Workforce Development Strategy for Middle Skills

Certificates

Key Drivers

• Achieving the 60% Goal• Matching Workforce Training

to Industry Needs• Creating a Workforce

Pipeline for New and Expanding Employers

Middle Skills Working Group

Original Participants --• Professional Technical Education• Department of Labor• Department of Commerce• College of Western Idaho• State Board of Education• AFL-CIO and Others

Industry – The Missing Link

Understanding the 60% Goal

• Based on 2010 Georgetown Report (Carnevale)

• Originally targeted 61.2% of workforce as requiring post-secondary training

• In 2012 report, now increased to 67.6%

Understanding the 60% Goal

Some college, no degree – Carnevale estimate of workforce requirement• 2010 – 44.0% of 61.2%, or

26.9% of total workforce• 2012 – 40.9% of 67.6%, or

27.6% of total workforce

Understanding the 60% GoalSome college, no degree – various definitions• Carnevale - more than a high

school diploma, less than an associate’s degree – reflects need for technology requirements of today’s workplace

• SBOE classed as one-year certificate

• Need for a consistent “Idaho” definition – one-year certificate does not adequately reflect workforce needs

Developing a Common Platform

Disruptive Innovation - moving beyond the traditional seat-time, bricks and mortar model• Limitations of current accreditation and

financial aid requirements• Responsiveness to industry needs

Demonstrate to industry the ability to meet their workforce training needs

Identify a “low hanging fruit” target

Developing a Common Platform

Questions to be answered before starting:

• Is the platform driven by industry requirements or occupation training (Carnevale)?

• What is the span of training –• Industry and/or employer-specific

courses?• Broad industry-related courses?• General education?• Soft skills? Other?

Developing a Common Platform

Initial Steps --• Selected the industry-driven platform.• Span of training needs to be

determined.

Developing a Common Platform

Initial Steps --• Selected in the industry-driven platform.• Span of training needs to be

determined.

Low Hanging Fruit -- Advanced Manufacturing

Developing a Common Platform

Advanced Manufacturing --• A need to drill down?

Developing a Common Platform

Advanced Manufacturing --• A need to drill down?• Yes - a broad manufacturing

need for PLC training

Developing a Common Platform

Advanced Manufacturing --• A need to drill down?• Yes - a broad manufacturing

need for PLC training• Currently met by cross training

electricians

Span of Training

• Industry and/or employer-specific courses

• Broader industry-related courses• General education• Soft skills; Other

Span of Training

Industry and/or employer-specific courses• Employer defined• Employer taught?• Apprenticeships and internships

Span of Training

Industry and/or employer-specific courses

Broader industry-related courses• Existing courses and certificates• Stackable certificates

Span of Training

Industry and/or employer-specific courses

Broader industry-related courses

General education• Math, writing and reading adapted to

industry -- making the learning relevant

Span of Training

Industry and/or employer-specific courses

Broader industry-related courses

General education

Soft skills; Other• Definition of soft skills• Applicable to any workforce training

Additional Items for Consideration

Based on presentation to the State Board of Education, the characteristics of an industry-driven training/education system should include:

1. A combination of general occupations-based training with specific industry specialization

2. Technical training outcomes based on industry requirements3. The ability to combine quick-start employment with continuing, more in-depth

education4. A hybrid delivery model combining instructor contact, online learning, and

clinical/lab/hands-on training 5. Training that deemphasizes “seat time” or “bricks and mortar” delivery models6. Ability to “test out” for participants with training or experience7. Required individual learning plans monitored by counselors or mentors8. Integration of general education requirements for writing, math and other areas

tailored to occupation type and industry9. Transferability to higher-level degrees10. Low-cost programs with financing options

Next Steps

Industry involvement• Effort must be industry

driven• The role of advisory councils• Curriculum development• Other considerations

Next StepsIdentification of existing programs, models and options• CSI - food processing• NIC - forest products, aerospace• CWI - diesel mechanics• Apprenticeship and internship

programs• PTE programs and models• IDOL and USDOL programs• AFL-CIO• Other

Next Steps

Our role –•Formation of a more formal structure•Determine participants•Provide support to industry partners•Market our product

Maintaining the Vision• Industry-driven workforce

development• A successful platform – scalable,

sustainable, adaptable• Expand platform to workforce

training in other industries• Establish Middle Skills training

asan integral part of the 60%

goal