayed in Figure 2.

Performance Analysis Cause AnalysisIntervention Selection

and Design

OrganizationalMission, Strategy,

and Goals

OrganizationalMission, Strategy,

and Goals

Desired WorkforcePerformance

Desired WorkforcePerformance

Lack of:• Consequences,

Incentives, or Rewards• Data, Information, and

Feedback• Environmental Support,

Resources, and Tools• Individual Capacity• Motives and

Expectations• Skills and Knowledge

Lack of:• Consequences,

Incentives, or Rewards• Data, Information, and

Feedback• Environmental Support,

Resources, and Tools• Individual Capacity• Motives and

Expectations• Skills and Knowledge

Appraisal Systems,Career Development,

Coaching, Culture Change,Compensation, Documentation,

Environment, Engineering,Health/Wellness,

Information Systems,Job Aids, Job/Work Design,

Leadership,Organizational Design,

Electronic Performance Support,Re-engineering, Staffing,

Supervision, Team-building,Training, Education,

and others.

Appraisal Systems,Career Development,

Coaching, Culture Change,Compensation, Documentation,

Environment, Engineering,Health/Wellness,

Information Systems,Job Aids, Job/Work Design,

Leadership,Organizational Design,

Electronic Performance Support,Re-engineering, Staffing,

Supervision, Team-building,Training, Education,

and others.

GapGap

Work, Organizational,and Competitive

Environment

Work, Organizational,and Competitive

Environment

Actual State ofWorkforce

Performance

Actual State ofWorkforce

Performance

EvaluationEvaluation Implementation and ChangeImplementation and Change

Performance Development Model © I.S.P.I.

Figure 2 Human Performance Technology Model Copyright International Society of Performance Improvement

For this project we wanted to use a different model. We wanted an approach that would focus on the positives not the negatives. We found that model in the work of David Cooperrider and his approach called “Appreciative Inquiry”

“The traditional approach to change is to look for the problem, do a diagnosis, and find a solution. The primary focus is on what is wrong or broken; since we look for problems, we find them. By paying attention to problems, we emphasize and amplify them. …Appreciative Inquiry suggests that we look for what works in an organization. The tangible result of the inquiry process is a series of statements that describe where the organization wants to be, based on the high moments of where they have been. Because the statements are grounded in real experience and history, people know how to repeat their success.”7

7 Hammond, Sue. The Thin Book of Appreciative Inquiry. Thin Book Publishing Company, 1998, pages 6-7.

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Thus our process developed from the work of Jennifer Rosenzweig & Darlene Van Tiem in their Appreciative Approach to HPT.8,9

Figure 3 An Appreciative Approach to Human Performance Technology

We were looking for the enablers for improving future outcomes. This was not a monitoring or compliance exercise. The inquiry was planned so it would be a useful experience for project directors and partners by emphasizing program strengths, discussing workarounds for project weaknesses and suggested resources.

8 Presentation at the 2007 Conference of the International Society For Performance Improvement San Francisco May 20079 Rosenzweig, Jennifer and Van Tiem, Darlene M., “An Appreciative View of Human Performance Technology” Performance Improvement Vol. 46 Number 5 May/June 2007 Wiley Periodicals

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The Evaluation & Technical Assistance Plan:The elements of the project were:

1. A review of the Workforce & Economic Development policies leading to the projects.

2. A status review of the 13 projects. This included reviewing the project status and assessment reports that the providers had submitted to both DCEO and the Workforce Boards of Metro Chicago. We also conducted phone or in-person interviews with the Project Directors and staff.

3. An analysis of their successes and failures to include multiple perspectives (where available) from Project Directors and Staff, Participating Employers, Program Participants, and other involved parties.

When we were provided with employer contact information, we asked the employers to respond to a brief web based survey about their experience with the training.

When we had student contact information, we sent the students a paper-based survey. We included a self-addressed stamped return envelope and a two dollar “thank-you” gift for the responder.

4. The development of individualized technical assistance feedback for the 13 projects.

5. A half-day mini-conference devoted to best practice sharing amongst the providers. This was an addition to the original project plan based on discoveries we made during our interviewing and analysis.

6. The development & distribution of this report to summarize the evaluation.

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The Human Capital Wheel

Figure 4 The Human Capital Wheel

Looking at the Human Capital Wheel, Figure 4, we can visualize how the activities involved in a workforce development effort are intertwined with each other at the individual performer level.

In the ideal situation we would find the following elements:

Recruitment - a recruiting system that can find candidates with the desire and abilities to perform the job. This can include a marketing system to make the candidates aware of the jobs. Ideally this will include a job description that defines the work to be done and communicates that information to both the hiring manager and the applicant.

Screening & Selection - a system that can assure that candidates will have the pre-requisite skills and abilities to perform the job as well as the motivation to learn new skills. Math abilities, the ability to read and write, as well as the basics of workplace behaviors may need to be evaluated. Realistic job previews can be of great value in this stage. It should also be noted that there is great value added to the labor exchange system when the employer has analyzed and refined the requirements of the job.

Orientation - a system to facilitate the early socialization process, establish expectations, reduce student anxieties and reduce early exit.

Training & Development – an efficient and effective methodology for building new skills, knowledge and abilities in the learners. For long term workforce development

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purposes it is important to focus on integrating nationally recognized Skill Standards into the curriculum.

Utilization – the intent here is to insure that people are doing the most productive work that they are capable of doing. The example of a Ph.D. driving a taxi is a great example of bad utilization. People who feel underutilized are more likely to separate. Systems that underutilize their resources are less efficient.

Compensation & Benefits – Although compensation & benefits are more commonly associated with employment, they need to be considered in the learning environment as well. The need for income and other supports, both for the individual and their family, during the learning process cannot be ignored.

Retention – Systems need to be in place to assure retention of the students. Especially in the bridge level programming, we find students beleaguered by forces pushing against their success.

Communication – Communication is the pervasive requirement throughout the system.It is the vehicle of all the other elements. In particular the communication system needs a performance management system that provides both direction and feedback to the learner.

Placement - The Training Provider wheel links to the Employer Wheel through the placement function when looking at the unemployed population.

Training Provider Employer

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Virtually all of the projects included these elements but it will be most useful for the purposes of this report to look at the more effective innovations and process improvements that were made within these categories.

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Placement

CSSI Manufacturing Project Best Practices

Recruiting Best PracticesMost of the projects were run by Community Colleges, but the projects that had the most success recruiting had partnered with Community Based Organizations and assigned them to do the recruiting functions. This was particularly obvious in Daley College’s program (NE26) where they had partnered with the Chicago Federation of Labor’s Worker Assistance Committee (CFL-WAC), The Southeast Chicago Development Commission and Central States SER- Jobs for Progress.

Joliet Junior College (NE44) recruited with an emphasis on non-traditional students, i.e., Women in Trades.

Although not a direct innovation within the CSSI grant but as a follow-on development the Northeast Community College Consortium is working with Rotary International doing a high school program to introduce younger students to careers in manufacturing which can provide college credit upon completion. (NE 36 & 37)

Elgin Community College (NE#39) was focused on incumbent workers and had a huge uptake in interest after holding a Manufacturer’s Luncheon and tour of their Manufacturing Laboratory.

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Selection & Screening Best PracticesInnovative selection techniques weren’t found but clearly the more successful programs were much more attentive to the selection process. Unanimously those projects that didn’t pay as much attention said that they learned the need to do more.

The Greater West Town Community Development Project (NE42) had perhaps the most thorough selection process including three interviews, a job readiness test, and a drug test.

Although there was disagreement from the providers on the effectiveness of the TABE test (Test of Adult Basic Abilities), Daley College (NE26) has found great utility in the Valpar® Test for manual dexterity as a screening tool.

It was clear that the ex-offender population presents an on-going concern. Screening out ex-offenders from the training programs allows for easier placements but obviously does nothing to ameliorate the problems faced by integrating ex-offenders back into society.

Orientation Best PracticesThe Triton Community College program (NE 38) utilized site visits to local manufacturers as “Realistic Job Previews.” These help to insure that the students have a clear picture about what to expect post-graduation. These also came into play in the placement function as the students could apply for positions during the site visits.

Several of the community colleges provided a “single point of contact” for the students. This seemed to be especially useful for the bridge program clients who had no point of reference for experience on a college campus.

The Commission on Economic Opportunity (NE # 45) made an interesting use of their “Digital Divide” curriculum, utilizing it as a morale enhancer before starting the learners on the manufacturing skills curricula.

Training Best PracticesOne of the most innovative approaches to training was seen in the Hispanic Chamber of Commerce’s approach. (NE 33) They broke a long standing assumption that language acquisition needed to precede skills training, or at least coincide with it. By using bi-lingual instructors and training materials they jumped the barrier of language skills.“There are millions of people manufacturing things in China and not one of them speaks English. Why can’t our people learn manufacturing skills without speaking English?” Why not indeed? A recent Wall Street Journal article noted that Hispanics in Los Angeles are learning Korean as a Second Language since many of the available jobs involve working for Korean shopkeepers or in Korean neighborhoods.

Although the ultimate integration of foreign language speakers is an issue, for the sake of rapid workforce integration, we may have to challenge our traditional assumptions, focusing our language education investments in the first generation of offspring. No doubt there are other concerns revolving around language such as safety that will come to the fore in mixed language workplaces.

On the opposite side, College of DuPage (NE#34) was very excited that the CSSI grant allowed them to mix ESL instruction with the skills training.

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Also of note is that the Aurora Hispanic Chamber Project (NE#33) project hired business people as trainers. Many of the projects attributed part of their success to having trainers that were not only good at academics but also had real world experience with the jobs they were teaching.

Other process improvements were seen in the development of “open entrance, open exit” programs at Daley College and at Harper. These are competency based programs that do not need to coincide with the traditional community college semester format. (NE26) (NE40)

And although it no longer sounds like an innovation, we do see the use of nationally based skills standards finally approaching the tipping point in program design. Standards based curricula were in use in the Triton program (NE 38) - American Welding Society (AWS). These allow for the students to acquire a nationally recognized certification. The Triton program also discovered that the ability to sequence the certification tests led to better performance on the tests as well as providing for effective developmental feedback for the students.

Another process improvement was seen in the development of accelerated curriculum. The College of Lake County project (NE 32) saw a very poor response to their initial program. The length of the program deterred the potential students. Undeterred they revised the curriculum to an accelerated format attracted students. The program also provided successful remedial math in a contextualized format.

Elgin Community College (NE#39) also found the need to shorten their curriculum to make it more attractive to the employers sponsoring their participants. In a similar sense, The Commission on Economic Opportunity (NE # 45) thought the CSSI grants allowed them to provide precisely focused learners to their partner manufacturers.

Utilization Best PracticesThe Northeast Community College Consortium projects (NE# 36 & 37) related the opportunity to utilize e-learning for the theory portions of the programs allowing the classroom time to be used for the hands-on training.

The accelerated courses already mentioned also allowed the students to proceed to their goals quickly.

The use of contextualized learning was mentioned several times as a way to help the students see the value of their learning experiences.

The Greater West Town Community Development Project (NE42) described an innovative method to involve the students in their learning. As part of the course the students pick a community project to work on. For example, the students in the CSSI project were able to build shelving needed by a local Boys and Girls Club. This allowed the students to both connect with the community and to see a purpose for the work they were doing.

Many of the projects were able to bring the training on-site to the employer’s facilities and to provide training at all shifts. This was seen as a great time-savings to both the employee and the employer. Also the use of on-site programming for the incumbent workers was a welcomed relief from commuting and extra time away from either work or family. (NE # 33, 41) We even had a “wish” to have mobile classrooms so that the equipment could be transported on-site rather than forcing the student to get to the lab.

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Even where the learners needed to travel to an on-campus laboratory the ability to deliver training on nights and weekends was considered a boon. (NE#39)

Compensation & Benefits Best PracticesThe College of Lake County program (NE32) made an innovation with the use of student stipends. The students were paid a little less than $5.00 an hour if they were making satisfactory progress in the program. While this might not seem like much, we need to remember that these students continue to have living expenses while they are in school.

Many of the programs provided support to the students for transportation expense, safety equipment and supplies. In addition the C.B.O.’s partners and the campus contact people provided help with access to additional supports for the students with needs such as daycare.

City of Chicago, Mayor’s Office of Workforce Development collaborated with Ford Motor Company, Daley College Project # NE 41 CSSI Automotive Manufacturing Projecthad a wonderful built-in compensation mechanism. Since Ford’s pay-scale is skill-based the learners knew that they were more or less guaranteed to be earning more money upon successful completion of the training.

Retention Best PracticesGiven the life demands that continue for our learners, the provision of support systems and vehicles to provide flexibility in the course work seemed to be welcome innovations.All the providers who developed “open entry- open exit” models deemed them very successful. Competency based course designs add to the flexibility of this approach and allow the students to self-reinforce their progress towards their goals. (NE# 26, 36 & 37,and 40)

Many of the providers found it easier to recruit employers and students when they offered the classes off the normal 9-5 schedule. We found providers doing early shifts, late shifts, nights and weekends. The need to fit the service to the customer rather than requiring the customer to bend to the demands of the typical academic system was obvious. (NE # 33, 39, 40)

The Daley College program (NE#26) offered free retraining for any of the graduates who felt that they had not mastered the curriculum.

Also there was frequent mention of the importance of being able to offer college credit, and/or articulation pathways to the students. There was general agreement that the students saw great value in these arrangements and many wished to continue their degree pursuit. (NE # 26, 36 & 37)

The involvement of the C.B.O.’s in placement of the students helped in getting the students placed in their field of study. Also both Daley College NE#26 and College of Lake County used their C.B.O. or One-Stop partners to provide quick follow-up to absences. The C.B.O.’s would call the student upon the second day of an absence.

The Commission on Economic Opportunity (NE # 45) utilized a “job club” to help build their learners job seeking skills in addition to the typical resume preparation and mock interviewing tools.

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Communication Best PracticesWe found several of the programs providing case workers, mentors, success coaches to the students. (NE # 38 & 32) These were particularly useful for the “bridge” programs.

The College of DuPage (NE#34) had on-site coordinators at each of the partner manufacturers who allowed the learners to have a single point of contact.

Finally, we were excited to discover a growing use of Skill Standards in these pilot programs. As promised, the skill standards have found great utility in improving communication between employers and educational institutions, between the educators and the students and for the students themselves as a means of self-assessment. And progress reinforcement. Projects NE# 32, 36, 37, 38, 45 were variously using NIMS, CNC Level 1 & 2, AWS.

Elgin Community College (NE#39) found that a revitalized Business Advisory Group was an aid to increasing participation. As an innovation, they found that they were able to successfully share a BAG between the credit and non-credit sides of the College.

The Commission on Economic Opportunity (NE # 45) thought that the CSSI grants formalized relationships between the Community Colleges and the C.B.O.’s and in doing so, enhanced the communications between the partners.

Placement Best Practices

The Triton Community College program (NE 38) utilized site visits to local manufacturers as “Realistic Job Previews.” These help to insure that the students have a clear picture about what to expect post-graduation. These also came into play in the placement function as the students could apply for positions during the site visits.

Greater West Town (NE 42) showed strong results, placing 10 out of 11 program completers. GWTP’s strong relationship with its Business Advisory Committee is a key factor in the success.

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Project DetailsProject # NE 26 - Transportation, Warehousing & Logistics 10

Project Partners: Lead: Richard J. Daley CollegeSER Central State Jobs for ProgressChicago Federation of Labor Workers Assistance Committee (CFL-WAC)Southeast Chicago Development CommissionMayor’s Office of Workforce Development11

Original Program Design

Daley College joined four partners in a training program designed to aid dislocated workers, incumbent workers and low income individuals, and to ensure that an educated worker pool is available to meet critical skill shortages in transportation, warehousing and logistics (TWL). They established a Business Advisory Committee (BAC) to serve the key role of identifying specific TWL skills needed which the training would incorporate.

The bridge TWL curriculum was to be developed along two tracks:1) Welding for entry-level jobs 2) Machinist/Mechanic Computer Numeric Control Operator for mid-level

jobs. At least 43 WIA-eligible students were to be recruited, assessed and case-managed by C.B.O. partners and trained at Daley College.

The TWL program is a project of a consortium of five agencies and institutions with over 100 years combined experience in addressing critical skills shortages in the Chicago metropolitan area. Led by Richard J. Daley College, the consortium is compromised of: 1) Richard J. Daley College: Institute of Manufacturing and Transportation Technology; 2) Mayor’s Office of Workforce Development (MOWD); 3) the Chicago Federation of Labor Workers Assistance Committee (CFL-WAC); 4) SER Central States Jobs for Progress (SER); 5) Southeast Chicago Development Commission (SCDCom).

MOWD, through its WorkNet Chicago System was to coordinate recruitment and assessment of project clients. SER, SCDCom, and CFL-WAC were to be responsible for case managing and placing their own clients. They were to interview and assess clients to determine which track would be appropriate and what pre-training would be required. Daley College was to provide technical training including machining (lathes, mills, drill presses, and grinders), welding, industrial electricity, programmable logic controllers, mechanical systems, and

10 N.B. We added a review of Daley College’s Transportation, Warehousing & Logistics training project because of its similarities in courses of study (Machining - Computer Numeric Control and Welding) and target populations (WIA Eligible). Project # NE 26

11 Although MOWD is listed as a partner and did participate there was a miscommunication early in the program that led to MOWD being surprised by the CSSI grant.

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transportation, warehousing and logistics. All partners and the BAC were to oversee training curricula and provide information of specific job opportunities.

The TWL bridge program was to train 43 participants and place 80% of participants into full time career-track positions; placement would occur within 120 days upon completion of project.

Approximately thirty local companies, with TWL needs would be able to hire workers specifically prepared to meet locally-identified critical skills shortages. Hiring TWL bridge-completers would reduce the after-hire training cost and provide immediate benefit to the employer.

Target AudienceThe 16-week training program was to provide 25-30 students technical training in Machinist/CNC and 15-20 students would receive training in Welding.

Final Project – as delivered

IndicatorProject Plan

for Year 1Actual % of

PlanWIA Registrants 73 70 95%Total Trained 73 7312 100%Total Employed 58 58 79%Incumbent Workers 0Total Trained 73 73 100%

Total Project Expenditures $225,000 $225,000

100%

Total Leveraged/Redirected Resources

$261,420.00 $348,000

133%

Target Audience

At the completion of the project the total cohorts reached seven. A total of six cohorts were specifically trained in manufacturing-machining with a high concentration of CNC training. The CNC cohorts numbered 63 completers as of 12/15/06. The seventh cohort provided Welding training for 10 students. As of March 29, 2007, a total of 59 students have been placed in jobs from both the CNC and Welding Training.

Barriers & Issues to Implementation

12 Three participants came from POET rather than WIA5/19/2023 31

The mission of the CSSI – TWL project was initially designed to train in the areas of Distribution / Operations for entry- level positions and Machinist/Mechanic for mid level employment. The first cohort began in the Machinist/CNC training in the Fall of 2005 with 9 students. As the students were nearing the completion of the training, it became evident that the amount of time that had been utilized on soft skills needed to be revised in order for the students to gain increased competencies in the area of Computer Numeric Control. A revision was made to the training to increase the hours of concentration in the specialized area of CNC.

There was also a high level of ex-offender participants from SER. This wasn’t a purposeful recruitment effort but more happenstance. This made the placements more difficult.

Low literacy levels were also an impediment. More screening could have lessened that problem for the program but not solved it for the community.

Work arounds / Remedies / Innovations

Recruiting through the C.B.O.’s was a great success.

Daley did a good job of screening and testing using both the TABE test (Test of Adult Basic Abilities) and the Valpar® Test for manual dexterity as a screening tool. They did feel that they should have done more screening than they did in regard to the literacy levels.

The “open entrance, open exit” programs were seen as a boon to the learners. These are competency based programs that do not need to coincide with the traditional community college semester format. The ability to present the training in either a morning and/or an evening format was highly valued by the learners. Daley will be making use of the National Institute for Metalworking (NIMS) standards based curriculum for CNC Level 1 & 2. as well as the American Welding Society (AWS) standards. Use of the standards will allow for the students to acquire a nationally recognized certification that is a great addition to their resume. Daley has suggested to the CSSI welding students that they get some hands-on experience before spending the money for the certification process.

The Daley College program offered free retraining for any of the graduates who felt that they had not mastered the curriculum. This has been a Daley College practice for many years.

Daley was able to offer college credit, and/or articulation pathways to the students. There was general agreement that the students saw great value in these arrangements and many wished to continue their degree pursuit.

The training has been developed in modules and will permit an open entry – open exit training that will allow Daley College to open the training to incumbent workers who are seeking advanced training. The creation of a career ladder for

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students to continue their education is already in place. An advanced certificate in both CNC and welding are ready to be approved by ICCB.

The involvement of the C.B.O..’s in placement of the students helped in getting the students placed in their field of study.

Also Daley College used their C.B.O. partners to provide quick follow-up to absences. The C.B.O.’s would call the student upon the second day of an absence.

Learner FeedbackNo contact information provided by cut-off date.

Employer FeedbackNo contact information providedElectro Motive, Caterpillar, Kay Manufacturing, and Kastalon hired many of the students. The salary for the positions range from $23.00 to $8.00.

Budgeted CSSI Funding $ 225,000Budgeted CSSI + Leveraged Funds = $ 486,420Actual CSSI Expense = $ $225,000Actual CSSI & Leveraged Funds = $ 573,000 CSSI Cost per Completing Student = $3,500Total Cost per Completing Student = $7,850Program Completers = 73Program Completers Since Employed or Promoted = 5913

13 As of March 29, 2007

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Project # NE 32 - Accelerated Training – CNC Machine Tool OperationProject Original Title: “Introduction to Manufacturing Careers”

Project PartnersLead: College of Lake County

Lake County Workforce DepartmentLake County Job CenterLake County Workforce Investment Board

What Did They Set Out To Do?Questions Responses

Which shortage occupation(s) is being targeted?

Welding, Machining/CNC, Industrial Maintenance Repair, Electronics/Electrical, and Mechanical Design

What is the root cause of the labor shortage(s) being addressed by the project?

Inadequate number of students going into manufacturing related programs.

What is the basic strategy (solution) being applied to reduce the shortage?

The course will expose students to a wide range of occupations and technologies within manufacturing so they are able to make a better decision on a manufacturing program of studies at CLC.

What is the magnitude of the projected shortage and how much will the shortage be reduced as a result of the project?

The course will bring in up to 30 new students per year. This will result in an increase in manufacturing related program students. It will also result in fewer students moving between programs because they will have a much better understanding prior to going into the program.

Original Program Design14

“In May 2006 the College of Lake County completed the development of the Introduction to Manufacturing Careers course to be offered in cooperation with local high schools, One Stop Centers and employers for the purpose of improving the pipeline of individuals interested in manufacturing careers. We conducted eight informational sessions at both the Grayslake and Waukegan Job Centers. The informational sessions were designed to talk about high-tech, high-wage jobs in manufacturing; explain the new Introduction to Manufacturing Careers course; and direct individuals completing the Introduction to Manufacturing Careers course into one of five manufacturing programs of study at CLC that will lead to high-tech, high-wage jobs in manufacturing.

The college developed a brochure and posters to promote the introduction course and held information sessions at various locations within our district. We did a direct mail piece and the Job Center distributed an automated home voice message to promote the training opportunity to over 500 eligible clients.

14 Excerpted from the Subgrantee’s Self-Assessment

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We conducted two ad campaigns to promote the informational sessions, introduction course, and career opportunities. Despite all of our efforts, we were not successful in attracting any WIA eligible clients into the course.”

Barriers & Issues to Implementation“After evaluating the project outcomes there were two lessons learned. 1) The length of time to complete one of the five manufacturing programs we offered ranged from one to two years full-time. Individuals that are unemployed or underemployed need to have a shorter time frame to develop entry level skills to become gainfully employed. 2) Recruiting manufacturing students into programs at CLC will require a more intensive marketing and recruitment plan.”

One of our challenges was that a number of students lacked the basic math skills. In the past, we did not experience the low levels of math that the students brought into this program so we were challenged with the students that lacked these skills. To address this challenge we taught the math that was needed, when they needed it so the students could be successful.

In the future we will do more intensive assessment on the front end and identify specific math deficiencies. We will then focus on remediating only the deficiencies in a contextual learning model.

Work arounds / Remedies / Innovations15

“As a result of lessons learned, the College of Lake County submitted a modification and extension to the original grant to develop an accelerated program in CNC Machine Tool Operation that would lead to a Level I NIMS credential. The training would begin in January, 07 and end in March 07. The graduates would be employable as entry level turning or milling CNC operators. The program would also ladder into the existing certificate and associate degree for additional education after being gainfully employed. The College of Lake County would assist with the program completers to become gainfully employed by June 2007.

The following project outcomes were identified. Revise existing curriculum to be delivered in an accelerated format:

Schedule CNC credit training program over an eight week time frame Develop a marketing and recruitment plan Implement marketing and recruitment plan Present informational sessions to promote training opportunities enroll 14 students in the Machine Tool/CNC accelerated program”

15 Ibid

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Final Project – as delivered16

“The program ran 8 weeks starting on January 22, 2007. Eleven students enrolled in CNC training. After one week, one student dropped because he became employed, and another dropped for personal reasons. After the first week there were nine enrolled in the class and on March 23, 2007, nine completed the class.

After examining the project outcomes, the College of Lake County believes the program was a complete success. The only outcome that was not met was that we did not enroll 14 students. The strengths of the program included a quality NIMS accredited curriculum delivered in an accelerated format that was supported by the Tooling Manufacturing Association (TMA) that had both theory and hands-on training presented in a contextual format; relevant academic and occupational credentials of the faculty members; a program coordinator to oversee student progress; a small stipend for students demonstrating successful progress; and a support system for the students that included tutoring.”

Systemic Changes & Innovations17

“The delivery of the accelerated college credit career program at the College of Lake County is a new concept. This was the first project. Prior to this, individual college credit career courses were delivered over a semester meeting once or twice a week. This format was not attractive to individuals that were unemployed because of the time commitment required to receive the skills for entry level employment. The accelerated format was a much better fit.

A second systemic change was the partnership that was developed with the Lake County Workforce Development Department and the Lake County Workforce Investment Board. With the Lake County Workforce Development Department’s client management expertise coupled with CLC’s expertise in teaching/learning we had a great formula for success. It would not have been successful without the expertise of these partners.

In the past, the College of Lake County career credit programs provided minimal training opportunities for WIA eligible participants. As a result of a successful accelerated curriculum and valued partners, we will duplicate this format in other career areas.”

16 Ibid17 Ibid

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Below are what we discovered to be best practices:

The curriculum should be NIMS certified and nationally accredited and supported by the industry.

Have quality faculty that have both academic credentials and occupational experience teaching and developing the curriculum.

Curriculum needs to award college credit and ladder into advanced pathways of study, once the graduate is employed.

Curriculum be delivered in a non-traditional format such as accelerated and allow for entry level employment in a high growth industry.

Develop a strong relationship with the local workforce development department and workforce investment board to assist in client management, recruiting, and providing core and intensive services to eligible clients.

Connect the students with perspective employers before completing the program. At the College of Lake County we invited two employers into the last class session to interview the students for jobs.

Provide a small stipend to the students that demonstrate successful progress toward completion.

Have a mechanism in place to monitor daily progress and to provide tutoring and support services to students in need.”

Learner Feedback

Early Student EvaluationStudent Audit/Evaluation Summary

CNC Training Program – CSSI NE 32March 22, 2007

1) Did you feel a connection to the college (i.e., getting ID cards, involved with activities, utilizing the library, etc.)?

Yes The GED program, which is free, is also a good program.

2) What support services did you take advantage of? (Examples: Math tutoring, reading tutoring, career counseling, Curtis Gentry mentoring, etc)

Saw Curtis Gentry only once and therefore was not a mentor. Curtis Gentry did offer mentoring services however it was up to each

student to set a time to take advantage of the opportunity. Due to packed schedule, it was hard to take advantage of support

services. The tutoring classes were helpful.

5/19/2023 37

3) What support services did you need that we did not provide? What is the policy for some students receiving a bus pass versus mileage

reimbursement? My Workforce Department counselor is not good at returning phone calls. Include business internships/apprenticeship/”try-out” opportunities as part

of the training program so that students can better understand the work environment and connect the classroom activities to work expectations.

4)      What changes would improve the program? Provide FREE classes for native speakers to become bi-lingual/Spanish,

which would help with employability since ESL classes are free for non-native speakers.

Include field trips to businesses. Invite employers to the classroom and solicit constructive criticism. Intensive job placement assistance above referrals to a job vacancy

board/list. Need more “production” activity rather than “set up” instruction. Invite businesses to the class so that students can network. Assist students with identifying employers that hire workers with and

without a lot experience. Add a punch press machine-training component. More time instructing students on how to measure/use measuring tools.

5)      What did you like best about the program? Free tuition made it possible to participate. Hands-on instruction. Both instructors were great. Good pacing with the weekly schedule facilitated learning and knowledge

retention.

6)      What did you like least about the program? The team rotation on the pinwheel was uneven/bunched when there were

3 teams on two controls.

7)      What was your overall impression of the program? Other people want to take the same class. This is an entry-level class. Reduce the first part/machine shop by one week. Add three weeks to the second part/CNC. Had the impression that students would have a job by graduation based

upon information received about the occupation being in demand and lack of qualified candidates.

Would be interested in returning for the next level of training after becoming employed, i.e. 16 week course that meets once a week for 4 hours.

5/19/2023 38

Later Student Feedback

Six trainees responded to our survey. Three were very satisfied (although one complained of never receiving promised documents and tools); two were somewhat satisfied and one was neither satisfied nor dissatisfied.

Only two are using their training in CNC operation, although one of the two is operating manual machines. One is an account executive, one drives a taxi, and two are unemployed. The one who is operating CNC machines believes that he will be able to use the current job to move up; the other operating manual machines is not sure.

All but one would return to the College of Lake County; one wasn’t sure.

Employer FeedbackNo employer feedback was available.

Target Audience CNC Machine Tool Operators

Plan Act. % of Plan WIA Adults 10 07 70 %WIA Dislocated Workers 03 03 100 %WIA Youth 01 01 100 %Total 14 11 79 %

Return On Investment

Budgeted CSSI Funding $ 33,050Budgeted CSSI + Leveraged Funds (24,895) = $ 57,950Actual CSSI Expense = $ 19,150Actual CSSI & Leveraged Funds = $ 19,150 + 38, 512 = $ 57,650CSSI Cost per Completing Student = $2,127Total Cost per Completing Student = $ 6,405Program Completers = 9Program Completers Since Employed or Promoted = 0 (No data at reporting date.)

5/19/2023 39

Project # NE 33 - Hispanics in Advanced ManufacturingProject Partners

Lead: The Aurora Hispanic Chamber of CommerceRiver Valley Workforce Investment BoardEmerson Power (Seal Master)Wrigley Co.Nu-Way Industries

Original Program DesignQuestions Responses

Which shortage occupation(s) is being targeted?

First Line Supervisors/Production Maintenance and Repair Workers Electrical Technicians Metal/Plastic Workers Machinery Mechanics Machine Operators Supervisors of Laborers

What is the root cause of the labor shortage(s) being addressed by the project?

Training of Hispanic workers in these occupations has been complicated by native language barriers.

What is the basic strategy (solution) being applied to reduce the shortage?

English training with Spanish-available materials and instructors.

What is the magnitude of the projected shortage and how much will the shortage be reduced as a result of the project?

Shortages will be reduced by a minimum of 80 workers through this project.

Planned Outcomes72 individuals will be enrolled55 individuals will successfully complete the training55 employees will be upgraded

Final Project – as deliveredThis project had the best numbers of any in terms of the number of students that went through the program. We would surmise that since the programs were being offered by the Chamber a business organization, that many doors were open to them.

The program enrolled 300 people as opposed to the initial plan of 72. In addition they spent only 68% of their grant.

5/19/2023 40

Target Audience

Targeted OccupationsIncumbent Workers

PlanActual

# % of PlanFirst Line Supervisors or Prod. Workers 4 24 600 %

Maint. & Repair Workers 7 18 257 %

First Line Supervisors of Mechanics 5 8 114 %

Machinists 3 9 300 %

Computer Controlled Machine Oper. 4 15 375 %

Elect/Electronic Engineering Techs 2 4 200 %

Metal and Plastic Workers 10 30 300 %

Ind. Machinery Mechanics 2 10 500 %

Lathe & Turning Mach Setters & Ops. 3 7 233 %

Mixing & Blending Mach Setters & Ops. 10 29 290 %

First Line Supervisors of Laborers & Matl. 7 126 1,800 %

Rolling Machine Setters 6 20 333 %

Total 63 300 476%

(Note the high percentage of supervisory staff in the training.)

Barriers & Issues to ImplementationThe program did experience some attrition problems with the employers. This was due to the shifting demands of the employers’ business. The flexible times of the training offerings can help assuage these problems.

Work arounds / Remedies / Innovations

An obvious strength of the program was the Chamber’s willingness to do training at any time of the day or the night.

A second strength was the ability of the trainers to switch languages from English to Spanish depending on the needs of the learners.

Utilizing a modular approach to the training allowed for easier marketing to the employers. They were also willing and able to tailor the modules to the employers’ requests.

5/19/2023 41

Lessons Learned18

We must be willing to deliver training “on site” Employees must be paid for classroom time Modular program with flexible designs Match the needs of the employer Language skills of training personnel very important Prep the workforce for what is coming – give them a motivational

speech. Make sure management, indeed, all employer personnel (shop floor

and office) attend the “team work” class. Insist on a tour of the plant for the instructors Be willing to teach the modules at any time of day or night (weekends

too).

Incumbent Workers Plan Actual# % of Plan

1. Number to Receive Training 8019 300 375 %

2. Number Who Completed Training 80 285 315 %3. Number Obtaining Employment or Upgrade

in Targeted Jobs 63 82 130 %

The Chamber believes that they saved the jobs of 40+ workers that would have otherwise been phased out with newer equipment installation. Also they feel that they have contributed to the promotability of many of the workers although the actual number of workers receiving promotions is much more limited.

Learner FeedbackNo learner contact information provided.

Employer FeedbackNo employer response to our survey.

Return on Investment Total 155,000 104,960.86 68 %

Employer Match PlanActual

# % of Plan

EMPLOYEE WAGES (during classes) 365,000 289,916 79%

Total CostCost per Trainee/CSSI Grant 2,340 349.86 15 %

Cost per Trainee/All Project Funds and In-kind 6,500 1,316.25 20 %

Budgeted CSSI Funding $ 155,000Budgeted CSSI + & Employer match (243,240) = $ 398,240 Actual CSSI Expense = $ 104,961

18 excerpted from the Chambers self-assessment19 the plan changed from 72 to 80 somewhere along the line.5/19/2023 42

Actual CSSI & Employer Match = $ 394,877 CSSI Cost per Completing Student = $ 368Total Cost per Completing Student = $ 1,385Program Completers = 285Program Completers Since Employed or Promoted = 82

5/19/2023 43

Project # NE 34 – College Skills for Success: Implementing an Industry Partnership Program for Incumbent WorkersProject Partners: College of DuPage

Original Program Design

Project Description Project Questions Responses

Which shortage occupation(s) is being targeted?

Machinists (514040) ,First Line Supervisors/Managers of Helpers, Laborers, and Material Movers (531020) , First Line Supervisors/Managers of Production and Operating Workers (511011), or General and operations managers (111021)

What is the root cause of the labor shortage(s) being addressed by the project?

Lack of language, occupation skills and management skills.

What is the basic strategy (solution) being applied to reduce the shortage?

Introducing occupation skills while teaching English as a second language prior to moving onto a series of manufacturing skills.

Target Audience

Incumbent Workers PlanActual

# % of Plan

1. Number to Receive Training 60 63 105%

2. Number Who Completed Training 54 41 75.9%3. Number Obtaining Employment or Upgrade

in Targeted Jobs 14 0 0

The initial program design consisted of two tracks of training which included assessments, vocational ESL, and courses in applied technology with a focus on specific occupational skills designed to retain workers, and advance employees to higher paying jobs within their companies.

Final Project – as delivered

TargetedOccupations

Incumbent Workers

PlanActual

# % of PlanMachinists 20 5 25%

Supervisors 30 36 120%

Welders 10 0 0%

5/19/2023 44

The vocation ESL started in February 2006 to be completed mid-July. Participants will be reassessed the last week in July to determine if they have reached appropriate levels in vocational ESL to move on to higher skill training. While great progress has been made, but because of the low entry level, it is anticipated that no one will be ready to move on and will require an additional 30 hours of Vocational ESL. At that point they will move into Math and Blue print reading or supervisory classes. Some may need additional language classes.

Industrial Kinetics began Lean Manufacturing training in September; to be followed by Kanban Implementation in October and Project Management in November. All instruction planned under the first year of the grant concluded in December. Additional training is required for many participants before they will qualify for higher level jobs.

Barriers & Issues to Implementation

The grant proposal that was originally submitted was negatively affected by the delayed start of the grant. All four of the original companies included in the submission were prepared for training to begin in March, 2005. They were unable to wait for the training.

Two replacement companies were identified, but the employees at the new companies did not have the skill levels of the initial companies. Because of the lower language levels, it was not possible to offer two tracks of training. A third company added late in the project did not need the language skills, so they were able to achieve much higher skills.

At the end of March, 2006 the program had 48 participants, but due to production needs, D & R had to remove 3 participants from the courses even though they were making progress. COD had anticipated some natural attrition, but still planned that 40 individuals would still be able to complete the year long training. 10 additional employees from Industrial Kinetics were added in August 2006 for managerial positions.

Training was completed December 21, 2006.

Attrition Rate: 1/3 of the participants were unable to complete the training Working with manufacturers, or any company, rather than being in a

typical educational environment creates unique situations. If there is a demand for production to increase, training must be delayed to meet the company needs. This negatively impacts the continuity of instruction and student success.

Childcare issues with working parents impacted their attendance, which negatively impacted their success.

Lack of language skills were too difficult to overcome in the time allowed for some participants.

5/19/2023 45

As a cost recovery department, the administration of this program under the grant, negatively impacted the unit’s ability to adequately cover expenses of staff time and effort.

Work arounds / Remedies / Innovations

Strengths of the program The desire of the participants to upgrade their language and job skills. The willingness of the companies to provide training during shift hours The inclusion of all shifts by D & R The number of people completing one year of the program The willingness of D & R to continue with additional skill development

courses without the grant The CSSI grant allowed the mixing of ESL instruction with skills training. On-site coordinators at each of the partner manufacturers who allowed the

learners to have a single point of contact.

What They Would Like To Do Differently:

Consideration should be given to providing study group time outside of class, but this would be difficult in a work environment and the company would have to provide a tutor, or pay an instructor.

Time needs to be built into the schedule to accommodate company production needs which would allow for training to be rescheduled when necessary.

Do not restrict training to a limited period of time to be completed. Flexibility is needed when dealing with workplace training.

Require a higher level of language skill in order to participate in training when there are time restraints for completion such as with the CSSI grant

Ensure that a company has more than the minimum amount of match since this negatively affected COD.

Learner FeedbackNo learner contact information was made available.

Employer Feedback

Three employers responded to a follow-up survey. One wanted to upgrade the skills of their workers in the VIT segmental mounting department. Another wanted to improve project management skills. Two of the companies joined the program because the college contacted them. The third had previously contacted COD for training assistance and was later slotted into the program. All cited the need of addressing a critical competitive issue as the most important reason for participating in the training program. The second most important reason was the reputation of the training provider. Two of the three thought that the primary business objective driving the training was production throughput. The third cited production quality as the driving reason. All three said that the training project was very important in meeting their business objectives. Two of the three said

5/19/2023 46

that the training met most expectations; the third said that training achieved all expectations.

It is interesting that there was no clear understanding whether there are skills standards associated with the training. One said yes, one did not know and the third said there were no skills standards. Nevertheless, two said that it was very important that the training addressed recognized skills standards. It was only the respondent who said that there are no skills standards who also said that it was only somewhat important to meet these standards.

Two of the three thought that COD permitted a great deal of control over the curriculum; the last said that they were able exercise some control. All were very satisfied with both the training and with the curriculum.

Two recalled applying for the training assistance. One did not recall. Those who remembered applying also thought that the application was easy. All made routine reports on the progress of the program.

As for return on their time, effort and expense, they all believed that the return was very good. Consequently, all said that their respective companies would very favorably consider participating in a similar program.

Two volunteered that what they liked best was the ability to provide training on their premises. One cited the hands on manufacturing background of the instructor.

5/19/2023 47

Return on InvestmentBudgeted CSSI Funding $81,325 20

Budgeted CSSI + Leveraged Funds & Employer Match = $ 169,625Actual CSSI Expense = $ 76,879.Actual CSSI & Leveraged Funds = $188,653.CSSI Cost per Completing Student = $ 1,874 ($76,879 divided by 41)Total Cost per Completing Student = $ 4,601 ($188,653 divided by 41)Program Completers = 41Program Completers Since Employed or Promoted= 0

20 $80, 453 was originally allocated to the incumbent worker project, but with the addition of Industrial Kinetics the allocation was $105,453. Less expensive instruction and materials resulted in a final reduction of the grant budget to $81,325.

5/19/2023 48

Project # NE 35 - Skills for Success Bridge ProgramProject Partners College of DuPage

Original Program Design

Project Description Project Questions Responses

Which shortage occupation(s) is being targeted?

Welder, Electric-electronic Engineering Technician, Machinist, CNC, Industrial Machinery Mechanic, Lathe Turning, Machine Tool Setter, and Manufacturing Maintenance Worker

What is the root cause of the labor shortage(s) being addressed by the project?

Lack of English language and occupation skills

What is the basic strategy (solution) being applied to reduce the shortage?

Provide a bridge program which will transition students into certificate programs at COD where they will develop critically needed occupational skills

What is the magnitude of the projected shortage and how much will the shortage be reduced as a result of the project?

We are recruiting 21 students for the initial summer bridge and non bridge program.

Target Audience

Targeted OccupationsPlan

Maintenance Worker 3

Welder 3

Machinist 4

CNC 3Electric-electronic engineering

technician 4

Industry Machinery Mechanic 3Lathe Turning Machine Tool Setting 2

5/19/2023 49

Final Project – as delivered

No Trainees. Project one was discontinued as of June 30, 2006.

Barriers & Issues to Implementation

The initial program design of the Bridge program was to focus on training for WIA-eligible job seekers and transition them into occupational skill certificate programs at College of DuPage. Certificate programs include higher order logic and reasoning skills, as well as mechanical or technical skills.

The fees associated with the Bridge programs were to be paid through WIA vouchers. The project consisted of two components:

1. Identify, develop and finalized components of a Bridge program for WIA-eligible adults2. Providing counseling and supportive services of WIA-eligible clients for childcare and transportation.

The intended outcomes of the Bridge program were to increase the number of participants in certificate programs aligned with the region’s critical skills shortage occupations.

The Bridge Program was not successful at College of DuPage. While they thought the academic bridge plan, competencies and program were well founded and are still needed, they saw three possible reasons the project did not meet expectations.

1. A limited number of WIA clients were interested in targeted occupational programs2. WIA vouchers were not available since Workforce Development funds for FY06 had been exhausted in the third quarter of the year.3. Marketing funds were not available for advertising the project.

Despite the fact that Manufacturing was identified by the region as a critical skills shortage area, only three individuals eligible for WIA funds had expressed an interest in manufacturing jobs during the prior year.

Potential candidates did not respond well to the daytime training schedule as it would impact their ability to find daytime employment.

Timing of the training was problematic from the standpoint of WIA funds. Since the actual Bridge program would not begin until the summer session, FY06 funding was exhausted, and FY07 funding had not yet been approved. While the College might have been able to subsidize the Bridge program until funds where awarded, the lack of participants was a larger issue.

It was clear that the Bridge program needed to be advertised in venues outside of the Workforce Development offices. Two people were secured to work on a part-time basis to market the program. In addition to news releases to DuPage

5/19/2023 50

County news agencies, and the COD newspaper the Courier, letters were sent to DuPage county officials and DuPage County state political representatives and senators announcing the program and contact information. Human Service Agencies, and Job Clubs also received information. As an additional outreach, letters were sent to churches anticipating that they would be aware of parishioners who would be in need and might be interested. The Joliet Catholic Diocese provided the most complete list of churches and pastors within DuPage County. Outreach to other religious denominations was more difficult, and was still taking place when it was decided to terminate the grant.

What They Would Like To Do Differently:

Timing, funding and advertising all need to be examined. Had the WIA counselors had sufficient notification of the upcoming grant, they might have been able to identify additional candidates.

The actual time and dates of the Bridge classes need to take into consideration that unemployed individuals are seeking jobs and therefore prefer evening classes, and employed individuals wishing to upgrade skills are generally not available during the day.

Learner FeedbackNo Trainees

Employer FeedbackNo Employers

Return on InvestmentBudgeted CSSI Funding $82,143 Budgeted CSSI + Leveraged Funds = $ 154,663Actual CSSI Expense = $ 15,114Actual CSSI & Leveraged Funds = $ 37,754 (15.1 + 22.6)CSSI Cost per Completing Student = No completing studentsTotal Cost per Completing Student = No completing studentsProgram Completers = 0Program Completers Since Employed or Promoted= 0

5/19/2023 51

Project # NE 36 - CSSI Manufacturing Solution21

Project Partners: Northeast Community College ConsortiumSouth Suburban CollegePrairie State CollegeMoraine Valley Community College.

Original Program Design

South Suburban College, Prairie State College and Moraine Valley Community College. The colleges will provide enrollment, assessment, vocational counseling, case management, job placement and follow-up services to program participants.

Project Description Project Questions Responses

Which shortage occupation(s) is being targeted?

Truck Drivers and Computer Specialist, General Maintenance, Electrical Engineering Technician, Industrial Engineering Technician, and Welders, Cutters, Solderers and Brazers.

What is the root cause of the labor shortage(s) being addressed by the project?

Shortage of qualified labor. Lack of training and skill development in the shortage occupations targeted.

What is the basic strategy (solution) being applied to reduce the shortage?

To offer training in the TWL industry to address occupational shortages and provide job placement and job retention services.

What is the magnitude of the projected shortage and how much will the shortage be reduced as a result of the project?

There are local shortages for over the road truck drivers, computer technology technicians, welders, cutters, solderers, braziers, electrical engineering technicians and maintenance technicians.

Target Audience WIA Adults = 15 WIA Dislocated Workers = 15

Final Project – as deliveredThe project allowed WIA participants to have the opportunity to learn valuable job enhancing skills in the occupations of Maintenance and Repair, Welding, Cutters, Solderers or Brazers and Electrical and Electronics Engineering Technicians and Industrial Machinery Mechanics.

The project strength was in the area of coming close to meeting target participate outcomes (78%) while only utilizing 52% of allocated expenditures.

21 The Consortium knows this as project Number 38-015/19/2023 52

Plan Versus Actual Trainee Data/ Year One

WIA Adults PlanActual

# % of Plan1. Registrants 15 14 93%

2. Training Services 15 14 93%

a. ITAs 15 13 86%

4. Completed Training 15 14 93%5. Obtained Training Related Employment 11 9 81%

WIA Dislocated Workers Plan Actual# % of Plan

1. Registrants 15 9 60%

2. Training Services 15 9 60%

a. ITAs 15 9 60%

4. Completed Training 15 9 60%5. Obtained Training Related Employment 11 7 63%

Impact on Critical Skill Shortage OccupationsYear One

Targeted OccupationsWIA Trainees

PlanActual

# % of PlanMaintenance and Repair program 15 9 66%Welding, Cutters, Solderers or

Brazers training program

5 5 100%

Electrical and Electronics Engineering Technicians

5 4 80%

Industrial Machinery Mechanics 5 5 100%

Work arounds / Remedies / Innovations

The Northeast Community College Consortium projects (NE# 36 & 37) utilized e-learning for the theory portions of the programs allowing the classroom time to be used for the hands-on training.

Given the life demands that continue for our learners while they are in training, the provision of support systems and vehicles to provide flexibility in the course work seemed to be welcome innovations.

5/19/2023 53

All the providers who developed “open entry- open exit” models deemed them very successful. Competency based course designs add to the flexibility of this approach and allow the students to self-reinforce their progress towards their goals. There was frequent mention of the importance of being able to offer college credit, and/or articulation pathways to the students. There was general agreement that the students saw great value in these arrangements and many wished to continue their degree pursuit.

We were excited to discover a growing use of Skill Standards in these pilot programs. As promised, the skill standards have found great utility in improving communication between employers and educational institutions, between the educators and the students and for the students themselves as a means of self-assessment reinforcing progress.

Although not a direct innovation within the CSSI grant but as a follow-on development the Northeast Community College Consortium is working with Rotary International doing a high school program to introduce younger students to careers in manufacturing which can provide college credit upon completion.

Barriers & Issues to Implementation

WIA students required more support and more motivation maintenance. Issues such as accountability, attendance, punctuality and work completion were all issues. As such the amount of time spent on the basics eats in to the time available for skills development.

It was felt that the CSSI projects have entirely too many managing partners; Workforce Board, KEB, POET, WIA, and DCEO. Reporting criteria and participant allowances were changing up to the last month of the grant. The organizational responsibilities need to be streamlined.

Learner FeedbackNo learner contact information was made available

Employer FeedbackWe only received feedback from one of the employers that we surveyed. The most important reason for using your training was that it met industry based skill standards and that the employer wished to meet ISO standards required by a key customer. Below are the relevant survey questions and responses.4. What is the primary business objective driving the training project?Meet vendor requirements imposed by key customer (e.g., required ISO certification)

5. To what extent have you fulfilled the business objective driving this project?Achieved most expectations

6. How important was this project in meeting your business objective?Essential

7. Are there recognized skills standards in your industry for the jobs targeted by the training project?Yes

8. Is it important that the training curriculum addressed these recognized skills standards?Very important

9. To what extent were you able to influence or change the curriculum?Some control over the curriculum

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10. How satisfied were you with the curriculum?Very satisfied

11. How satisfied were you with the training overall?Very satisfied

12. Did you have to prepare and submit an application to participate in the project?Don't know

13. Did you have to prepare and submit any reports to the training vendor or to the agency or organization providing funding support?Don't know

14. Considering the time, effort and expenses that you incurred and the outcomes that your company experienced, what would you estimate to be the return on this investment?Neutral return

15. Would you participate in a similar program again?My company would seek out an opportunity to participate in a similar program

Return on InvestmentBudgeted CSSI Funding $ 75,000Budgeted CSSI + Leveraged Funds = $ 95,475 Actual CSSI Expense = $ 38,698Actual CSSI & Leveraged Funds = $ 59,173CSSI Cost per Completing Student = $ 1,683Total Cost per Completing Student = $ 2,573Program Completers = 23 Program Completers Since Employed or Promoted = 16

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Project # NE 37 - Manufacturing “Plus” Success22

Project Partners: Northeast Community College ConsortiumSouth Suburban CollegePrairie State CollegeMoraine Valley Community College.

Original Program Design Project Description

Project Questions Response

Which shortage occupation(s) is being targeted?

First-Line Supervisors/Managers of Production and Operating Workers; Maintenance and Repair Workers, General; Welders, Cutters, Solderers, and Braziers; First-Line Supervisors/Managers of Mechanics, Installers, and Repairers; Machinists; Electrical and Electronic Engineering Technicians; Industrial Machinery Mechanics; First-Line Supervisors/Managers of Helpers, Laborers, and Material Movers, Handlers.

What is the root cause of the labor shortage(s) being addressed by the project?

As identified by the CSSI.

What is the basic strategy (solution) being applied to reduce the shortage?

Offer bridge training, new skills and knowledge training, so that the individuals can move from production occupations to production “plus” occupations.

What is the magnitude of the projected shortage and how much will the shortage be reduced as a result of the project?

The shortage is increasing and we hope retain a minimum of 200 incumbent workers in new production "plus" occupations

Target Audience Plan Versus Actual Trainee Data/ Year One

Incumbent Workers PlanActual

# % of Plan

1. Number to Receive Training 235 164 69%

2. Number Who Completed Training 200 164 82%3. Number Obtaining Employment or

Upgrade in Targeted Jobs 200 16423 82%

22 The Consortium knows this as project # 38-02.23 This is unverified but as reported by the employers. Some of the employers required successful completion of the training to maintain employment.5/19/2023 56

Final Project – as deliveredImpact on Critical Skill Shortage Occupations Year One

Targeted OccupationsIncumbent Workers

PlanActual

# % of PlanFirst-Line Supervisors/Manager of Production and Operating Worker 40 58 145%

Maintenance and Repair Workers, General 35 0 0%

Welders, Cutters. Solderers and Braziers 20 12 60%

First-Line Supervisors/Managers of Mechanic, Installers and Repairers

33 33 100%

Machinist 12 3 25%Electrical and Electronic Engineering Technicians 25 0 0%

Industrial Machinery Mechanics 30 0 0%First Line Supervisors/Managers of Helpers, Laborers, and Material Movers, Handlers

40 58 145%

Total 235 164 69%

(Note the high percentage of supervisors, 149/164 )

The project allowed unskilled workers to have the opportunity for many of the students to learn valuable supervisory skills.

The project strength was in the areas of “First-Line Supervisors/Managers of Production and Operating Worker” and “First Line Supervisors/Managers of Helpers, Laborers, and Material Movers, Handlers” where outcomes were 145% above targets.

Barriers & Issues to Implementation

The Consortium didn’t see any particular barriers to the project although they did note that, in general, incumbent workers are more tired when they arrive for class.

Work arounds / Remedies / Innovations

The project area that could be improved is the administration, especially the length of time it takes to complete paperwork. There are too many entities and avenues to complete, which in turn give the program a slow process in achieving the project outcomes and objectives.

Learner FeedbackNo learner contact information was made available.

5/19/2023 57

Employer FeedbackNo employer response to our survey.

One challenge to the program is the amount of paperwork that the employer had to fill out per employee. One employer even backed out of the program because they did not want to submit personal information to the college for their employees. They felt that the grant was being offered by the company, releasing personal information for every employee was not necessary.

Employer Match Plan Actual# % of Plan

Brose $4,737.50 $4,737.50 100%

Ed Miniat $6,500.00 $6,500.00 100%

Framarx/Waxstar $81.60 $81.60 100%

Arrow Pin Products $66.20 $66.20 100%

Beacon Printers $75.00 $75.00 100%

Fabrication Specialties $450.00 $450.00 100%

Brose $850.00 $850.00 100%

Ed Miniat $3,000.00 $3,000.00 100%

LB Steel $14,364 $18,925 132%

Kelloggs $28,500.00 $103,926.20 364%

Avatar $408.00 $408.00 100%

Total $59,032.00 $139,019.50 235%

“Brose Technik fur Automobile” ResultsCSSI project consisted of training 35 employees in programs customized to provide skills that would allow their employees growth with in the organization. Topics included training in courses such as Managing Priorities, Presentation for Managers and Workplace Spanish. 14 operators trained were promoted to a Floater position that increased their wages and responsibilities. 6 operators were promoted to Lead Operators again increasing their wages and responsibilities. The IT Leader was promoted to the Manager of IT, 2 Supervisors were promoted to Managers, Continuous Improvement Leader was promoted to a Supervisor, Scheduler and Buyer were promoted as Manager’s and four Engineers were promoted also to Manager’s.

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Return on InvestmentBudgeted CSSI Funding $ 125,000Budgeted CSSI + Leveraged Funds & Employer Match = $ 242,382Actual CSSI Expense = $ 77,116Actual CSSI & Leveraged Funds = $ 274,486CSSI Cost per Completing Student = $ 762Total Cost per Completing Student = $1,673Program Completers = 164 Program Completers Since Employed or Promoted = 164 24

24 This is unverified but as reported by the employers. Some of the employers required successful completion of the training to maintain employment.

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Project # NE 38 - Manufacturing Skills Development ProgramProject Partners Triton College

Original Program Design Project Description

Project Questions Responses Which shortage occupation(s) is being targeted?

Oxyacetylene, MIG & TIG Welding

What is the root cause of the labor shortage(s) being addressed by the project?

Lack of trained, qualified welders

What is the basic strategy (solution) being applied to reduce the shortage?

Provide training for a minimum of 20 individuals in the areas of Oxyacetylene, MIG & TIG Welding. In addition, work with area businesses to provide employment at the end of the program.

What is the magnitude of the projected shortage and how much will the shortage be reduced as a result of the project?

Train 20 individuals in welding

What organizations are involved in the project? Briefly describe their roles.

Triton College will provide – marketing, outreach/recruitment, academic remediation, core & intensive skill development, training in Oxyacetylene, MIG & TIG Welding, and case management and job placement.

Target Audience Planned Outcomes

Triton college will maintain a minimum retention rate of 80% for clients enrolled in the Manufacturing Skill Development Program – a minimum of 20 clients will receive training by 12/31/06

A minimum of 16 clients will successfully complete a certificate training program in Oxyacetylene, MIG & TIG Welding

A minimum of 16 clients will be place in unsubsidized employment

Final Project – as delivered

The CSSI Manufacturing Skill Development Program focused on providing training, certification and job placement to WIA Eligible Individuals. Triton contracted to provide, marketing, outreach/recruitment, academic remediation, core & intensive skill development, and training for approximately 30 individuals in the areas of Stick, MIG & TIG welding. In addition, participants who completed training would be eligible to take the American Welding Society (AWS) Certification exams for each area.

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Plan Versus Actual Trainee Data/ Year One

WIA Adults PlanActual

# % of Plan3. Registrants 30 25 83%

4. Training Services 30 25 83%

b. ITAs 0 0 0

c. On-the-Job Training 0 0 0

d. Customized Training 0 0 0

3. Supportive Services 20 16 80%

4. Completed Training 20 16 80%

5. Obtained Training Related Employment 16 3 19%

Impact on Critical Skill Shortage Occupations Year One

Targeted OccupationsWIA Trainees

PlanActual

# % of PlanWelder/Fabricator 16 3 19%

Work arounds / Remedies / InnovationsInitially Triton recruited 24 WIA eligible individuals for the program which started in January 2006. After reviewing eligibility requirements 17 individuals enrolled in training and began classes on January 24, 2006.

They were awarded additional funds at the end of the first semester and were able to recruit an additional 8 WIA Eligible individuals for training. Prior to the end of the first semester six (6) participants dropped from the program.

All participants were contacted to ascertain what had prompted them to drop out. Many of the participants indicated they needed to find fulltime employment to maintain their residence or support their families. One student had a health related issue that prevented him from continuing in the program.

There were 16 participants that completed the program in December 2006 and all have taken the certification exams for American Welding Society certification.

Of the 16 Program completers, the following AWS certifications were obtained:

12 –Shielded Metal Arc Welding (SMAW) also known as manual metal arc (MMA) welding or informally as stick welding

3 -  Gas Tungsten Arc Welding (GTAW) also known as tungsten inert gas (TIG) welding

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11 – Gas Metal Arc Welding (GMAW) sometimes referred to by its subtypes metal inert gas (MIG) welding or metal active gas (MAG) welding

Barriers & Issues to Implementation

One of the changes that took place prior to the end of the first semester included developing a customized training program for welding. This allowed Triton to transition the additional eight students into training that would allow them to catch up to the first cohort. Participants from the first cohort who were not successful in one of the first two classes were given the opportunity to attend classes with the second cohort to get additional experience and training. The benefits of this opportunity were that these individuals increased their knowledge and skill level in each of the subject areas which improved their abilities on the certification exams.

Triton collaborated with the past president of AWS to design this program.And by customizing the welding program Triton was able to provide participants with a program that was tailored specifically to industry standards.

Many of the challenges/barriers surrounding the implementation of this program were with regard to being able to obtain the appropriate materials or supplies for students in time to begin the classes. Participants needed safety equipment in order to work in the lab which was included in the grant and the length of time between recruitment, eligibility/certification and the beginning of classes was not sufficient enough to provide all necessary equipment/materials.

Clearly the level of attrition in the program was too high. Of 25 who registered for the program only 16 completed and, of those, only 3 obtained employment

Triton College is working with Employment & Employer Services, a MOWD & POET WIA contractor, to assist in the placement piece of this project. All participants are currently going on job interviews.

The lessons learned during the first part of this year lead to our developing the customized program. Each individual in this program had their own unique learning style. Some were fast learners and picked up the knowledge and skills very quickly, whereas others needed more time to learn the basics. Structured credit programs are not able to address these issues or adapt the program to each individual student within the time frame of the program.

Participants in the customized program all entered the program at the same level by taking the Welding Safety Training class and then moved into the Stick Welding class. As participants completed the requirements for the class and certification exam and were able to pass the certification they would then be moved into the next level of training. Those individuals who did not meet the requirements would continue to work at that level until they had the skills, knowledge and the ability to pass the AWS exam. Individuals in this particular program took the certification exam after every core class was completed whereas with the traditional group they were not able to take the certification

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exam until the end of the semester.

By providing certification examination through the program participants were able to see the progress they had made and could then move into the next level of training. In addition those individuals who were successful on the AWS exam were able to mentor their classmates throughout the program.

Learner FeedbackSix trainees who completed the training program responded to our questionnaire. One was very satisfied with the training at Triton; two were somewhat satisfied; and, three were very dissatisfied. One person who was very dissatisfied said that the classes were cancelled and would have wished to continue.

Only one was able to find a job that uses the training from Triton – and that person was one of the people who were somewhat satisfied with the training. All others, even the one respondent who was very satisfied with the training from Triton were unable to find a job that uses their training.

Currently, two are unemployed. One works as a porter at a gym, another does concrete work, and one is a carpet and air duct cleaner (however, this person also said that he is using his Triton training(!)). One did not respond to the question about their current job – if any.

All respondents said that they would return to Triton for further training.

Employer FeedbackNo employer feedback was available.

Return on InvestmentBudgeted CSSI Funding = $102,718Budgeted CSSI + Leveraged Funds ($64,666)= $ 167,582Actual CSSI Expense = $ 95,872Actual CSSI & Leveraged Funds = $ 95,87225 *CSSI Cost per Completing Student = $ 5,992Total Cost per Completing Student = $ 5,992Program Completers = 16Program Completers Since Employed or Promoted = 3

25 When the CSSI MFG grant was written it included leveraged funds.  After the Director of Grants left Triton their business office was unable to determine the amounts allocated so in essence the CSSI project was funded solely by CSSI grant funds.

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Project # NE 39 - Upgrading Integrated Systems Technology Skills of Incumbent WorkersProject Partners: Elgin Community College

Original Program Design Project Description

Project Questions ResponsesWhich shortage occupation(s) is being targeted?

Maintenance and Repair Workers, General Industrial Machinery Mechanics

What is the root cause of the labor shortage(s) being addressed by the project?

The shortage is attributed to demands for more advanced skills.

What is the basic strategy (solution) being applied to reduce the shortage?

Training Industrial Maintenance Workers and upgrading their skills through proactive measures

What is the magnitude of the projected shortage and how much will the shortage be reduced as a result of the project?

130 individuals will be trained for critical skill shortage occupations

Target Audience

The original project called for 130 trainees. As new staff came in and took over the project, they requested a renegotiation of the contract and it was changed to a target of 65.

Final Project – as delivered

Incumbent Workers Plan Actual# % of Plan

1. Number to Receive Training 65 76 117%

2. Number Who Completed Training 65 74 114%

Impact on Critical Skill Shortage Occupations Year One

Targeted OccupationsIncumbent Workers

PlanActual

# % of Plan49-9042 Maintenance & Repair

Workers, General 33 70 212%

49-9041 Industrial Machinery Mechanics 32 4 12%

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Barriers & Issues to Implementation

The CSSI Manufacturing project was effective in achieving the renegotiated outcomes. The project could have been more effective, and possibly achieved the originally contracted goals had the Corporate and Continuing Education Division been involved from the beginning as the marketing team.

Communication between the college’s internal and external partners needs to continue to improve. There was a lack of understanding of credit vs. non-credit. The old paradigm cast these groups as competitors. The CSSI grant provided the opportunity for these two entities to forge a new paradigm.

Work arounds / Remedies / Innovations

Manufacturers are reluctant to accept training that takes a prolonged period of time. They also are reluctant to allow for training during mandated work hours. This leaves evenings and weekends. Most employees are reluctant to give up that time away from friends and family. This is the crux of the problem.

Elgin Community College offered training to meet any schedule need and adjusted the curriculum hours to a lesser number. These two steps were keys in gaining the commitment from both entities.

The addition of a dedicated marketing project manager assisted greatly in the successful completion of the grant.

The major strengths of the project were the knowledgeable IS/MT instructors combined with the marketing skills of the corporate training representatives.

The IS/MT instructors restructured the training curriculum and contact hours based on the recommendations of the marketing team.

The marketing team is knowledgeable and experienced in working with manufacturers to develop other types of training such as leadership, learn and communications. The team applied these same skills to marketing the CSSI grant. Over 60 manufacturers were identified and directly contacted by the CSSI Grant Specialist. Follow-up phone calls and informational packets were sent to interested employers.

The Manufacturers Conference held in April was not initially tied to the CSSI Manufacturing project. During the planning process it became apparent that this was a crucial opportunity to bring in manufacturers who could be interested in the IS/MT program. During the pre-conference breakfast session, the IS/MT instructors were available to discuss the program with employers. The Programmable Logic Control training equipment was relocated to conference center for a hands-on demonstration. Immediately following the conference a group of 50 manufacturers were invited to lunch and a tour of the Industrial Training Resource Center. The results of this combined effort are a

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continuing interest in the IS/MT program and the growth of on-site training programs.

The attrition rate at Elgin Community College was less than one percent. Seventy-six students enrolled in the program, with only two students dropping out. Those that dropped did not have the skills necessary to be successful.

New and improved partnerships; The Corporate Services Department, one of six Departments within Elgin

Community College’s Corporate and Continuing Education Division, and the college’s IS/MT program now share the same Manufacturers Advisory Board

There is now a better understanding of how the Corporate and Continuing Education Division and the Business and Technology Education Division can work together to achieve mutual goals

Ries Robotics is offering to contribute a robotic trainer for the IS/MT program.

Other employers are offering the program materials and equipment. A Manufacturers Networking Group was established.

Learner FeedbackNo learner contact information was provided.

Employer FeedbackOnly one company provided direct feedback on the training program. They joined as a result of being contacted directly by the college or its representative. It said that the most important factor attracting the company to the program was the strength of the training curriculum.

The primary business objective for the training was to improve production throughput. The company felt that it achieved all its expectations with the training and believed that the training was very important to meeting these business objectives. Although the company was unsure as to whether there are skills standards tied to the training, it nevertheless believed that it was very important that it met these standards.

The company had a great deal of control over the curriculum. It was very satisfied with both the curriculum and the overall training.

The company did not recall whether it had to apply for the training program and did not comment on the reporting requirements. It believed that the program provided a somewhat good return on the company’s investment of time, effort and expenses. It said that it would very favorably consider participating in a similar program.

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Return on InvestmentBudgeted CSSI Funding $ 120,000Budgeted CSSI + Leveraged Funds = $ 150,020Actual CSSI Expense = $ 69,658Actual CSSI & Leveraged Funds = $ 80,270*CSSI Cost per Completing Student = $ 941Total Cost per Completing Student = $ 1,085*Program Completers = 74Program Completers Since Employed or Promoted = 0** None reported by employers

* As of July 10, 2007, all expenditures have not posted to the general ledger. Final expenditures will be submitted with final reimbursement request.** None reported by employers

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Project # NE 40 - Addressing Shortages in ManufacturingProject Partners: William Rainey Harper College

Original Program Design

Project Description Project Questions Responses

Which shortage occupation(s) is being targeted?

Maintenance and repair workers, general 499042, machinists 514040, welders, cutter, solderers and braziers 514121, electrical and electronic engineering techs 173023, first-line supervisors 511011

What is the root cause of the labor shortage(s) being addressed by the project?

As older workers retire, employers are not able to attract/retain skilled workers in these fields.

What is the basic strategy (solution) being applied to reduce the shortage?

Provide entry-level training to participants interested in entering the impacted fields. Partner with industry to provide incumbent worker training to upgrade skill level of workers.

What is the magnitude of the projected shortage and how much will the shortage be reduced as a result of the project?

A projected labor shortage is reported by the USDL for each of the occupations listed above. The 30 trained workers will help reduce the shortage.

What organizations are involved in the project? Briefly describe their roles.

Harper College will identify its business partner(s) in the next quarter.

Where in the EDR will project activities take place and when will key project activities be undertaken and completed?

All of the training for WIA workers will take place at Harper College in Palatine. The incumbent workers training will take place at our business partner’s (TBA) worksite.

How much CSSI funding is budgeted for this project?

$100,000

What lasting changes in the supply of qualified workers are expected as a result of this project?

It is expected that 30 new workers will enter the workforce. The revised training curriculum will have an on-going positive impact on labor training and development.

Target Audience Planned Outcomes

The original program intended to train 30 WIA eligibles and 30 incumbent workers. Up to 60 clients were to be trained in courses designed to secure entry-level employment or upgrade skills to retain employment or gain promotion.

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Final Project – as deliveredWhen it became apparent that Harper College lacked the infrastructure to deliver sufficient ancillary services required by the WIA population they modified their grant to focus on incumbent workers.

Plan Versus Actual Trainee Data/ Year One

WIA Adults PlanActual

# % of Plan1. Registrants 5 4 80%

2. Training Services

a. ITAs

b. On-the-Job Training 5 4 80%

c. Customized Training

3. Supportive Services 5 4 80%

4. Completed Training 0* 05. Obtained Training Related Employment 0* 0

WIA Dislocated Workers Plan Actual

# % of Plan1. Registrants 10 10 100%

2. Training Services

a. ITAs

b. On-the-Job Training 10 10 100%

c. Customized Training

3. Supportive Services 10 10 100%

4. Completed Training 0* 05. Obtained Training Related Employment 0* 0

Incumbent Workers Plan Actual# % of Plan

1. Number to Receive Training 30 139 463 %

2. Number Who Completed Training 30 139 463 %

3. Number Obtaining Employment or Upgrade in Targeted Jobs

0* 0

* These zeroes were a result of the length of the programs. The students would not have been able to complete their studies within the timeframe of the grant. The certificate programs average a year, full time, and the degree programs are two years.

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Impact on Critical Skill Shortage Occupations Year One

Targeted Occupations

WIA Trainees Incumbent Workers

PlanActual

PlanActual

# % of Plan # % of PlanFirst-line supervisors 30 139 463 %

Maintenance 5 3 60 %

Electrical Engineering 10 11 110 %

Work arounds / Remedies / Innovations

In terms of sheer numbers of participants served by the project, Harper College exceeded their goals. This is attributed to the large number of incumbent workers served by the project. Their ability to partner with the two local businesses was a strength of the project. 139 first-line supervisors were trained. Initial feedback for the two manufacturing partners has been quite positive.

The “customized” curricula developed for each of the partners were critical to the success of their work with incumbent employees. It was time consuming and sometimes difficult to identify partners. However, once they found appropriate partners the project took off. The lesson is, of course, good partners make good projects.

Barriers & Issues to Implementation

The project was not as successful working with WIA eligible students. Harper College was able to identify and enroll only 14 of the anticipated WIA eligible students. This group also suffered from a high rate of attrition. It became obvious that WIA participants had a great number of barriers to successful program completion.

The greatest barrier was their need to secure employment. While they entered the program with a genuine desire to earn a certificate, the timeframe needed to do so was beyond their means. Some WIA participants left to secure employment, others stopped attending without explanation.

What They Would Like To Do Differently:

Harper’s program design did not adequately account for the intensive needs of WIA eligible students. Given their unique circumstances, specialized counseling/advising and support services such as transportation, childcare, employment services are needed.

Learner FeedbackNo learner feedback was made available.

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Employer FeedbackOnly one company responded to our survey. That company indicated that the training was in ESL, train the trainer, supervisor classes and coordinator classes. It also indicated that Harper recruited it into the program.

The most important reason for engaging in training was that it addressed critical competitive needs, especially improvements in production throughput. It indicated that the second most important reason was that it was the ‘right thing to do” for its workers. Overall, the company believed that it fulfilled most expectations and that the project was very important to meeting its overall business objectives.

The company recognized that there are skills standards in the area of training that its workers received. It believed that it is very important that the training addressed these skills standards. Overall, it was very satisfied with the curriculum and with the training overall.

Considering the time, effort and expenses that the company incurred and the outcomes that the company experienced, it believed that it a somewhat good return on its investment. It would favorably consider participating in a similar program.

Return on InvestmentPlan Versus Actual Fiscal Data/Year One

CSSI Expenditures PlanActual

# % of PlanTotal $100,000 $82,659.20 82%Leveraged/Redirected Resources Plan

Actual

# % of Plan

Total $36,050 $36,050 100%Employer Match Plan Actual

# % of PlanTotal $60,000 $58,680.62 97%

Cost per Trainee/CSSI Grant $2,000 $422.16 21%Cost per Trainee/All Project Funds and In-kind $5,201.66 $1103.67 21%

Budgeted CSSI Funding $ 100,000Budgeted CSSI + Leveraged Funds & Employer Match = $ 196,050Actual CSSI Expense = $ 82,659Actual CSSI & Leveraged Funds & Employer Match = $ 177,390CSSI Cost per Completing Student = $ 540Total Cost per Completing Student = $ 1,159Program Completers = 153 Program Completers Since Employed or Promoted = 0*

* None reported by employers5/19/2023 71

Project # NE 41 - CSSI Automotive Manufacturing ProjectProject Partners

Lead: Mayor’s Office of Workforce Development -Administrator, Ford Motor Company-Employer Comau Pico & Daley College-Trainers

Original Program Design60 Incumbent workers will be trained and from the group of participants 35 will receive incremental increases in their pay as they complete certain stages of the training and remain active in the program.

Project Description Project Questions Responses

Which shortage occupation(s) is being targeted?

Technically Skilled maintenance and repair workers.

What is the root cause of the labor shortage(s) being addressed by the project?

Lack of Skilled Maintenance workers

What is the magnitude of the projected shortage and how much will the shortage be reduced as a result of the project?

60 Incumbent Workers with a “0” Skills classification will receive technical skills training that effectively upgrades their skills and allows them to enter a Critical Skills Shortage Occupation. (Maintenance and Repair Workers)

Where in the EDR will project activities take place and when will key project activities be undertaken and completed?

Project activities will take place onsite at Ford Assembly Plant, Chicago. Key project activities will occur throughout 2006 and completed by June 2007.

Target Audience

Sixty (60) incumbent workers with “0” skills classification will receive technical skills training that effectively upgrades their skills and allows them to enter Critical Skills Shortages occupations (Maintenance and Repair Workers) and receive corresponding increases in their base salaries over the next 2 years (35 at 12 months and 25 at year 2).

Sign 12 new apprentices to program for 2007 graduation date (Intermediate outcome for 2006)

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Final Project – as delivered

Plan Versus Actual

Indicator Project Plan for Year 1

Actual as of 4/30/07

Projected by Endof Year 1

# % of Plan

# % of Plan

Incumbent WorkersTotal Trained 82 82 82% 82 82%Total Completing Training

18 18 18

Total Upgraded/Advanced

23 77 77 77 77

Total Project Expenditures

$350,000 $222,000 63% $350,000 100%

Total Leveraged/Redirected Resources

$936.000 $1,049,095 112% $1,150,000 115%

They shifted some of their focus to additional HVAC training due to the changes in the business and will complete the required skills upgrades for these employees within the grant structure.

There were 18 graduates during the initial grant period. They will be continuing to work and train all 82 participants, although only 20 will be covered in the year 2 grant period. All those involved in the training are part of a process that takes longer than 12 months to complete. In the case of the HVAC skills enhancement/ upgrade, the Chicago Assembly Plant (CAP) expects them to be completed in 3rd

Q 07. All participants that were part of a step increase process have received those increases.

The second year CSSI funds will be utilized to continue the Pilot Program that has been established to marry their apprentice program to a degreed program. CAP, Daley College and Comau Pico are committed to continuing this process.

Barriers & Issues to ImplementationFord believes the initial scope of the project may have been a bit aggressive. They have accomplished all that they set out to do without reaching the final phase of these programs. However, CAP will be continuing all aspects to completion without the CSSI funding and that was the ultimate goal of the CSSI project pilots.

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Work arounds / Remedies / InnovationsStrengths of the project:

It provided CAP with an opportunity to pursue a strategy that they otherwise may not have gone after.

Areas of the project that could be improved:

Redundancy of paperwork, different ways of presenting the same information, too much bureaucracy.

Ford considers the attrition rate to be low. For the Pilot Program with the Apprenticeship Program, after an initial drop off they have maintained the numbers. The HVAC had one retirement and the other participants are still involved in their respective functions.

Learner FeedbackNo permission received to contact students. Note: The contact position at Ford turned twice since the project was completed.

Employer Feedback

Without this project we would not have been able to upgrade the skills of those that participated. This project was at the forefront of looking at our Apprenticeship Program from a new perspective. Some of the skills upgrading that we were able to accomplish were a direct link to this project as well. The opportunity “turned on a light in a room” that would have not otherwise been used.

The Pilot Program will serve as not only the actual Pilot Program for our Apprentices, but also for launching new opportunities utilizing the same model.

We are maturing our relationship with a key training provider and expanding that to include a junior college.

Return on InvestmentBudgeted CSSI Funding $ 350,000Budgeted CSSI + Leveraged Funds (936,000) = $ 1,286,000Actual CSSI Expense = $ 350,000Actual CSSI & Leveraged Funds ($1,150,000)= $ 1,500,000CSSI Cost per Completing Student = $4,545Total Cost per Completing Student = $ 19,480Program Completers = (18) 7726

Program Completers Since Employed or Promoted = 77

26 We used upgrade vs. completers since it was a two year curriculum.5/19/2023 74

Project # NE 42 - Solid Surface Manufacturing Training ProgramProject Partners: Greater West Town Community Development Project

Original Program Design

Project Questions Responses

Which shortage occupation(s) is being targeted?

Computer-Controlled Machine Tool Operators Metal Workers and Plastic Workers Lathe and Turning Machine Tool Setters, Operators and Tenders, Metal and Plastic Workers

What is the root cause of the labor shortage(s)being addressed by the project?

Lack of skills training linked to employment for unemployed, low income community residents

What is the basic strategy (solution) beingapplied to reduce the shortage?

Provide skills training linked to employment for unemployed, low income community residents

What is the magnitude of the projectedshortage and how much will the shortage bereduced as a result of the project?

Shortage=185Reduction=10 (5.5%)

What organizations are involved in the project? Briefly describe their roles.

Greater West Town Training Partnership provides skills’ training linked to employment for unemployed, low-income community residents. Our employer-partners, including Gerali Custom Design and Parksite Surfaces, were involved in the original design and ongoing continuous improvement of the training program’s solid surface curriculum

Target Audience

11 CSSI Solid Surface Manufacturing Training Program participants were to complete training and receive Solid Surface and Wood Products manufacturing certification. This training was to occur over the first nine months of the project period (September 2005 – June 2006).

10 CSSI Solid Surface Manufacturing Training Program participants were to be placed into identified critical skill shortage occupations by 12/31/06.

GWTP’s Solid Surface Manufacturing training program was a natural evolution from their Wood Products Manufacturing Training Program, and provides the

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following services for disadvantaged community residents: comprehensive assessment, case management, supportive services, job skills training, and unsubsidized employment placement with job retention support services.

The program operates in cooperation with area employers and economic development organizations and provides up to 600 hours of vocational skills instruction, based on each participant’s learning needs.

GWTP’s vocational training programs are approved by the Illinois State Board of Education and nationally accredited by Accrediting Commission of Career Schools and Colleges of Technology (ACCSCT).

Students attended training full-time for 35 hours a week for 14 weeks, with an additional 4-week advanced training addendum made available for qualified participants.

Final Project – as delivered

Greater West Town Project succeeded in achieving all of their first year goals and meeting the anticipated outcomes planned for in both of the CSSI contracts - TWL and Manufacturing.

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Barriers & Issues to ImplementationNone.

Work arounds / Remedies / Innovations

GWTP credits having identified the need for skills training in critical skills shortage occupations early on. As such, they had the infrastructure and programs in place to effectively address the critical skills training shortages in the identified sectors of Manufacturing and TWL.

The project design of CSSI has helped ensure better communication and coordination of WIA supportive services for their training participants.

Additionally, the identification and recognition of need for critical skills training has helped them leverage additional funding resources for their training programs, which will provide continued sustainability beyond the life of this project

Their current training formats are effective, and they intend to continue to work with their employer advisory committees to ensure implementation of best practices, industry relevancy, and attention to industry training/career preparation needs.

Trainee attrition was low in both CSSI programs, approximately 15%. Contributing factors included participant personal issues leading to excessive absenteeism, as well as participants accepting job offers prior to completion of training.

Learner FeedbackNo learner contact information was provided.

Employer FeedbackTwo of the three companies responding to the survey indicated that they used the program for incumbent working training. The third company indicated that its previous contact with West Town has been only for worker recruiting. Both of the two businesses that participated in the training program were recruited by West Town.

The participating respondents had different reasons for becoming part of the program. One cited the strength of the training curriculum as the top attracting feature. That company noted that West Town had a basic understanding of entry level positions in the industry. The other cited the fact that the training addressed a critical competitive need. That company cited its prior experience with West Town as the second most important reason.

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Both companies said that the primary business reason for the training project was to address a shortage of available qualified workers and had to retrain existing workers. They had varied results: one said that the training achieved most expectations; the other said that it achieved some expectations. Likewise, one company reported that the project was very important in meeting its business objectives; the other reported that it was only somewhat important.

One company reported not knowing whether there are skills standards in their industry. The other said that there are skills standards – and that company indicated that it was very important that the training meet those standards.

Both indicated that they had some control over the curriculum – only one was very satisfied with the curriculum. The other was only somewhat satisfied. The company who was very satisfied with the curriculum was also very satisfied with overall training. The other company was somewhat satisfied with the training – and later suggested that the training was too broad based for its specific needs and perhaps needed to be more practice and less classroom work.

As to return on investment, one company said that it provided a very good return. The other company said that the return was somewhat good. Nevertheless, both would seek out an opportunity to participate in a similar program. An interesting value of the program is that it also provided an opportunity for each company to identify workers who are most likely to succeed in manufacturing work. Also, one company suggested that the program be better distributed geographically.

Return on InvestmentBudgeted CSSI Funding $ 75,000Budgeted CSSI + Leveraged Funds ($48,750) = $ 123,750Actual CSSI Expense = $75,000 Actual CSSI & Leveraged Funds = $ 123,750CSSI Cost per Completing Student = $ 6,818Total Cost per Completing Student = $ 11,250Program Completers = 11Program Completers Since Employed or Promoted = 10

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Project # NE 44 - Saving Our Core Employment Base: Manufacturing

Project Partners: Joliet Junior College – training provider, program coordinator, employer outreach. Will County Center for Economic Development- employer outreach, and surveyGrundy Economic Development Council - employer outreach, and surveyThree River’s Manufacturers’ Association – employer outreach.

Original Program Design Project Description

Project Questions ResponsesWhich shortage occupation(s) is being targeted?

Welding and Manufacturing maintenance skills

What is the root cause of the labor shortage(s) being addressed by the project?

Shortage of trained workforce, a result of too few individuals entering the manufacturing sub sector because of a perceived lack of opportunities

What is the basic strategy (solution) being applied to reduce the shortage?

Train incumbent workers to function in higher skill positions, recruit unemployed into high demand skill training.

What is the magnitude of the projected shortage and how much will the shortage be reduced as a result of the project?

Magnitude is serious with the majority of large manufacturers reporting up to 50% of current workforce reaching retirement age within the next five years. Project will impact short-term skill shortages on and employer-by-employer basis.

Where in the EDR will project activities take place and when will key project activities be undertaken and completed?

Activities will take place throughout the seven county college district. Primary training activities will be provided at the college main campus in Joliet.

Target Audience

A study on Target Industry and Workforce Analysis commissioned by the Workforce Investment Board of Will County and the Will County Center for Economic Development at the end of 1995 stated that there is a strong case to be made for Will County to be the site of a Global TransCenter, which is a fully integrated transportation and industrial center providing rail, inter-modal, trucking, water and air services along with office and industrial space for manufacturing and distribution. The study also stated that Will County’s inventory of distribution and manufacturing space is growing faster than any of the other counties in the

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Chicago metro region. The request for CSSI funds was Joliet Junior College’s initiative in helping these partners to realize this goal. Joliet Junior College requested $97,600 in CSSI funding.

Planned Outcomes 100 incumbent workers enrolled in training 20 WIA individuals enrolled in training 60 individuals to obtain employment or be upgraded

Final Project – as delivered

Incumbent Workers Plan Actual# % of Plan

1. Number to Receive Training

2. Number Who Completed Training 100 198 198%3. Number Obtaining Employment or Upgrade in Targeted

Jobs 95

Originally, the dollars were going to be split between training unemployed/underemployed and the incumbent workers; however, JJC discovered early on that the demand was from companies who required assistance in keeping their employees current in their skills.

Joliet Junior College did a budget modification and adjusted the funds to accommodate the requests they were receiving from the companies.

Impact on Critical Skill Shortage Occupations Year One

Targeted OccupationsIncumbent Workers

PlanActual

# % of PlanFirst Line Supervisors/Managers of

Production and Operating Workers

30 44 147%

Maintenance and Repair Workers, General 60 75 125%

Welders, Cutters, Solders, and Braziers 20 40 200%

Machinists 6 0 0Electrical and Electronic Engineering

Technicians 40 39 97.5%

Work arounds / Remedies / Innovations

The college’s Institute of Economic Technology (IET) administered this project. Partnering with Joliet Junior College in this proposal were Will County WIA and Grundy County WIA. The college worked closely with the Will County Center for Economic Development and the Grundy Economic Development Council in identifying key sector solutions and has worked toward the development of an area logistics

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council to foster improved communication of industry needs and workforce requirements.

Joliet Junior College aggressively marketed the CSSI grant dollars to the area manufacturers. They have partnered with the Three Rivers’ Manufacturers Association to make this a benefit to their members. Pat Fera and her staff at the Will County Investment Board referred several companies to JJC for training assistance. There were 16 companies with incumbent workers in training.

As Joliet Junior College’s grant came to a close, and they had exhausted all of their funds, they in turn, referred additional companies to Pat’s office to obtain some of their incumbent worker training funds. The partnership with TRMA and Will County Investment Board was a win-win. JJC was able to provide the much needed training, funding, and a seamless process for all of the parties involved.

Barriers & Issues to Implementation

In regards to the quarterly and final reports, JCC recommended that these reports should be in Excel format. Financial information is cumbersome and difficult to report in Word. Reimbursement forms should remain consistent throughout the grant period. Multiple changes to forms throughout the grant caused confusion and inefficient administration of the grant. An integrated Access database would solve the issues.

Learner FeedbackNo learner contact information was provided.

Employer FeedbackNo employer contact information was provided.

JJC reports that the companies appreciated the support of the State, and would encourage the State to continue funding employer training opportunities.

Return on InvestmentBudgeted CSSI Funding $ 97,600Budgeted CSSI + Leveraged Funds ($84,498) & Employer Match $97,523 = $ 279,621 Actual CSSI Expense = $ 97,520Actual CSSI & Leveraged Funds & Employer Match ($97,519) = $ 345,056CSSI Cost per Completing Student = $ 493Total Cost per Completing Student = $ 1,743Program Completers = 198Program Completers Since Employed or Promoted = 95

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Project # NE 45 - CSSI Manufacturing SolutionProject Partners: Northeast Community College Consortium & Commission on

Economic OpportunitySouth Suburban CollegePrairie State CollegeMoraine Valley Community CollegeIllinois Employment & Training Commission

Project Description Project Questions Responses

Which shortage occupation(s) is being targeted?

CDL Truck Drivers, Tractor Trailer, General Maintenance and Repair Workers, Industrial Engineering Technician, and Welders, Cutters, Solderers and Brazers.

What is the root cause of the labor shortage(s) being addressed by the project?

Shortage of qualified labor. Lack of training and skill development in the shortage occupations targeted.

What is the basic strategy (solution) being applied to reduce the shortage?

To offer training in the Manufacturing industry to address occupational shortages and provide job placement and job retention services.

What is the magnitude of the projected shortage and how much will the shortage be reduced as a result of the project?

There are local shortages for over the road truck drivers, welders, cutters, solderers, braziers, industrial machinery technicians and maintenance workers.

What organizations are involved in the project? Briefly describe their roles.

Commission on Economic Opportunity, South Suburban College, Prairie State College and Moraine Valley Community College. The partners will provide enrollment, assessment, vocational counseling, case management, job placement and follow-up services to 15 program participants.

Where in the EDR will project activities take place and when will key project activities be undertaken and completed?

Project Activities will take place at Commission on Economic Opportunity, South Suburban College, Prairie State College and Moraine Valley Community College. Recruitment will take place through March 31, 2006. Training is ongoing and targets short-term certificate training primarily. Training and placement services are anticipated to continue throughout the programs duration (6/30/07).

Target Audience

The Commission on Economic Opportunity, South Suburban College, and Prairie State College have established a joint collaboration to provide short-term training options for CSSI participants. The project will focus on customizing a welder’s apprentice program

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at Prairie State College, maintenance & repair, and industrial machinery training programs at SSC.

A minimum of ten (10) participants will be trained in manufacturing areas at South Suburban College. Additionally, employers are being surveyed to assist in designing job specific welder training opportunities. CEO has twelve (12) participants enrolled under the CSSI project and anticipates completing enrollment and training objectives during the first and second quarters of 2007

Final Project – as delivered

The project completed with 13 WIA Adult participants and 5 WIA Dislocated Worker participants. Impact on Critical Skill Shortage Occupations Year One

Targeted OccupationsWIA Trainees

PlanActual

# % of PlanAdvanced Manufacturing 10 8 80%

Basic Welding 6 6 100%Work Readiness /Occupational

Learning Activities 2 2 100%

Plan Versus Actual Trainee Data/ Year One

WIA Adults PlanActual

# % of Plan1. Registrants 7 13 186%

2. Training Services 7 13 186%

d. ITAs 4 3 75%

e. On-the-Job Training - - -

f. Customized Training - 10 -

3. Supportive Services - 3 -

4. Completed Training - 6 -5. Obtained Training Related Employment 4 2 50%

WIA Dislocated Workers Plan Actual# % of Plan

1. Registrants 9 5 56%

2. Training Services 9 3 56%

a. ITAs 8 1 13%

b. On-the-Job Training - - -

c. Customized Training - 2 -

3. Supportive Services - 1 -

4. Completed Training - 2 -5. Obtained Training Related Employment 1 4 400%

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Barriers & Issues to Implementation

The project area that could be improved would be how the program is administered and the length of time it takes to complete paperwork. There are too many entities and avenues involved, which in turn, slows the process of achieving outcomes and objectives.

Work arounds / Remedies / Innovations

CEO felt that the project allowed the development of the South Suburban Consortium – Moraine Valley College, Prairie State College, South Suburban College, and Commission on Economic Opportunity, Inc. The partnership enabled CEO to offer greater training options for participants and job fairs and employer contacts.

Also, the project allowed unskilled workers to have the opportunity to learn valuable skills in areas of Advanced Manufacturing, Forklift & Safety, OSHA certification, and Basic Welding.

It was seen that the strength of the project is that the participants are being trained in occupational areas where employers have great needs to fill positions.

Learner FeedbackNo learner contact information was provided.

Employer FeedbackNo employer contact information was provided

Return on InvestmentBudgeted CSSI Funding $ 50,000Budgeted CSSI + Leveraged Funds $ (6,667)= $ 56,667Actual CSSI Expense = $ 50,000Actual CSSI & Leveraged Funds = $ 56,667CSSI Cost per Completing Student = $ 6,250Total Cost per Completing Student = $ 7,083Program Completers = 8Program Completers Since Employed or Promoted = 627

27 Includes 2 who obtained related employment but did not complete the program5/19/2023 84

Meeting the Needs of the Workforce Provider CommunityTwo elements came to light in our interviews.

First, when we asked the providers to name another provider that they admired, many were unable to answer the question. This indicated to us that there is an insufficient level of communication and sharing of successful practices between providers.

We would suggest developing additional means of sharing successes and work-arounds between providers. Although the Illinois Department of Commerce and Economic Opportunity sponsors an annual Workforce Development Conference in Springfield as a venue for partners to come together to network and learn about issues and tools for serving job seekers and business partners, its impact in the Northeast Economic Development Region seems muted. Perhaps a similar event could take place in the Chicago Metro area. Our half day mini conference was a start but clearly insufficient.

Secondly, there was pretty much unanimous agreement that the administrative elements of the CSSI projects could be streamlined.

Although DCEO has been tasked with providing a more comprehensive reporting methodology to insure efficient and effective use of State resources we were reminded of the work of Peters and Waterman in their book "In Search of Excellence."28

The Eight Attributes of Management Excellence Peters and Waterman described were:1. A Bias for Action 2. Close to the Customer 3. Autonomy and Entrepreneurship 4. Productivity through People 5. Hands-on, Value driven 6. Stick to the Knitting 7. Simple Form, Lean Staff8. Simultaneous Loose-tight Properties.

The last attribute (Simultaneous Loose-tight Properties) is a summary of the other seven, according to Peters and Waterman.

''Simultaneous loose-tight is in essence the coexistence of firm central direction and maximum individual autonomy...

Organizations that live by the Loose-tight principle are on the one hand rigidly controlled, yet at the same time allow (indeed, insist on) autonomy, entrepreneurship and innovation from the rank and file."

It was within the concept of simultaneous Loose-tight Properties that an answer needs to be found. The workforce providers found the requirements of the CSSI projects to be onerous and overly “tight.” In an environment where there are “easier” funds available from other State programs, such as through The Job Training and Economic Development (JTED) & The Employer Training Investment Program (ETIP) Grant 28 Peters,  Thomas J.and Waterman, Robert H. “ In Search of Excellence: Lessons from America's Best-run Companies” HarperCollins 1982

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Programs, Economic Development for a Growing Economy – “EDGE”, Large Business Development Program (LBDP), etc.

A recent article in Business Week29 entitled “3M’s Innovation Crisis: How Six Sigma Almost smothered its Idea Culture Business” discussed how the addition of strict quality control initiatives doused the flames of innovation that had always been the hallmark of the company. It provides us a valuable insight.

Most all of the providers turned away from continuation of the CSSI projects. Only two of the projects, Greater West Town NE 42 and the MOWD/Ford NE #41 applied for second year funding grant continuations.

The Provider Wish List

The closing question in all our interviews was focused on the interviewee’s “Wish List.”

“If a genie appeared right now, in front of you, and offered to grant you three wishes (without worrying about how they would be fulfilled) Three wishes that would heighten the vitality and effectiveness of the Workforce Development system in Illinois, what would your three wishes be?“

There was great deal of consistency in the wishes. Predominately the providers were looking for more resources, provided more consistently and over longer time frames. Additionally there was a clear call for better output from the K-12 system.

Money & Resources

Long term continuation of funding streams More money with less restrictions on time periods and topics Give the local WIBs more flexible resources unconstrained by WIA. More money to support existing business like the former ICCB incumbent worker

funds. Need funds for new equipment to train new technologies. Longer term grants without declining funding Provide transportable classrooms with computers and high-speed access. Develop capacity to provide training in native languages

Workforce Development System

More integration of C.B.O.’s with Community College System Expand the WIA training time Understanding that investing in people can require more than a “program year.” Greater Buy-in from Employers Revive the “Business Leadership” More collaboration and less competition Utilize ACT Work-Keys consistently, come together on standards Need to Measure & Benchmark the Training Providers (like CPMS)

29 Hindo, Brain “3M’s Innovation Crisis: How Six Sigma Almost smothered its Idea Culture Business Week June 11, 2007 – Inside Innovation Section

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Educational System: More Coordination within the Educational System Development of a Statewide Curriculum (each CC is doing their own thing) Need a faster system to turn around curriculum approvals. Improve the educational system so that we can eliminate the need for remedial

education. Accelerated Methodology to teach “Basic Skills” Better output from K-12 system Help young people figure out their career goals. Career based curriculum should

make up a portion of the school day.

Government Streamline the paperwork Help Mature workers to work while receiving pensions. Reduce penalties.

Marketing Help Parents and Career Counselors see the positives in Manufacturing Develop a great marketing campaign for Manufacturing Help Adults see the need for life-long learning and skill enhancement

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How Did We Do?The IWIB Manufacturing Task Force Report identified five major issues to address:

1. Image of Manufacturing—Improving the image of manufacturing focusing on the message that manufacturing is a critical industry in Illinois and that manufacturers must compete on innovation.

2. K-12 Career Awareness and Guidance—improving the student and parent awareness of career opportunities in manufacturing and expanding career guidance and exploration in K-12 schools.

3. Improving Workplace Skills---improving the basic workplace skills of entry level production workers.

4. Improving Workforce Pipelines—improving the capacity and alignment of the workforce pipeline including P-20 alignment and integration of leading public-private training models and credentialing systems.

5. Continuous Learning—Engaging incumbent workers to recognize the need for continuous learning and training.

Also, the projects were also to serve as a catalyst for increased collaboration of the workforce preparation system and the manufacturing industry.

Issues 1 & 2 are clearly marketing and will be addressed by the upcoming Marketing Project from the Chicago Chamber of Commerce. These 14 projects were focused on issues 3, 4 & 5 and had the opportunity to increase collaboration as well.

As to “Improving Workplace Skills” we’d give the projects a “C-” for the WIA populations. Although there were exceptions, in general we didn’t see many positive outcomes from the projects, at least those that resulted in employment for the entry level workers.

For “Improving Workforce Pipelines” we’d give the projects a “C+.” We didn’t witness much movement towards the alignment of the P-20 system nor the “integration of leading public-private training models.” We did see some progress toward the utilization of recognized Skill Standards in the programs but only the Triton program was really successful in getting their earners certified.

As to “Continuous Learning” and “Increasing Collaboration” the projects would score a “B+.” We’re not sure of whether the incumbent workers were engaged as opposed to the employers but either way the programs delivered training to many incumbents with the preponderance going to educating learners in Supervisory or Management positions.

The projects reinforced the need to link the training providers with the employers via “Business Advisory Committees.”

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Return on Investment Our original goal was to be able to gather student and employer feedback so it would be possible to compare the impact of the projects and the relative returns on investment.

Our goal was to provide a full Level Five evaluation for each project:

Level One – Did the students like it?

Level Two – Did the students learn the material?

Level Three – Were the students able to apply the learning to the work?

Level Four – Did the employers benefit from the students’ learning?

Level Five – Was there a valuable return on investment from the programs for both the employers and the State?

Unfortunately, we were unable to get a sufficient sample of learners and employers to make any judgments.

It may be possible for the reader to come to some conclusions by comparing the project detail with the State averages for similar programs.

If we use the average data from the State’s Workforce Development Reports in 200630 and 200731 we can get closer to making a judgment about the CSSI project costs.

We can see that in 2005, the average WIA Adult program completer who became employed cost the State about $3,400. In Fiscal 2006, that number was about $3,100.

30 Illinois’ Report on Workforce Development Fiscal Year 2005, Department of Commerce and Economic Opportunity May 2006 Retrieved from www2.illinoisbiz.biz/StatutoryMandatedReports/06202006-NEW05WFAnnRep.pdf -31 Illinois 2007 Workforce Development Annual Report retrieved from www.doleta.gov/Performance/results/AnnualReports/PY2006/Illinois%20Annual%20Report.pdf 5/19/2023 89

We can use the average numbers as a reference point for the CSSI Pilots although with some caution as the reports point out the technical problems with the data analysis.

We can see that the average cost of per employment outcome was about $3,100. This isn’t quite apples-to apples with our report as we presented cost per program completer and many of the completers never obtained employment in the area of their training.

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RecommendationsWe were struck by the commonality of the issues surfaced by our study and the conclusions of the recent Aspen Report on Sectoral Initiatives32:

“We conclude this publication by highlighting the field’s many accomplishmentsand identifying some of the challenges that, if addressed, could help strengthen andsustain the field going forward. We hope this publication adequately acknowledgesthe tremendous progress achieved not only by individual initiatives, but also by theinstitutions that have made investments in them. Yet, at the same time, it is important torecognize that by addressing some key challenges, stronger sector initiatives can result,thereby achieving positive results for workers and contributing to vibrant regionaleconomies. These challenges are clustered around four main issues:

With respect to serving low-income workers, many of whom need help coordinating and obtaining supportive services while training and transitioning to work, sector initiatives should focus on or partner with the social services system to make it easier for clients to access and use benefits that can contribute to success. This is an area of work that also needs coordinated support and attention from a range of public and private-sector agencies. In addition, to have the greatest impact, skills training must lead to industry-recognized credentials and lay a foundation for participants to continue their education.

And finally, sector initiatives that lack experience working with specific low-income groups must make a concerted effort to understand the needs of disadvantaged populations and develop strategies to address them.

In the area of building organizational capacity, sector leaders need opportunitiesboth to gain more in-depth knowledge about their target industry and to learn fromtheir peers via ongoing forums where experiences and tools can be exchanged andrelationships built. Encouraging such learning opportunities among program leaderscan help ensure that programs in turn provide the highest-quality training to theirclients.

Monitoring and communicating results is challenging for the sector field partlybecause initiatives operate in distinct industries, institutional settings and regionswith different worker populations, operating strategies and resources. Moreover,programs seeking to create “systems change” aren’t likely to be able to demonstrateoutcomes that can be tracked in a database. As a result, programs should be encouraged by investors to report on a range of activities and outcomes — both large and small, as well as qualitative and quantitative — as a better gauge of effectiveness.

Additionally, investors should encourage program leaders to acquire, and provide themwith, technical and financial resources sufficient to develop effective managementinformation systems. Such tools and training will help programs compile and use avariety of data that can guide ongoing work and better report results.

Finally, financing sector work is complicated when programs engage educationalinstitutions, human services providers, businesses and others to create the overallpackage of services that make up their sector strategy. Securing stable financing toprovide this array of services, delivered by multiple entities, clearly is a challenge. Atthe same time, sector initiatives should carefully consider the range of constituenciesthat derive benefit from their work and seek reasonable contributions from them as partof a sustainability strategy.”

Our recommendations blend quite well with their conclusions.

32 Sectoral Strategies for Low-Income Workers: Lessons from the FieldConway, Maureen, Dawson, Steven L., Dworak-Munoz, Linda The Aspen Institute Summer 2007

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At The State Level

1. A Common Performance Management System

Somewhere along the line, the State abandoned work on the Illinois Common Performance Measures. This was to be a common set of measures that could be used for all workforce development programs. We would suggest some thought be given to reviving the project. Both the State and the workforce providers would be advantaged by a common set of performance measures.

We would also recommend that the State work towards developing reporting systems that will allow the workforce providers to report on skills development and to move such functions as income tracking and employment status to the State departments who already gather like data.

2. Longer Term Grants

We would also recommend consideration be given to longer term grants. Especially when dealing with the needs of adults with low basic skill development and where job progressions might easily be done over a period of years rather than a period of months.

3. Building Synergies

We think the initial round of CSSI grants made good progress in building relationships between the Community Colleges and the C.B.O.’s. We would encourage the continuation of this integrated approach to build synergies. We would suggest that the second round of funding require participation between the Community Colleges and C.B.O.’s. This would help ameliorate some of the dismal retention and placement statistics.

4. More Incentives to do the Harder Training

We are concerned that the providers seem to be targeting the low-hanging fruit. We see programs initiate with plans for doing hard skill training but then migrate to focusing on supervisory skill training.

Not that there is anything wrong with doing supervisory skill training but those supervisors are going to need skilled workers to supervise. Doing the hard skills training seems to be a more difficult offering for the colleges to provide.

Similarly, we see the providers moving towards offerings for incumbent workers as opposed to the unemployed. Although we understand these trends, in the big picture we feel the State needs to provide more incentives to deal with the harder programs.

5. Continue Building Provider Learning Opportunities

During our interviews, one of the questions asked went as follows: Putting this project aside for a moment, if I asked you to think of another workforce development provider that you admire…  It could be in Chicago or elsewhere.       

a. Which organization comes to mind?b. What makes that organization best-in class?c. What do they do that we could learn to do better?d. What, if anything, has prevented you from doing the same?

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To our surprise, the majority of the respondents couldn't think of another provider to tell us about. This leads us to think that one opportunity for CSSI and DCEO is to build more communication and a community of practice amongst the providers. Many of the interviewees said that they would be interested in getting together to discuss the projects. We convened a best practices mini-conference for the providers on October 24th to coincide with the Innovate Now Microsoft Innovation Day. Over a dozen of the providers attended our event but it was clearly only a first step. There needs to be more done. Perhaps the State could provide regional video-conferencing sites to allow more people access to the annual Governors Workforce Conference.

6. Overcoming the Lack of Innovation in the Grants

As the reader probably sensed from reading the individual project applications, there wasn’t a great deal of innovation to be found in the proposals. Nor was there much attention paid to the thinking regarding root cause analysis.

Most of the providers hauled out their standard proposal templates and wiggled a few words to accommodate the CSSI intent. We believe that the State can expect incremental improvement from the providers but it is unlikely to find breakthrough innovation within these types of projects.

In order to find true innovation the State needs to focus more money towards fewer projects.

At The Federal LevelIt should be noted that the Presidential campaign season has come early this year. In the past, each new administration has brought with it a change in the Workforce Development arena. We have moved from C.E.T.A to J.T.P.A. to the always tough to reauthorize W.I.A. It isn’t too soon to be thinking about what will be next. In that regard it also isn’t too soon to be taking action and encouraging the Presidential candidates to begin formulating a workforce plank for their platform.

We would refer the reader to the Workforce Alliance’s “Skills2Compete”33 campaign. “Skills2Compete” is a non-partisan campaign that intends to shape the upcoming 2008 national political debates, as well as priorities of federal and state policymakers for years to come.

When it launched this fall, “Skills2Compete” started a national discussion about the need for a 21st-century skills guarantee, updating the minimum education available to all Americans for the first time in close to a century.

“Skills2Compete” Principles & Priorities

It is time to restore the United State’s position as a world leader that grows its economy by investing in its people.  We must:

Reevaluate our country’s basic education guarantee.  A high school education is no longer adequate for most jobs in today’s economy or to provide the skills needed by businesses to innovate and grow.

33 www.skills2compete.org5/19/2023 93

Ensure the entire workforce has access to good, skilled jobs in the middle of the labor market — jobs that require the equivalent of 2 years of postsecondary education.  These are the majority of U.S. jobs, but businesses can’t find enough skilled workers to fill them.

Ensure the U.S. can compete globally with a strong workforce preparation system for everyone – emerging high school students, current workers, workers displaced by economic change, and those currently not connected to the labor market.

Realizing these goals requires a new, 21st-century guarantee that:

Every person will have access to the skills needed most by today’s employers.

Every person will have an opportunity to obtain the equivalent of 2 years of postsecondary education or training at whatever pace and point makes sense during his or her working lifetime.  Every person must also have access to basic skills needed to pursue such education.

The United States will see a measurable increase in the number of people who have an industry-recognized credential, a vocational degree, or have completed the first two years of college so that they and their employers can better compete.

The Workforce Alliance recently released a report entitled “AMERICA’S FORGOTTEN MIDDLE-SKILL JOBS: Education And Training Requirements In The Next Decade And Beyond.” The Executive Summary reflects the need for the CSSI Initiative.

“A strong public consensus now supports enhancing the skills of America’sworkers, especially through more and higher-quality education and training. Butwhat kinds of skills, education, and training are most appropriate, in light ofchanges in the U.S. economy? Is the “information economy” resulting in rising demandsonly for workers with college and post-graduate education? Various economists have argued that future demands for workers will be strong in highly-educated professional jobs and low-paid service jobs, while much more modest at skill levels in between these sectors. Does this mean that education and training for jobs requiring less than four years of college are no longer worthwhile public investments?Overall, we argue that the demand for workers to fill jobs in the middle of the laborMarket - those that require more than high-school, but less than a four-yearDegree - will likely remain quite robust relative to its supply, especially in key sectorsof the economy. Accordingly, we see a need for increased U.S. investment in high-quality education and training in the middle of the skills range - not just for college graduates in science, technology, engineering, and math (STEM) fields.”34

Illinois needs to be part of the discussion and debate to move the Federal system to where it needs to be..

34 AMERICA’S FORGOTTEN MIDDLE-SKILL JOBS: EDUCATION AND TRAINING REQUIREMENTSIN THE NEXT DECADE AND BEYOND retrieved from http://www.skills2compete.org/atf/cf/%7B8E9806BF-4669-4217-AF74-26F62108EA68%7D/ForgottenJobsReport%20Final.pdf

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Bibliography & ReferencesSectoral Strategies for Low-Income Workers: Lessons from the FieldConway, Maureen, Dawson, Steven L., Dworak-Munoz, Linda The Aspen Institute Summer 2007

Craig, Laura Miller and Moses, Sherri (2002) MEASURING PROGRESS: Benchmarking Workforce Development in Illinois co-authored by Laura Miller Craig and Sherri Moses with Justine Jentes and Soyini Davenport of the Illinois Department of Employment Security. Published November 2002

Gilroth, Robert P, et al (2002) “Workforce Intermediaries for the Twenty-first Century” The American Assembly, Columbia College, Temple University Press Philadelphia

Ginsburg, Robert and Robinson, Diana (2006) “Illinois’ Future Workforce: Will There Be Enough Workers with the Right Skills?” December 2006 Policy Brief retrieved from http://www.stateofworkingillinois.niu.edu/swil/pubs/2006_Future_Workforce_PolicyBrief.pdf

Hammond, Sue (1998) The Thin Book of Appreciative Inquiry. pages 6-7.Thin Book Publishing Company,

Hindo, Brain (2007) “3M’s Innovation Crisis: How Six Sigma Almost smothered its Idea Culture Business Week June 11, 2007 – Inside Innovation Section

Holzer, Harry J. and Lerman, Robert I. AMERICA’S FORGOTTEN MIDDLE-SKILL JOBS: EDUCATION AND TRAINING REQUIREMENTS IN THE NEXT DECADE AND BEYOND November 2007retrieved from http://www.skills2compete.org/atf/cf/%7B8E9806BF-4669-4217-AF74-26F62108EA68%7D/ForgottenJobsReport%20Final.pdf

Illinois’ Report on Workforce Development Fiscal Year 2005, Department of Commerce and Economic Opportunity May 2006 Retrieved from www2.illinoisbiz.biz/StatutoryMandatedReports/06202006-NEW05WFAnnRep.pdf -

Illinois 2007 Workforce Development Annual Report Department of Commerce and Economic Opportunity retrieved from www.doleta.gov/Performance/results/AnnualReports/PY2006/Illinois%20Annual%20Report.pdf

KIPLINGER, KNIGHT MY POINT OF VIEW Our Mighty Factories Kiplinger’s Personal Finance January, 2008

National Governors Association. (2007) Cluster-Based Strategies for Growing State Economies retrieved 5/16/2007 from http://www.nga.org/Files/pdf/0702INNOVATIONCLUSTERS.PDF

National Governors Association. (2007) The 2007 State New Economy Index: Benchmarking Economic Transformation in the States. Retrieved 5/15/2007 from http://www.nga.org/Files/pdf/0702INNOVATIONNEWECONOMY.PDF

Putnam, George W., Baiman, Ron P., Ross, Allan B. (2006) Replacing The Baby Boomers: An Industry Perspective November 2006 Policy Brief Illinois Department of Employment Security retrieved from: http://www.stateofworkingillinois.niu.edu/swil/pubs/SWIL_2006_Policy_Brief_BabyBoomers.pdf

Rosenzweig, Jennifer and Van Tiem, Darlene M. (2007) “An Appreciative View of Human Performance Technology” Performance Improvement Vol. 46 Number 5 May/June 2007 Wiley Periodicals

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Women Employed Institute (2005) “Bridges to Careers for Low-Skilled Adults – A Program Development Guide” – Women Employed with Chicago Jobs Council and UIC Great Cities Institute 2005

The Workforce Boards of Metropolitan Chicago “MANUFACTURING WORKFORCE Not Disappearing – Just Changing” Retrieved 05/09/2007 from http://www.workforceboardsmetrochicago.com/upload/Manufacturing_FNL.pdf

The Workforce Boards of Metropolitan Chicago (2004) “CRITICAL SKILLS SHORTAGE INITIATIVE REPORT #4: Results of Employee Surveys and Focus Groups in the Manufacturing Industry” prepared by the Corporation for A Skilled Workforce for The Workforce Boards of Metropolitan Chicago CSSI Manufacturing Industry – Employee Findings, June 2004

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Appendix A Sample Interview QuestionsTopic: “Best In Class”Best-in-class means being as good as it gets – doing something better than anyone else who does the same thing. Best in class operations demonstrate levels of operational excellence that are beyond the reach of other “good” organizations. The way they do things allows them to accomplish exceptional results, along with high levels of employee satisfaction.

1. Were there elements of this (these) projects would you say were “Best-In-class”? (People, processes, results?)

2. Put yourself in the client/customer’s shoes. What do you think they would say if we asked them about what makes for best-in class?

3. Think of another workforce development provider that you admire… one that you either know well or have heard of. It could be in Illinois or anywhere in the world.

a. Who comes to mind?b. What in your experience, makes that organization best-in class?c. What do they do that we could learn to do better?d. What, if anything, has prevented you from doing the same?

Topic: Workforce Development SystemsAs we look to the future, we can see many changes happening: the retirement of the baby-boomers, the continuing growth of globalization, rapid change in the job markets. In some sense those can be frightening scenarios but there is a bright side to them. The bright side calls for a reinvigorated workforce development system and enlightened policies for workforce development.

What have you learned from this project, or the other CSSI initiatives, that will help contribute to a better system for tomorrow?

Topic: InnovationInnovations are what let us move from “What was.’’ to “What’s new.” Hopefully, they make things easier, better, faster, more effective. I’d like you to think about Innovation for a few moments.

1. Tell me about what you saw in this project or the other CSSI projects that struck you as particularly innovative…

2. Sometimes innovation shows itself as people work towards a goal and then find themselves blocked by a barrier. Do you know of barriers that were overcome by innovation in this/these project(s)?

3. Are there innovations that you’ve had in the back of your mind? Things you’d like to do or try that you have just been waiting for the right opportunity? What are they?

Topic: Visions of a Better WorldWorld class organizations exist to serve a vision of a better world so I want to ask you about that vision.

If a genie appeared right now, in front of you, and offered to grant you three wishes (without worrying about how they would be fulfilled) Three wishes that would heighten the vitality and effectiveness of the Workforce Development system in Illinois, what would your three wishes be?

Suppose your wishes were granted… what would look different at your organization if we came back in a year?

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Appendix B: Sample Student Survey

«Name»«Address»«City_», «State» «Zip»

Dear «First_Name»,

You recently received training at ______________. We want to know your feelings regarding the training and whether it has helped you find and keep a job. Your answers are confidential. Please accept the enclosed $2 as a token of our appreciation for completing and returning this letter in the enclosed, self-addressed stamped envelope.

1. What were you trained to do? __________________________________________________________________________________________________________________________________2. Were you satisfied with your training at ________________? Very satisfied Somewhat satisfied Neither satisfied nor dissatisfied Somewhat dissatisfied Very dissatisfied3. Were you able to find a job that uses your training from ______________? YES NO4. Please describe your job now – what do you do? __________________________________________________________________________________________________________________________________5. Are you able to use your current job to move into a better job within your company or elsewhere? Yes No Not sure I want to change my career6. Would you go back to _______________ for further training or education? Yes No Not sure Not applicable

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Thank you very much. Simply return this letter in the enclosed envelope.

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Appendix C: Sample Employer Survey

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Appendix D:

Where Do Growth & Jobs Come From? The Role of Innovation35

“How does an economy grow? How are new jobs created? The questions are simple, but the answers economists provide are often so elaborate or theoretical that they are of no use. However, an understanding of the process is necessary to promote growth and create new jobs. At any moment in time, the economy produces a list of goods and services and uses various assets, or “factors,” to produce them. These factors include physical capital, such as plant and equipment; financial capital, the wealth that funds investment; and intellectual capital, the accumulated knowledge mankind has embodied in its science and technology, engineering, and business practices. It also has a stock of labor and the skill that labor has, that is, the ability to harness knowledge to a task — sometimes called “human capital.”

Every product or service we see in the market is the result of combining these factors in some way. If this is how economies produce, how do we increase their production? One way is to simply “double the recipe” — to have more factors — more investment, more workers, and so on. However, doubling the recipe produces a cake that’s only twice as big — in doesn’t produce more output in proportion to the inputs. In economic terms, it doesn’t lead to increases in productivity, or “output per worker,” which is the basis for our standard of living. Instead, we need to get more out of the economy than we put into it, to make the economy more productive.

Economic history shows us that there are, at any point in time, a myriad of ways to become more productive. Economists put great store in the idea of “learning by doing,” the continual stream of tinkering that leads to incremental changes in every aspect of production. In the short term, these increments add up to ongoing productivity gains. They may come about by reconfiguring the plant floor, changing the software that directs customer service telephone calls, using artificial intelligence to do bureaucratic tasks, or repackaging an existing product to position it better for the consumer. All of these steps improve productivity — they create more and new output using available factors. While these increments are valuable and important, they taper off when some natural limit is reached. Humans have reduced the four minute world record for the mile run, for example, by 17 seconds, but there are no three minute miles because human anatomy is not up to such a task. This reality has an important parallel in the economy.

At some point, the improvements in productivity that are possible given the resources at our disposal — including the equipment, workers, and skill levels of the workers — will start to taper off. If we are going to continue to grow the economy’s productivity and competitiveness, we will have to think of a new approach. There are no three minute miles because human physiology is a constant. Fortunately, nothing about the economy is constant.

This is where innovation enters the picture. Innovation is the process by which new ideas enter the economy and change what is produced, how it is produced, and the way production itself is organized. Consider the epochal innovations of our lifetime: the integrated circuit and the resulting microprocessor and computer. This suite of new

35 A Call to Action :Why America Must Innovate National Governors Association 2007

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technologies has created entire new classes of products with embodied intelligence, from portable music players to flat screen televisions. It has changed the way most goods are produced, using such techniques as robotics, intelligent materials handling, or computer-assisted design. It has revolutionized the very way production is organized — substituting networks for pyramidal organizations, blurring the lines between suppliers and their customers through “just-in-time” delivery and value-chains, allowing companies to enter markets all around the world, and intensifying competition and consumer choice.

All of these transformations increase productivity in their own right, by finding ways to make “new” and “more” output from the same stock of resources. By setting loose these larger changes, the computer has unleashed a vast new frontier in which businesses can experiment, learn, and create a new wave of incremental improvements that allow productivity to continue to grow. The result is more income per person, greater productivity, and the potential for new and high-value jobs — in a word, competitiveness.

All of this may seem old hat, but the process that led to these changes was as complex as the outcome was simple. Think about what was necessary to bring this transformation to fruition. New technologies don’t appear out of nowhere. Someone must have the knowledge and imagination to conceive of them, and devote the resources to the experimentation that leads to them. Someone must take on the risk associated with designing and investing in their production.

The scientific and engineering knowledge that is a prerequisite to inventing, producing, and using the innovation must exist and be disseminated. Only if all of that happens — only if all of those preconditions are met — could an economy take great leaps ahead.

But if all of it did take place, the economy would grow and create many new and “good” jobs — jobs that allow people to become more productive and raise their standard of living. The word that summarizes this economic leap forward is innovation. An economy can’t sustain its productivity growth unless it continues to innovate. This is all the more true when we think about the role of foreign trade. We already have seen how Japanese, Taiwanese, and Korean auto and electronics firms have captured markets in which American producers were more competitive in the past. They have done this by combining the most modern production technologies – thanks to the mobility of capital and scientific knowledge – with a workforce that is highly skilled but not as highly paid as its American counterpart.

Now that China and India have opened their economies and started making heavy investments in increasing their technological capacity, they are threatening to do what others have already done, only on a much larger scale. To make matters worse, recent developments in information and communications technology have “globalized” the market for many service and manufacturing industries. Digitalization and the Internet enable programmers, accountants and radiologists abroad to compete directly for jobs that once had to be done on-shore. The only way our economy can compete in this brave new world without reducing wages is by out-innovating the competition and thus reaping the market premium gained by “first movers.”

This reality poses stark choices; in response to this inevitable competition, we can take the “high road” of innovation or the “low road” of reduced incomes. We can innovate and improve ourselves, or we can allow wages to fall and compete by making ourselves poorer. Only the “high road” leads to competitiveness — and, once again, competitiveness depends upon innovation.

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But innovation is not just invention. One needs all of the steps of the innovative process to improve competitiveness. An educational system must produce the knowledge that allows people not only to conceive of new inventions, but to figure out how to produce them and develop the skills necessary to use them. There must be a pool of savings available to invest in the research and development needed to produce these inventions and the investments that must be made to bring them into production. The economic environment must be conducive to growth — it must be stable, avoiding booms and busts and debilitating inflation. The economy must have the flexibility that allows for change — allowing production to be reorganized quickly and efficiently, giving workers the tools to move from old employment to new ones (a workforce with transferable knowledge and skills), and distributing the benefits of these innovations in ways that create and maintain a strong social consensus that economic change works for the benefit of all.

Moreover, in order to innovate, businesses must have a model and culture of innovation — and a system of governance — that lead them to take the risks necessary to shepherd these inventions into useful products. Innovation depends on reinventing strategies, products, and processes and creating new business models and new markets. It is about selecting the right ideas and executing the business strategy quickly and efficiently. It requires vibrancy and alertness in our businesses; new ideas sometimes come from laboratories, but many come from being in contact with customers or suppliers, adopting existing technology for a new purpose, or research that becomes incorporated into a firm’s product development strategy via a local business network or collaboration.

Innovation is a hallmark of a successful economy, and it lies at the heart of how economies grow and where good jobs come from. Moreover, innovation is the only means by which a high-skill, high-wage economy can successfully compete with high-skill, lower-wage economies without reducing wages. Thus, competitiveness for the U.S. in particular depends on the rate at which we innovate. The process that creates innovation is a multi-faceted and goes far beyond invention alone. This leads us to consider how government at all levels — and, principally, states — can affect the innovative process.”

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Appendix E: An Excerpt from “What is Appreciative Inquiry?”

© By Joe Hall and Sue HammondThis article is divided into two parts. The first is written by Sue Hammond and covers the basics of Appreciative Inquiry. The second part is written by Joe Hall and is an excerpt from his complete case study of the Banana Kelly experience, a community change process that used appreciative theory. The complete case study is available in Lessons from the Field: Applying Appreciative Inquiry.

Appreciative Inquiry is a way of thinking, seeing and acting for powerful, purposeful change in organizations. Appreciative Inquiry works on the assumption that whatever you want more of, already exists in all organizations. While traditional problem-solving processes separate and dissect pieces of a system, Appreciative Inquiry generates images that affirm the forces that give life and energy to a system. David Cooperrider, Suresh Srivastva, Frank Barrett, John Carter and others developed the theory at Case Western Reserve University in Cleveland Ohio in the seventies.

“What kind of problems are you having?”That was often the first question I spoke to my clients when I was an internal organizational development consultant. I looked for "needs" or gaps in skills to help managers fill their gaps or solve their problems. Because I looked for problems, I not only found them but I helped make them bigger than they were before I appeared. After I encountered appreciative inquiry theory, I re-played in my mind many encounters with my internal clients. I realized that I had placed the spotlight on problems that may not have been worrisome before I appeared in my role as the problem-finder. Instead, I should have asked, "What is going well around here? What ideas can you tell me about that I can share with others? How are you documenting your excellence?" My role would then become the facilitator to help determine what conditions made excellence possible and how we could encourage those conditions within the organizational culture.This table illustrates the difference between the traditional diagnostic model used in Organizational Development and the Appreciative Inquiry model.

TRADITIONAL OD PROCESS APPRECIATIVE INQUIRY

Define the problem Search for solutions that already exist

Fix what's broken Amplify what is workingFocus on decay Focus on life giving forces

What problems are you having? What is working well around here?

Appreciative Inquiry is a complex philosophy that engages the entire system in an inquiry about what works. The inquiry discovers data that is then analyzed for common themes. The group articulates the themes and dreams of "what could be" and "what will be." What will be is the future envisioned through an analysis of the past. The entire system maintains the best of the past by discovering what it is and stretching it into future possibilities. This differs from other visioning work because the envisioned future is grounded in the reality of the actual past.

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I want to emphasize the data-analysis step in the process because often times, it is the difference between a true Appreciative Inquiry and an application of the theory of Appreciative Inquiry. While both uses are common, the impact of each differs greatly.

Although I wrote in The Thin Book™ of Appreciative Inquiry, that you can begin applying the principles anywhere, I want to emphasize that in order to get large system change, you must engage the entire system in the effort. Grass root attempts work but only to a limited degree. In our book, Lessons From the Field: Applying Appreciative Inquiry, we have examples of both, large system change efforts and application of AI through grass root efforts.

The best way I know how to communicate the basics of AI in a short period of time is to introduce the principles of AI (see Srivastva & Cooperrider, 1990) translated into assumptions. Assumptions are the "rules" that a group follows to make decisions about their behavior or performance (see Argyris 1974,1993, for more on assumptions). Many times, assumptions are unspoken or operating at an unconscious level. Senge termed a set of working assumptions a mental model. I believe that the key to all change efforts is the surfacing and examination of working assumptions.

The assumptions of Appreciative Inquiry are:1. In every society, organization or group, something works2. What we focus on becomes our reality.3. Reality is created in the moment and there are multiple realities.4. The act of asking questions of an organization or group influences the group in

some way.5. People have more confidence and comfort to journey to the future (the unknown) when they carry forward parts of the past (the known).6. If we carry parts of the past forward, they should be what is best about the past.7. It is important to value differences.8. The language we use creates our reality.

This set of assumptions may look reasonable to you but the application of the set may be a challenge. For example, Assumption 4 counters the traditional social research model that the researcher can remain a neutral observer or interviewer. I believe that our very presence in the group changes the group dynamics in some manner. Also the way we word questions influences the group in some manner (assumption 8).

Imagine the Possibilities

Imagine if your job is to help people and organizations find what they are very good at and help them take action to do more of what they do well? Or imagine structuring who you are based on what you do well instead of trying to change who you are (see Miller)? Or imagine a psychologist working with you in three sessions to make significant progress in your battle with bulimia (see George et al)?

All of this is happening in organizations, communities and within individuals. Organizations know it as Appreciative Inquiry; communities call it Asset-Based Development or Appreciative Planning & Action; individuals know it as Solution Focused Therapy or Brief Therapy.I can only speak with experience as an organizational consultant but I know that all of us who are using this philosophy are thrilled with the results. We are excited to see that we can help others create a better workplace, community or lifestyle by looking at what

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works and determining how to do more of what works.

When you do more of what works, the stuff that doesn't work goes away. This is almost heresy to our problem solving identities (or as Joe calls it, the assembly line mental model) and we all have felt the resistance. In one Fortune 50 organization, the president heard about AI and with a few choice words reminded people that the only way they ever learned anything was by solving problems. Another Fortune 50 organization adopted appreciative theory with a first step of learning how to ask questions from a positive frame. They didn't include the data analysis but it is a start.

Appreciative Inquiry truly honors the past and that is another reason it is a wonderful way to help people manage change. Those of us who use it often use the word "magical" when we describe the power we have experienced. The magic comes from the great relief from participants that the message isn't about what they've done wrong or have to stop doing. It is an affirmation that much is well and ready to be nurtured…

ABOUT THE AUTHORSFor the last six years Joe Hall has been helping Banana Kelly build its community development model. A resident of the South Bronx, he and his neighbors travel throughout the world sharing their experiences, providing training and the stories that highlight possibilities for others. He served as President of Banana Kelly, lecturer at Columbia University and holds an executive certificate in appreciative inquiry from Case Western Reserve University. He is now president of The Ghetto Film School Inc, PO Box 1580, Bronx, NY 10459.Sue Annis Hammond is an organizational development consultant at Kodiak Consulting, a firm she founded. Kodiak's work focuses on organizational culture change. She also heads The Thin Book Publishing Co, which publishes The Thin Book of Appreciative Inquiry and other Thin Books ™ designed to deliver cutting edge knowledge in an easy to read format. The first field book on Appreciative Inquiry, Lessons from the Field: Applying Appreciative Inquiry is now available. The Thin Book Publishing Co can be reached at www.thinbook.com, Phone (972) 378 0523, FAX (972) 4030065 (888) 316.9544.

ResourcesArgyris, Chris, Schon, D. (1974) Theory in Practice. Jossey-Bass. San Francisco, CA.Argyris, Chris. (1993) Knowledge for Action. Jossey Bass, San Francisco, CA.Barrett, Frank J.; Cooperrider, David L. (1990) Generative Metaphor Intervention: A New Approach for Working with Systems Divided by Conflict and Caught in Defensive Perception. Journal of Applied Behavioral Science V.26, No.2, p.219.Barrett, Frank J. (1995) Creating Appreciative Learning Cultures. Organizational Dynamics V.24, No.2, p. 36.Cooperrider, David L. (1996) Resources for Getting Appreciative Inquiry Started: An Example OD Proposal. OD Practitioner, V.28, No. 1-2, p23.Cooperrider, David L., Srivastva, Suresh (1987) Appreciative Inquiry in Organizational Life, in Woodman and Pasmore (Eds.) Research in Organizational Change and Development, Vol. 1, JAI Press.George, E., Iveson, c., Ratner, H. (1990) Problem to Solution, Brief Therapy with Individuals and Families. BT Press: London, Available in the US through the Thin Book Publishing Co, Plano TX.Hammond, Sue Annis (1996) The Thin Book of Appreciative Inquiry. Thin Book Publishing Co. Plano, TX.Hammond, Sue, Royal, Cathy. (Eds.) (1998) Lessons form the Field: Applying Appreciative Inquiry. Thin Book Publishing Co, Plano, TX (out of print at the moment).Miller, Marlane. (1997) BrainStyles: Change your Life without Changing Who You Are. Simon & Schuster.Senge, P. (1990) The Fifth Discipline. Doubleday.

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Srivastva, Suresh; Cooperrider, David L. (Eds.) (1990) Appreciative Management and Leadership. San Francisco: Jossey-Bass. Now reissued by Williams Custom Publishing, available through www.thinbook.com.Srivastva, Suresh; Fry, Ronald (Eds.) (1992) Executive and Organizational Continuity. San Francisco: Jossey-Bass.

Copyright by Sue Annis Hammond and Joe Hall

For more information contact Thin Book Publishing Co 972.378.0523 www.thinbook.com

To make copies of this article, please make a contribution of 10 cents per copy to Joe's new venture, The Ghetto Film School Inc, PO Box 1580, Bronx NY 10459. This is copyrighted material and your contribution serves as permission from Thin Book Publishing Co to make copies. Thank you for supporting Appreciative Inquiry in the community!

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