JobsMoGov | - Sector Partnership Pageseducation and training programs can use to update or create...

Illinois Pathways

https://www.illinoisworknet.com/ilpathways/Pages/de-

fault.aspx

Sector Partnership Pages

Missouri Regional Profileshttps://www.missouriecon-

omy.org/regional/index.stm

MERIC Occupational Studies

https://www.missouriecon-omy.org/occupations/

Sector Driven Career Pathways Webinar

https://vimeo.com/171761354

National Career Clusters Framework

https://www.careertech.org/career-clusters

Oregon My Path Careers

http://www.mypathca-reers.org/

OC Pathways

http://www.ocpathways.com/

Pennsylvania Career Pathways

https://www.pawork.org/take-action/careerpath-

ways/

https://www.illinoisworknet.com/ilpathways/Pages/default.aspx



https://www.missourieconomy.org/regional/index.stm

https://www.missourieconomy.org/occupations/




https://www.pawork.org/take-action/careerpathways/


http://www.mypathcareers.org/

















A STEP-BY-STEP GUIDE

Building Industry-Driven Career Pathway Systems in Colorado

2016Version 3

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Prepared in partnership with The Colorado Workforce Development Council

By Lindsey Woolsey and Francie Genz

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Table of Contents

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Executive Summary

In Colorado, industry-driven career pathways ensure that education, training, and workforce systems stay deeply attuned and responsive to the needs of the labor market, preparing students and workers with the skills and credentials they need for jobs and careers. This guide outlines a step-by-step approach to building industry-driven career pathway systems that align education and training programs with the needs of the regional economy to ensure that students and job seekers are prepared with the right skills and experiences to get jobs in the driving sectors of their local economies.

What is a career pathway system? A career pathway system aligns public partners and engages them in a continuous conversation that is led by industry to ensure that job seekers and students move seamlessly through and among support programs, educational institutions, training opportunities, and work-based experiences to build skills and credentials that meet industry demand and prepare them for jobs and careers. In Colorado, a sector partnership is the vehicle for building industry-driven career pathway systems, providing a forum for productive and ongoing collaboration with industry and among workforce, education, training partners, and other community partners. In Colorado, the statewide career pathway system aligns career pathway programs and systems developed throughout high demand industries in each economic development region of the state.

What’s the difference between a career pathway system and a career pathway program? A career pathway program offers a clear sequence of stackable credits and credentials, combined with support services, which enables students and job seekers to secure industry-relevant skills, certifications, and credentials and advance to higher levels of education and employment in high demand occupations1. A career pathway system is made up of multiple career pathway programs that span educational institutions, workforce, and support service partners. These programs are all oriented around a shared understanding of the needs of industry. Often times, tools like career pathway maps are used to talk with students and job seekers about how they can progress through education and training experiences to obtain employment that meets his or her goals.

What is a sector partnership and why do they matter for career pathway systems? In Colorado we’ve defined a sector partnership as an industry-specific regional partnership led by business in partnership with public partners in economic development, education, workforce development, and community support partners. In Colorado, industry-led sector partnerships are the vehicle for aligning public partners with industries’ needs in an effective, results-driven manner. They provide the “home” for career pathway systems-building, engaging industry leaders and public partners in a continuous dialogue to ensure that education and training systems respond to industry needs. Other industry-driven public-private partnerships such as statewide industry associations can also support the development of career pathway programs and systems development, in collaboration with regional sector partnerships.

1 The WIOA definition of a career pathway refers to a career pathway program: “a combination of rigorous and high-quality education, training, and other services.” WIOA also tasks Local Workforce Development Boards with facilitating the development of career pathway systems: “The vision for the Local Workforce Development Board (Local Board) is to serve as a strategic leader and convener of local workforce development system stakeholders.” (Notice of Proposed Rulemaking §679.300). “The local board, with representatives of secondary and postsecondary education programs, shall lead efforts in the local area to develop and implement career pathways within the local area by aligning the employment, training, education, and supportive services that are needed by adults and youth, particularly individuals with barriers to employment. (WIOA, Sec. 107(d)).”

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Who Should Use this Guide?

The primary audience for this guide is workforce development, education, and training organizations who are jointly responsible for designing and building seamless career pathway systems that prepare students and job seekers for jobs and careers in their local economy.

This guide will also be useful to other partners, including industry partners, engaged in Colorado’s emerging and active sector partnerships. The Colorado model of career pathways assumes that they are driven out of emerging and existing sector partnerships. If implemented, the steps in this guide should result in the following outcomes:

‣ An accurate, up-to-date understanding of the most critical occupations in a target industry;

‣ A career pathway map that shows students and job seekers employment opportunities in the targeted industry sector; their basic requirements; expectations; and wages at entry-, mid-, and advanced-levels;

‣ In-depth information about the knowledge, skills, and abilities of those occupations that education and training programs can use to update or create accurate programming and credentials;

‣ A shared action plan for education and training providers to close gaps, reduce duplication and build a seamless career pathway system; and

‣ An engaged group of industry partners willing to deepen their involvement in their sector partnership and with their education and training partners.

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Overview: How to Build Regional Industry-Driven Career Pathway Systems.

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OVERVIEW: HOW TO BUILD REGIONAL INDUSTRY-DRIVEN CAREER PATHWAY SYSTEMS

1. Build a regional, industry-led sector partnershipas the vehicle for productive engagement with

industry leaders and the starting place for career pathways systems-building. Use the sector partnership—specifically, the education, talent, or workforce committee—as the driver of career pathways systems-building efforts.

‣ GOAL: Establish strong industry ownership over career pathway system development. Beyond asking for one-time input into a program, engage industry as full partners in building and contributing to a talent development system that will prepare the workforce they need, now and in the future.

‣ OUTCOME: A core group of committed industry leaders willing to champion the development of a career pathway system for industry.

‣ ROLE OF BUSINESS LEADERS: Identify and champion talent development as an important priority for the growth and competitiveness of their sector.

‣ ROLE OF PUBLIC PARTNERS: Working as a regional team, partners from education, workforce, and economic development collaborate with industry to launch and support an industry-led partnership. (See Colorado Sector Partnership Convener Guide for more detail).

2. Build out a career pathway support team of non-industry partners and prepare them with the right

expectations. The team should include non-industry public partners who provide training, education, and supports to students and job seekers. For instance, the team might include key decision-makers in workforce development, secondary education, postsecondary education, human services, vocational rehabilitation, and other community partners. Prepare them with information about what they will get from employers: real-time information on critical occupations and competencies as well as a willingness to partner in providing work-based learning and other training resources. Also, provide the team with a clear explanation of how they’re expected to work together as workforce, education, and training systems to respond to industry demand.

‣ GOAL: Build buy-in and support among workforce, education, training partners, and other community support partners preparing them to develop a coordinated response to industry’s talent needs.

‣ OUTCOME: A career pathway support team made up of workforce, education, and training partners, human services, vocational rehabilitation, and other

community support partners. This team will act as the joint decision-making body for responding to industry needs and determining how systems and programs should connect to one another at each level of a career pathway to support individuals in advancing into jobs and careers and collectively meet the needs of the targeted industry.

‣ ROLE OF BUSINESS LEADERS: None at this point.

‣ ROLE OF PUBLIC PARTNERS: Recruit workforce, education and training partners to participate on the career pathway support team, ensuring participation from key programs that prepare students and workers for in-demand careers in the targeted industry and provide them with the necessary supports to be successful in the career pathway.

3. Identify critical occupations based on labor marketdata and qualitative input from employers.

‣ GOAL: Target a set of occupations that industry leaders agree are critical.

‣ OUTCOME: A list of occupations that industry agrees are critical; new support team members who have roles to play in strengthening training for the targeted occupations.

‣ ROLE OF BUSINESS LEADERS: Convene to review labor market data and agree on a set of occupations that are critical to the industry.

‣ ROLE OF PUBLIC PARTNERS: Listen to industry- led conversations and consider opportunities to adapt

programs to more closely align with industry needs as well as potential linkages across programs. Identify and recruit new support team members who train in and/or work with targeted occupations.

4. Inventory relevant education, training, and workforceprograms that prepare students and workers for

those occupations, mapping any existing linkages among those programs.

‣ GOAL: Identify what programs already exist and start to identify gaps that need to be filled in order to best meet the demands of industry, students, and workers. Build out the career pathway support team with leaders from those programs.

‣ OUTCOME: An inventory of education and training programs that prepare students and job seekers for the critical occupations identified by industry.

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A support team including relevant workforce, education, training, and support programs.

‣ ROLE OF BUSINESS LEADERS: Vet the program inventory to ensure key partners are included.

‣ ROLE OF PUBLIC PARTNERS: Inventory and document all education, training, workforce programs, and other support programs that have a role to play in preparing students and job seekers for the targeted industry. Take stock of any existing linkages among programs (e.g. articulation agreements or dual enrollment) and begin to identify opportunities for stronger linkages among programs. Recruit new support team members, drawing from those programs.

5. Understand critical competencies required to performeffectively on the job. Industry-defined competencies

are the specific knowledge, skills, and abilities that industry leaders have collectively identified as being critical to performing a specific occupation or group of occupations effectively. Based on these competencies, develop occupational descriptions that both inform employers’ hiring practices as well as education and training partners in modifying curriculum and assessing students.

‣ GOAL: Get the real story from employers about what is required to perform on the job, identifying both foundational and task-specific competencies.

‣ OUTCOME: Occupational descriptions for each targeted occupation, written to inform employer hiring practices as well as curriculum, program design, and program offerings.

‣ ROLE OF BUSINESS LEADERS: For each targeted occupation, hiring managers and high-performing employees convene to identify competencies. Business leaders also identify ways to contribute work-based learning experiences to pathways.

‣ ROLE OF COMMUNITY PARTNERS: Partners listen in to sessions with hiring managers and high-

performing employees to identify specific opportunities to strengthen existing programs and build stronger linkages across programs to align with industry needs. Take action to strengthen and better align programs with industry needs.

6. Build career pathway programs that prepare studentsand job seekers with critical competencies. Based

on an understanding of what competencies are required to perform effectively and advance in the industry, build career

pathway programs that prepare students and job seekers with those critical competencies. This includes building linkages among programs and institutions, integrating support services into programs, and augmenting classroom training with work-based experiences throughout the pathway.

‣ GOAL: Develop seamless linkages among programs and institutions that support students and job seekers in building the competencies, credits, and credentials they need to secure jobs and careers in the targeted industry while addressing industry’s critical talent needs.

‣ OUTCOME: Career pathway programs that target high-demand occupations or groups of occupations.

‣ ROLE OF BUSINESS LEADERS: Advise community support partners on career pathway program development. Contribute work-based learning opportunities.

‣ ROLE OF COMMUNITY PARTNERS: Build stronger connections across programs and institutions to help students move seamlessly through pathways and ensure that competencies are developed that meet the needs of businesses. Advise students and job seekers on pathways that include training and supports needed to be successful in critical occupations.

7. Create a picture of the career pathway and market itto all audiences.

‣ GOAL: Create a region specific picture or map that tells job seekers what skills they need to attain jobs within the industry and where they can build those skills and credentials. This picture serves as a career advisory tool for educators, guidance counselors, workforce development organizations, frontline staff in multiple programs, parents, and students.

‣ OUTCOMES: A tool to help students and job seekers identify industries of interest and map out a path that includes the relevant training and work experience to be successful in their chosen career. A connecting framework across the multitude of private and public education and training institutions responsible for guiding individuals onto a career path.

‣ ROLE OF BUSINESS LEADERS: Keep the map updated and reflective of changes in labor market demand.

‣ ROLE OF PUBLIC PARTNERS: Share the map widely

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to guide and advise students and job seekers. Use the map as a shared framework for collaboration across public partners.

8. Create a system for continuous improvement. Usethe sector partnership as the place to continuously

develop and update your career pathways system. This includes ongoing conversations with employers to identify and understand high-priority workforce needs as they evolve, and continued collaboration among public partners to develop and update a systems approach in response.

‣ GOAL: Keep career pathway systems updated and relevant, ensuring education and training systems stay attuned and respond to the changing needs of the labor market.

‣ OUTCOME: Career Pathways Action Plan, with employer champions and support partners committed to specific actions that align education and training with industry needs and support students in building skills and earning credentials with labor market value.

‣ ROLE OF BUSINESS LEADERS: Provide on-going feedback to ensure career pathways programs are aligned with the current needs of industry. Hire students and job seekers and provide public partners feedback about skills and preparation of new employees. Continue to contribute to career pathway programs through work-based learning.

‣ ROLE OF PUBLIC PARTNERS: Continuously update career pathway programs to maintain relevance and alignment with industry needs. Have ongoing dialogue with other public partners to continue building and refining career pathway programs to ensure that they are responsive to the needs of industry and relevant and accessible to students and job seekers.

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1. Build a Regional,Industry-LedSector Partnership.

An industry-led sector partnership is the vehicle for engaging effectively and productively with business leaders to understand their talent needs and to partner with other education and training providers to build more responsive education and training systems. This is because sector partnerships play three critical roles in:

‣ Harnessing the collective voice of industry to uncover the real-time workforce needs for the sector as a whole. Since sector partnerships bring together a critical mass of business leaders from the targeted sector, they provide a venue for understanding the shared workforce needs across the sector.

‣ Engaging business leaders as drivers of career pathway development. Sector partnerships are all about engaging business fully as partners, not just customers or advisors. This level of engagement results in deeper and more sustained commitments from business leaders in hiring Coloradoans and contributing to the development of more responsive education and training programs to meet their talent needs.

‣ Fostering collaboration across multiple education, training, and economic development organizations in a given region. Sector partnerships act as a shared table where the range of regional education (K-12, community college, 4-year universities, and technical collage), workforce development, and economic development partners can work with industry and with one another to develop coordinated responses to the needs of the driving sectors of the economy, identifying complementary roles across programs.

If you have already developed a sector partnership in the targeted industry sector, use it—and, specifically, the talent or workforce committee of the partnership—as the driver of career pathway systems-building efforts.

If you do not yet have a sector partnership, build one. This will be the long-term home for your career pathway. Refer to the Colorado Sector Partnership Convener Guide which describes a step-by-step approach to launching and sustaining industry-led sector partnerships.

2. Build Out a Career PathwaySupport Team of Non-IndustryPartners and Prepare Themwith the Right Expectations.

Industry-driven career pathway systems depend on active collaboration among regional education, training, and workforce development partners who work together in a coordinated way in order to respond to the needs of industry and build more seamless linkages to support students and job seekers in moving through their programs. This career pathway support team is the critical group that is ultimately responsible for implementing responsive and coordinated career pathway programs

Who’s on the team?

In launching or establishing an industry-led sector partnership, you most likely engaged many of the key stakeholders needed to build your career pathway support team such as your local workforce development board, economic development organization(s), community college(s), K-12 school district(s), and other organizations. However, as you go further in building career pathway systems, you will likely need to recruit additional partners to be part of your career pathway support team. These include key decision-makers from the major systems and programs that have some role to play in preparing the workforce in the targeted sector, such as:

‣ Workforce development

‣ Secondary education (local school district superintendents, principals, and CTE faculty or program directors)

‣ Post secondary education (community college and 4-year university program leaders, deans and faculty members in relevant programs and departments)

‣ Human services

‣ Vocational rehabilitation

‣ Community-based organizations that provide services that support development

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2. BUILD OUT A CAREER PATHWAY SUPPORT TEAM OF NON-INDUSTRY PARTNERS AND PREPARE THEM WITH THE RIGHT EXPECTATIONS

Setting the right expectations

Once you have identified the members of your career pathway support team, ensure they are prepared with the right expectations of what they will get from participating in the process and what they are expected to contribute:

‣ WHAT PARTNERS CAN EXPECT TO GET FROM

THIS PROCESS:

• Real-time information on critical occupations andcompetencies in the targeted sector to ensureprograms and services are relevant to the labormarket and ultimately improve student andjobseeker job placement outcomes;

• Opportunities for deeper partnerships with industry,including contributions of work-based learning andother training resources to make programs morerelevant and applied;

• An opportunity to create more seamless studentand jobseeker experiences by partneringacross programs providing support services,education, and training providers.

‣ WHAT PARTNERS SHOULD EXPECT TO CONTRIBUTE TO THIS PROCESS:

• Creative ideas and strategies for how existingprograms or resources could be leveraged in newways to be more responsive to industry demand,including how programs could more effectivelyconnect to one another;

• A willingness to engage others from yourorganization, as needed, to contribute to thedevelopment of industry-driven careerpathway programs;

• Strategies for aligning services to meet thepersonal needs and employability skills of jobseekers and students who want to pursue a careerpathway program, while ensuring programs alignwith industry demand;

• An open mind to make changes to existingprograms or to develop new or augmentedprograms that align to labor market demands;

• A willingness to receive and incorporate feedbackfrom industry partners on an ongoing basis inorder to ensure programs are effectively meetinglabor market demand.

In addition to these expectations, the career pathway support team should be prepared to embrace the role of listener in the early stages of the development of a career pathway system. In the next step in the process—engaging industry leaders in identifying critical occupations—it will be important for your support partner team to listen in and hear the same thing at the same time from industry leaders in order to get started in making changes to education and training programs and support services to align with industry demand.

3. Identify Critical OccupationsBased on Labor Market Dataand Qualitative Input fromEmployers.Now that you have the two most important elements of career pathway systems-building in place: a strong, industry-led sector partnership and a team of support partners ready to work together in responding to industry demand, you are ready to get started in understanding the most critical workforce needs of the targeted sector.

Start by understanding the industry’s critical occupations

Although labor market data is not a substitute for the kind of information you can glean through employer engagement, it is an important conversation starter. Now is the time to do just the right amount of analysis to give you prompts to use with employers in a conversation about their most critical occupations. You will want to look at:

‣ Past, current and projected growth of occupations in your target industry;

‣ Wage data across occupations;

‣ How occupations can be organized into rough categories of compatibility or occupational families (e.g. production occupations, transportation and material moving occupations, and sales and related occupations).

Present this data in a simple way (pie charts, bar graphs). For more detailed steps on how to analyze and present this data, see Appendix A.

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3. IDENTIFY CRITICAL OCCUPATIONS BASED ON LABOR MARKET DATA AND QUALITATIVE INPUT FROM EMPLOYERS

POTENTIAL PITFALL: THE DATA Trap With so many available sources of labor market data, it can be easy to get hung up in the details. Beware of “analysis paralysis” where you get bogged down in analyzing multiple sources of data to understand the workforce needs of the targeted sector. Remember that data can only tell us so much of the story; there is no substitute for direct engagement with employers.Think of labor market data as a way of starting conversations with employers, not as a source of definitive information by itself.

Get the real story from employers

Occupational data, no matter its source and purported quality, tells only a small part of the actual talent landscape of a target industry. To truly get a handle on the real story, you need a conversation about critical occupations and competencies with employers. This is where your sector partnership’s talent committee comes in. Work with that committee and other leaders from your sector partnership to convene a meeting of between 12 and 25 industry leaders (ideally C-Suite Executives who can speak from a strategic perspective) to collectively identify their industry’s most critical talent needs. Invite your career pathway support team to attend in listen-only mode and set up the room to clearly differentiate between business leaders and support partners.

Sample meeting setup

Use your simple data charts as prompts, but expect to spend only a few minutes hearing their reactions and reflections. Then, facilitate a conversation that is driven purely by what employers in the room can tell you about their most critical occupations. Let them self-define “critical.” It might be in terms of hardest to fill, highest turnover, highest output or profit. It may be based on the most number of workers in a specific occupation, or it may be a kingpin position filled by just one or two individuals that must function well for all other occupations to also function well. Let them tell you. As they are talking, find a creative way to map or storyboard their conversation to understand critical occupations as well as paths to progression within and among job families. You should end up with about three to five top critical occupations, but might get up to 10 depending on the industry.

This process can yield great information for public partners and for industry members participating in the conversation. It helps them understand what they have in common with other companies, and it helps them form a collective voice around needed skills and credentials. Make sure you send them a summary and a short set of expected next steps of what you’ll do with this information, how it will be used, and when they can expect to be re-engaged. Consider also asking them to send you their official job descriptions for their critical occupations. This can be very useful information as you dig in deeper.

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Figure 2 Sample Room Setup for Employer Focus Groups

FLIP CHART STICKY SCREEN OR WALL SPACE

EMPLOYER PARTICIPANTS

With name tags (Name, Company)

NON-EMPLOYER PARTICIPANTS

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SAMPLE FACILITATED CONVERSATION WITH EMPLOYERS: CRITICAL OCCUPATIONS

1. Invite employers to use index cards to write downtheir two most critical needs--in terms of specific

positions/occupations—on index cards:

a. Put another way, what two positions that if you can'tadequately fill them will MOST hold back your abilityto grow and stay competitive?

b. Or, what two positions most concern you and keepyou up at night?

2. Meanwhile, create occupational categories at the topof the blue screen, using a different color index card

(for example, production, engineering, transportation, sales, office support, management). This is where your analysis of occupational data can be helpful in identifying some of the categories/occupational families that are likely to emerge from the discussion.

3. Collect the employers’ cards and start to groupthem by category.

4. After you have done an initial sorting of the cards,ask employers to share more about each occupation

for each major occupation on the sticky wall. Through this discussion, you may find that the same occupation looks quite different across companies. As you engage in this discussion, use a third color of card to make note of the most critical skills or competencies employers identify as being critical for various job categories. Try to create a pathway of entry, mid-, and advanced positions as the discussion progresses. The goal of the conversation is to paint an accurate picture of the talent landscape of these employers. Questions for discussion:

‣ Why did you list these positions as your most critical needs? Was it because:

• You need a large number of them

• They're the hardest to fill

• They have the highest turnover

• They have the biggest impact on company costs(e.g., turnover, recruitment, hiring

• They have the biggest impact on company growthand profitability

‣ Where are your needs shifting the most?

• Where are positions disappearing?

• Where are positions transforming?

‣ What skills or competencies are most often lacking among entry-level candidates in these positions?

‣ Tell me about how a person advances inside your company.

• Tell me generally about wage progressionfor these occupation

• Where does it happen most now?Within categories? Across categories?

• Where would you like it to happen more?

5.Invite employers to offer additional input, asking,“If you had had a third card, is there any other

occupational need you would have identified?” Employers may identify occupations that are already on the wall or offer new additions.

6.As you begin the discussion, continue to move cardsaround in response to employer feedback.

7.To recap, ask employers to look at the sticky walland consider whether, taken as a whole, this is an

accurate depiction of the reality facing this sector in this region. Are there any major additions or caveats to note?

8.Finally, ask employers where they currently findqualified applicants.

‣ Do they recruit from any specific local programs? Do they have favorites?

‣ Do they hire from out-of-state? At what rate?

‣ Do they advance from within?

‣ Do they rely on word of mouth and train new hires on their own

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Start acting right now to address specific occupational shortages

The remarkable outcome of this process is that your sector partnership’s career pathway support team can act as you learn, i.e. start acting now to solve employers’ needs and get job seekers into jobs. Almost inevitably your conversation with employers about critical occupations revealed some non-training issues that can be resolved quickly (immediate job matching, new hire recruitment) or some short-term training responses that can fill an immediate need (incumbent worker training for example). As a team you can be opportunistic, identify these areas, and show early results. High-performing sector partnerships balance short-term actions with longer term strategies. Being able to show early wins to member employers and community support partners is an essential element of creating the momentum needed to sustain and expand your ongoing career pathway efforts inside of your sector partnership.

Organize critical occupations by skill sets and levels

Based on input from employers, begin grouping critical occupations by skill sets, first based on the direct employer input, and then based on crosswalks with databases that categorize occupations based on their required knowledge, skills, and abilities. The most commonly used such database is the U.S. Department of Labor’s Occupational Information Network, or O*NET. As a first step, do a simple crosswalk of the critical occupations named by employers with Standard Occupation Codes (SOC). Then crosswalk each critical occupation with the skill profiles in O*NET, and stack them by entry, mid- and advanced levels.

During this process, if using O*NET, you will find detailed profiles of each occupation, by their SOC, that breaks an occupation down by needed skills, knowledge, abilities, work styles, tasks, and tool use. You will also find suggested related occupations. This may take you outside the scope of your target industry, but that’s okay. Make note of them. You are finding jobs potentially held by individuals with compatible, or transferrable, skills for your target critical occupations. This can be important information for multiple purposes, including recruitment of workers, re-training of dislocated workers, and creating or refining curriculum and credentials that might serve multiple industries.

TAKE STOCK

At this point in the process, you will have the bones of a career pathway:

‣ You have used industry data, employer input, and existing occupational profile information to understand a list of five to 10 critical occupations in your target sector.

‣ You have gathered a detailed O*NET profile for each of them, in addition to what employers told you.

‣ You have stacked each critical occupation roughly by entry-level, mid-level and advanced skill requirements.

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4. Inventory Relevant Education, Training, and Workforce Programs.

At this stage, go back to your career pathway support team to develop a simple inventory of the existing education and training assets that apply to the target sector in your region and, in particular, the critical occupations that employers identified. Start with the programs that employers identified in your discussion of critical occupations. From there, list the training programs, certifications, and credentials that your community colleges, job centers, technical colleges, and universities offer in the targeted industry sector. This will help you understand the array of potential resources and partners that can help address some of the gaps employers identified. It will also help you recruit new members to your support team.

Identify existing education and training assets

In your inventory, consider full credit college programs, non-credit occupational training, the role of adult basic education, pre-college and incumbent worker programs, and formal on-the-job training. The inventory can take many forms, but it’s important to at least include a few key pieces of information listed in the sample template below:

Institution/Organization Program Certification/Credential

Spring Valley Community College Manufacturing Technology

Associate in Applied Science, Manufacturing technology; Machine Operations Skills Certificate; Manufacturing Essentials Certificate; Quality Technology Certificate; Tool and Die Making; Applied Welding Certificate

Springfield State University School of Engineering

Bachelor of Engineering – Manufacturing Electrical, Plastics, Mechanical Design, Production Occupations

Spring County Workforce Investment Youth Council Build a Boat Summer Camp Certificate of Completion

Where it is easy to collect, also make note of length of trainings, associated costs to students, pre-requisite credentials, and job placement rates. You may also want to take stock of any existing linkages among programs (e.g. articulation agreements or dual enrollment) and begin to identify opportunities for stronger linkages among programs. Colorado’s Eligible Training Provider List (ETPL) can provide you with much of this information. The ETPL can be accessed at cotrainingproviders.org. If you cannot find all of the information, don’t worry right now. You may not be able to capture everything at this stage. The goal now is to develop a working inventory of the major education and training assets in your region that you will use later to compare against employers’ training needs.

Recruit new members to your career pathway support team

With a more complete understanding of the programs in your region that prepare workers for the targeted industry, you may have some new ideas about who you want to engage on your career pathway support team. For example, if you discover that your 4-year university has an engineering program that employers often hire from, you may want to engage a dean or faculty member from that program to participate as part of your support team.

www.cotrainingproviders.org

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5. Understand CriticalCompetencies Required toPerform Effectively on the Job.

You are now at a critical step in the process of building a career pathway that requires hearing directly from employers about competencies or the knowledge, skills, and abilities required to perform critical occupations. This involves in-depth conversations with an expanded group of employers—hiring authorities for the critical occupations you’ve identified and/or high-performing employees in the occupations you’re focusing on. It also involves engaging the full career pathway support team (now that it includes a broader array of education and training partners) to listen in on these conversations to directly hear from employers about the most critical competencies required in those occupations.

The result of this step will be:

‣ A deeper understanding of the competencies, or specific knowledge, skills, and abilities, that industry leaders have collectively identified as being critical to performing a specific occupation or group of occupations effectively. This will augment the information you have gleaned from using O*NET.

‣ Occupational descriptions for each targeted occupation that combines what you’ve learned from O*NET with what you’ve heard directly from employers. These descriptions will be critical in informing decisions about curriculum, program design, and program offerings.

Convene employer focus groups around each critical occupation

Starting with the occupations that your employer partners agreed were most critical to the success of the industry, hold focus groups with hiring authorities and employees themselves to go into depth in understanding what is really required to perform effectively on the job. This process helps to assess the KSAs of a critical occupation and to organize the information into a useable format for industry, education and training stakeholders. An effective employer convening requires a close, working relationship with employers who will be willing to not only give their time to a focus group, but give their employees’ time too. This is where working within an established sector partnership proves advantageous, even essential.

‣ Who to invite: The goal of these focus groups is to deeply understand the most critical KSAs that are required to perform effectively on the job in the targeted occupation. Therefore, it’s important to invite

employers who have direct knowledge of the targeted occupations. Ideally, each occupation will have two rounds of focus groups, first with hiring authorities and then with high-performing employees in those

occupations.

• Round One - Hiring authorities: Those who havedirect responsibility for hiring people into thetargeted occupations have a good understandingof the skills and characteristics they look for innew hires. Hiring authorities are usually notrecruiters or HR managers; instead, they are thesupervisors who are directly responsible formanaging people in the targeted occupation.

• Round Two - High-performing employees: Speakingdirectly with employees in the targeted occupationyields a highly accurate understanding of what thejob entails and what KSAs are most critical toperforming effectively. Work with your sectorpartnership to recruit a team of rock staremployees in the targeted occupation to heardirectly from them about what the job requires.

‣ Preparing for the conversation: strawman descriptions of job tasks and functions: To get the conversation started, prepare a simple description of the occupation you’ll be discussing that includes job functions and tasks. Put simply, the goal is to describe what someone in this job does on a day-to-

day basis. Create this strawman description using:

• Information you gathered from your first employerconvening where you identified critical occupations;

• O*NET information on job tasks and functionsfor the targeted occupation;

• Job postings for the targeted occupation, ideallyfrom employers in your region.

See Appendix C for an example of a strawman description.

‣ Facilitating the discussion: The discussion of critical competencies involves three components: 1) understanding career paths into and fromthe targeted occupation; 2) understanding tasks andfunctions for the targeted occupation, and 3)uncovering the underlying skills required to performthose tasks effectively.

1. Understanding career paths: Invite employers togive examples of what a typical path into thetargeted occupation looks like. If you are speakingwith high-performing employees, invite them todescribe their personal path into their occupation.Dig in to where someone goes from this occupation.Are there common paths to advancement to otheroccupations?

18

5. UNDERSTAND CRITICAL COMPETENCIES REQUIRED TO PERFORM EFFECTIVELY ON THE JOB

2. Understanding tasks and functions: Start byreviewing the key functions and tasks you preparedin the strawman description, inviting feedback fromemployers to ensure the description accuratelyreflects what someone in that occupation does on aday-to-day basis.

3. Uncover underlying KSAs: Once you haveagreement that the description is generally accurate,identify which tasks are most commonly under-

performed and facilitate a discussion to uncover the underlying skills required to perform those tasks. Discussion questions include:

• What do workers need to know and be able to do tosucceed on the job for this occupation?

• And how do we know when workers are performingthis job well?

• If local education and training organizations wereto improve training related to three of these tasks,which should they prioritize?

• For those tasks, describe what someone does ifhe/she is meeting the minimum requirements.

• What does progression look like for this particulartask? What would a mid-level person be able to dothat is different from entry-level?

‣ Summarizing the results: At the end of each discussion, you will have an updated and vetted description of job functions and tasks, competencies required, as well as information on paths into and from the targeted occupation. You will have also identified key skills gaps or areas where tasks are not consistently performed that should be prioritized by education and training partners. Summarize these results in updated job profiles and make note of the major skills gaps. Those will help you understand where to focus your efforts in building stronger career pathway programs.

6. Build Career PathwayPrograms that PrepareStudents and Job Seekerswith Critical Competencies.

Now that you have an in-depth understanding of employers’ needs—their most critical occupations, the KSAs required, as well as pathways to progression into and from those occupations—it’s time to start making changes to education and training programs and support services to increase alignment with employers’ needs. This is where your career pathway support team will take an active role in making changes to existing programs and/or building stronger linkages across programs to create more seamless career pathways into the targeted sector.

Start by describing the current state of play: education and training asset map

It’s time now to re-visit your existing education and training programs. Using the inventory you developed earlier, begin developing a map showing the transferability and connections among the certifications, credentials, and degrees currently offered. Do not forget to include any programs that offer a work experience component, such as internships, on-the-job training, or apprenticeships.

Organize your map by entry, mid-, and advanced level credential attainment, and overlay what you now know about the needed skills of critical occupations. To do this, work with your career pathway support team to develop an initial draft and vet it with all key education and training partners. Similar to the storyboard or map you created during your facilitated discussion with employers in Step 6, create a visual that best represents the actual programs, their credentials and how they are connected.

Identify gaps

You heard from employers about where there are the most significant skills gaps. Now that you’ve mapped out your region’s education and training programs, you can also see where there are gaps in training, areas of duplication, or areas where students or job seekers may struggle to build the right skills and credentials because of a lack of connections among programs or support services to enable seamless transition.

19

Using your education and training asset map as a starting place, work with your career pathway support team to answer the following questions:

‣ If we were to increase the number of students/ job seekers with the KSAs employers identified, what would it take?

‣ Where are there breakdowns in the talent pipeline currently? In other words, where are students/job seekers getting stuck?

‣ What support services are needed to ensure students and job seekers move seamlessly through programs, building the skills and credentials they need? What resources can we leverage from other partner organizations in the region to provide these kinds of services?

‣ What is the best way to integrate applied or real-world experiences into existing programs? (For example: guest speakers or instructors, internships, project-based case studies, or faculty externships). What is the most efficient way to match employers with education and training partners to contribute these kinds of experiences?

‣ Are there whole sets of skill sets or credentials currently not offered by any of our institutions?

‣ Which programs or credentials do we currently all offer?

‣ How do our total projected graduation or completion numbers match up with current or projected demand for the occupations in this pathway?

‣ Do certain programs do a better job at the entry-level, and others at the mid- or advanced-levels? How do we know (placement rates, etc.)?

‣ For the same credentials or programs teaching similar/related skill sets, are the costs and lengths of training the same? If not, by how much do they differ?

‣ For the same credentials or programs teaching similar/related skill sets, are the pre-requisites the same? If not, how do they differ?

‣ Do all of our institutions accept the same credentials on this pathway as pre-requisites? What about coursework and credits related to this pathway?

‣ Are any of our institutions experimenting with or

accepting prior learning or work experience in place of credits or credentials related to this pathway?

‣ Are there any programs or credentials that appear to lead to a dead-end, i.e. no job or no clear next step in education or training?

‣ How are we including K-12 programming in this pathway? Where do we or should we offer dual enrollment?

Implement Solutions

It should now become clear where the gaps, duplications, and mismatches within the education and training system exist. All of these areas will require action. You may realize that no articulation agreements exist between important institutions along the career pathway from one credential to the next. You may realize the system offers duplicative credentials for one area and none in another. You may find coursework that leads to dead-ends (i.e. no occupation at all!). Clearly state these areas as an action step that resolves the gap or issue.

Once your support team has identified major gaps, now is the time to actually build career pathway programs that link multiple programs or institutions, integrate support services, and augment classroom training with work-based experiences throughout the pathway. The goal is to develop seamless linkages among programs and institutions that support students and job seekers in building the competencies, credits, and credentials they need to secure jobs and careers in the targeted industry.

This is the hard work of career pathway program development but you have a strong foundation to build from. Use your in-depth understanding of employers’ needs to make the case for changes to existing programs and leverage your career pathway support team to build stronger support at all levels of your partner institutions (from faculty to deans, front line workforce center staff to program directors).

Develop a Career Pathways Action Plan to keep your efforts focused, outlining the specific actions that education and training partners, as well as employer champions, will take to continue to build stronger career pathway programs and align education and training with the needs of industry. This is an internal planning document, not a public document. Your Career Pathway Action Plan is what you as education and training partners can collectively use to guide how you close gaps, align curriculum and credentials, agree on which institutions will host which programs, clearly see

6. BUILD CAREER PATHWAY PROGRAMS THAT PREPARE STUDENTS AND JOB SEEKERS WITH CRITICAL COMPETENCIES

20

6. BUILD CAREER PATHWAY PROGRAMS THAT PREPARE STUDENTS AND JOB SEEKERS WITH CRITICAL COMPETENCIES

where articulation agreements or MOUs are needed, and stay up-to-date on changing skill needs and job market saturation points.

The Action Plan, in effect, becomes your strategy for building a seamless career pathway system that better serves the target industry and job seekers in your region. Once you have an initial sketch of the Action Plan, prioritize the actions. Find a way to agree across partners what represents early wins (i.e. the easy fixes), short term actions (3-6 months), or long term actions (6-12 months). To help prioritize actions, think about two criteria:

‣ Will the action yield high impact?

‣ Is it feasible to implement?

EXAMPLE: TROUBLESHOOTING THE TALENT PIPELINE

Employers identified a need for skilled welders, recognizing that a large proportion of their current welding workforce is nearing retirement. They cited the local community college welding program as being a good source of talent but the program is struggling to meet regional demand. Last semester, only 10 students graduated but employers reported (and labor market data confirmed) that they will need significantly more in future years.

The career pathway support team, made of the local workforce development board, the CTE dean from the local community college, the director of the welding program, and the CTE director from the local high school met to develop a more seamless career pathway program to meet regional demand for welding. This included:

‣ Identifying math skills as a major barrier to students successfully completing welding certificates. Since a large proportion of students enter community college at remedial math levels, many of them are placed into developmental math classes and fail to move on into more advanced courses that are requirements for a welding certificate. The community college engaged math faculty to design a contextualized industrial math course targeted toward remedial math students, designed in conjunction with manufacturing employers. This course was integrated into the welding program, providing a more seamless path into welding for students who enter community college at remedial math levels.

‣ Addressing resource constraints of the welding program. The career pathway support team discovered that the welding program has a waiting list of over 30 students who cannot enroll due to capacity constraints. If the program had the funding to hire an additional part-

time instructor, these students could enroll. Working with the sector partnership talent committee, the career pathway support team developed a proposed solution: manufacturers agreed to contribute half the resources required to support the faculty position and the other half of the funding was raised through a statewide grant targeting manufacturing training programs.

‣ Creating a dual enrollment course with high school. To increase the number of students pursuing manufacturing-related careers and welding specifically, the community college worked with its local high school to create a dual enrollment “foundations in manufacturing” course which included some introductory welding concepts, creating a more seamless pathway for high school students interested in pursuing welding.

‣ Referring job seekers to welding program and using WIOA funds to pay for training. The workforce center directed eligible job seekers with appropriate skills to enroll in the welding program and provided individual training accounts for job seekers to obtain training.

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7. Create a Picture of the Career Pathway and Market it to All Audiences.

You are now at a major milestone: you’ve understood the real career pathway within an industry directly from employers and have also made changes to education and training programs to ensure students and job seekers can efficiently build the skills and credentials they need for those occupations. Now is the time to create an actual picture or map that tells job seekers what skills they need to attain jobs within the industry and where they can build those skills and credentials.

The purpose of your career pathway map is:

‣ To serve as a career advisory tool for educators, guidance counselors, workforce development organizations, frontline staff in multiple programs, parents, and students. The map helps students and job seekers identify industries of interest and map out a path that includes the relevant training and work experience to be successful in their chosen career.

‣ To support ongoing collaboration throughout your career pathway system, or the network of education, training, and workforce development organizations that prepare people for jobs in the targeted industry. Your career pathway map acts as a connecting framework across the multitude of private and public education and training institutions responsible for guiding individuals onto a career path, ensuring that partners are playing complementary roles and aligning around industry demand.

Developing a career pathway map

When you overlay the skill needs and education levels for an industry’s critical occupations with the programs and credentials that provide these skills and credentials, you get a scaffolded picture of the path a jobseeker must take to attain jobs at each level. How do you do this?

First, get creative. Consider the manufacturing example in this Guide from Kansas City. It provides just enough detail for a job seeker to quickly understand entry, mid- and advanced-level occupations in the industry, including level of required education, specific credentials, and needed technology skills, as well as market demand and average wages. You may also want to add a column for any relevant physical or environmental conditions of occupations. All this in one page! This is what you present to the public.

Next, you will need to dig into the specific skills needed for an individual to advance from a set of entry-level

occupations to mid-level occupations and onto the advanced occupations. Re-visit the KSAs, and draft short descriptions for each critical occupation that capture the essence of what’s needed to be successful on-the-job. Then do a cross-analysis between the levels in order to call out more explicitly the additional or higher level skills needed to go from one occupation up to the next. For example, an entry-level heavy equipment operator will need additional skills in repair, equipment maintenance, troubleshooting, reading, and math, and blueprint reading if he or she is to advance to a mid-level assembler.

Now find a way to insert actual projected demand in real numbers into your map. The pitfall at this point is not paying attention to just how many jobs exist within a certain occupational category, and potentially training too few job seekers or worse, over-saturating the labor market by training too many. Job seekers and students need to know if this pathway will result in a real job. And of course, do not forget to put average wages in your career pathway map. Job seekers care about this.

7. CREATE A PICTURE OF THE CAREER PATHWAY AND MARKET IT TO ALL AUDIENCES

Figure 3 Sample Career Pathways Map Source: www.kcworkforce.com/Assets/ManufacturingCareersinKansasCity.pdf

MANUFACTURING | CAREER PATHWAYS AND DEMAND IN GREATER KANSAS CITY

Education Job Description Tools & Technology Current Openings

Median Hour Wage

Certifications/ Degrees Offered

High SchoolDiploma & Work Experience

PRODUCTION OCCUPATIONS (PACKAGING, INSPECTORS, TESTERS)Operate or tend machines to prepare industrial or consumer products for storage or shipment. Inspect, test, sort, sample, or weigh materials or assembled products.

GMP, QMS, ISO 9001, SAP Software, Excel

70Job

openings

$13.87(KC)$15.09(National)

Certified Production Technician, OSHA Safety, OSHA Forklift

MAINTENANCE AND REPAIR WORKERSPerform work to keep machines, mechanical equipment, or the structure of an establishment in repair. Duties may involve pipe fitting; boiler making; insulating; welding; machining.

CAD, SAP Software, Oracle, PTC Creo Parametric

637Job

openings

$19.23(KC)$20.02(National)

Industrial Maintenance Certificate, Machine Tool Tech

MACHINISTSSet up and operate a variety of machine tools to produce precision parts and instruments.

CNC Mastercam, ERP Software, Excel

40Job

openings

$20.75(KC)$21.17(National) Machine Technology Certificate

Certification orAssociate’sDegree

METAL WORKERS, WELDERS, CUTTERSUse hand-welding, flame-cutting, soldering equipment to weld or join metal components.

EZ Pipe Software, Recordkeeping software, OmniFleet equipment maintenance

37Job

openings

$16.85(KC)$17.91(National)

Welding (MIG) Certificate, Welding (TIG/MIG) Certificate

INDUSTRIAL MACHINERY MECHANICSRepair, install, adjust, or maintain industrial production and processing machinery or refinery and pipeline distribution systems.

CRM, LMS, PLC, Extranet Machine Tools Suite, SAP Software

39Job

openings

$22.57(KC)$22.48(National)

Advanced Computer Integrated Machining & Manufacturing Certificate

WHOLESALE AND MANUFACTURING SALES REPRESENTATIVESSell goods for wholesalers or manufacturers to businesses or groups of individuals where technical or scientific knowledge may be required.

CRM, SaaS, Oracle DBMS, IBM Notes, SAP Software

342Job

openings

$51.44 (KC)$55.26(National)

Applied Manufacturing Certificate

Bachelor’sDegree

INDUSTRIAL ENGINEERSDesign, develop, test, and evaluate integrated systems for managing industrial production processes including human work factors, quality control, inventory control, logistics and material flow, cost analysis, and production coordination.

Rockwell RSLogix, Microsoft Visual, Dassault Systems CATIA Software

306 Job

Openings

$39.88 (KC)$42.26(National) Industrial Engineering BS

MECHANICAL ENGINEERSPerform engineering duties in planning and designing tools, engines, machines, and other mechanically functioning equipment. Oversee installation, operation, maintenance, and repair of equipment such as centralized heat, gas, water, and steam systems.

Sigmetrix CETOL 6 Sigma, Autodesk AutoCAD, Rapid Prototyping software

92Job

Openings

$39.88(KC)$41.73(National)

Mechanical Engineering BS, Mechanical Engineering Technology BETB-MT

ELECTRICAL ENGINEERSDesign, develop, test, or supervise the manufacturing and installation of electrical equipment, components, or systems for commercial, industrial, military, or scientific use.

CAD, Minitab software, Verilog, C++, SCADA, MATLAB

155Job

Openings

$43.87(KC)$45.63(National) Electrical Engineering BS

www.kcworkforce.com/Assets/ManufacturingCareersinKansasCity.pdf

23

7. CREATE A PICTURE OF THE CAREER PATHWAY AND MARKET IT TO ALL AUDIENCES

ENTRY into pathway:

• M.S. in Nursing• B..S. in Nursing

DOCTOR OF NURSING PRACTICE OR PHILOSOPHY

Institution Length Cost Placement Rates

CU - Philosophy 41 credits2.5 years $22,000 n/a

CU - Nursing Practice 41 credits +dissertation $22,000 n/a

DOCTOR OF NURSING Philosophy or PracticeYearly Metro Openings: 48

Colorado Annual WagesLow ................................variesMedian ...........................variesHigh ................................varies

ENTRY into pathway:

• B..S. in Nursing


CU College of Nursing 2 years $26,500 92%

MASTER OF SCIENCE IN NURSINGNURSE PRACTITIONERYearly Metro Openings: 81

Colorado Annual WagesLow ............................ $60,300Median ....................... $90,200High ..........................$141,300

ENTRY into pathway: HIGHLY COMPETITIVE

• High School Diploma• GED• Certified Nurse Aide• Licensed Practical Nurse• A.A.S. in Nursing• B..S. in Nursing• B..S. or B.A. in ohter field• Military Experience As Medic• Pre-requisite classes

MASTER OF SCIENCE IN NURSING


Integrated Nursing Pathway

CU College of Nursing 129 credits $35,508n/a

CCA/CU 129 credits $33,961

Dual Enrollment Programs

ACC/MSUD 120 credits $25,000

n/aCCA/MSUD 120 credits $25,000

FRCC/MSUD 120 credits $25,000

CU Programs

Traditional 120 total credits(66 CU Nursing)

$26,000(nursing only)

n/aAccelerated (prior Bachelor’s degree) 66 credits $26,000

(nursing only)

RN to BSN (online, for practicing RNs ) 30 credits $11,580

MSUD Programs

Traditional 123 credits $54,612

n/aAccelerated 63 credits $37,000

RN to BSN 36 credits $9,000

REGISTERED NURSE (Critical Care, Operating Room)Yearly Metro Openings: 1,133

Colorado Annual WagesLow ............................ $49,900Median .....................$68,1000High ............................ $92,500

ENTRY into pathway:

• High School Diploma• GED• Licensed Practical Nurse• Military Experience As Medic

ASSOCIATE OF APPLIED SCIENCE IN NURSING


ACC 80 credits $10,699 54%

FRCC 71.5 credits2 years $13,073 96%

FRCC (LPN to AAS bridge program)

54.5 credits1 year $9,965 96%

REGISTERED NURSE Yearly Metro Openings: 1,133

Colorado Annual WagesLow ............................ $49,900Median .....................$68,1000High ............................ $92,500

ENTRY into pathway:

• High School Diploma• GED• Certified Nursing Assitant• Phlebotomist• Medical Assitant• Military Experience As Medic

ASSOCIATE OF APPLIED SCIENCE IN NURSING


EGTC (must have C.N.A.) 36 credits11 mons $8,244 87%

FRCC (exit option for RN program)

48 credits60 weeks $6,447 90%

ACC (exit option for RN program)

53 credits60 weeks $8,127 n/a

LICENSED (LPN) PRACTICAL NURSE Yearly Metro Openings: 269

Colorado Annual Wages

Low ............................ $34,300Median ....................... $45,000High ............................ $58,000

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8. Create a System for Continuous Improvement.

Now that you have developed an industry-led career pathway system, it’s critical that you develop a process to ensure that system stays dynamic and continually responsive to changing labor market demand. The goal is to ensure your career pathway support team engages in continuous conversations with employers to identify and understand high-priority workforce needs as they evolve. Respond to those needs in a collaborative way, and measure success.

As you and partners begin to implement the strategy outlined in your Career Pathway Action Plan, use your sector partnership as the cross-system, employer-driven home for ongoing efforts. Establish employer champions to help chair the work; continue to draw on community support partners to contribute; use the discipline of action plans and timelines to stay on track.

Effective career pathways grow out of a strong and current understanding of industry’s needs, as well as a deep understanding of how individuals access and progress through the labor market. The final, and highest risk, pitfall is to build a career pathway system that simply justifies the existing curriculum and credentials currently offered by education and training programs. Instead, you should continuously building a career pathway system that is the true reflection of advancement through an industry. Your sector partnership is critical here. Use your sector partnership to avoid this pitfall by:

‣ Keeping employers in the driver’s seat;

‣ Regularly documenting and reporting progress and make adjustments along the way as needed;

‣ Act on short-term quick wins, while keeping the long-term in mind;

‣ Establishing a culture and protocol of being able respond and shift according to new information and opportunities.

25

Appendix A: Using and Organizing Data to Understand an Industry’s Key Occupations.

There are many kinds of employment data to draw from, but this toolkit references the information provided in the Bureau of Labor Statistics Occupational Employment Survey (BLS OES). This is meant to be a very simple overview of how to think about this data as a tool that doesn’t require a statistician to operate.

‣ Know where your data comes from and what it can tell you: The Bureau of Labor Statistics collects occupational data at the industry level on an on-going basis using a mail survey that solicits information from employers about what kinds of positions exist in their companies and how much they pay. Every two years the BLS releases 10-year projections, projecting the growth patterns of all occupations. Sample data is used to project both the current occupational levels as well as the 10-year projections. Because the OES employs a sample method, there is an implicit margin of error. Occupational data, especially at the regional level, is not meant to be an accurate census of all workers, but rather an overview of the industry composition. More information on the methodology of the OES is available here: bls.gov/oes/current/methods_statement.pdf

‣ Identify the industries involved in your sector: Data is sorted by two important codes. The North American Industry Classification System (NAICS) identifies a company’s industry and sub industry at an increasing level of detail; each digit of a NAICS code offers more specificity on what it is that the firm does. The first two digits are the broader industry code. To gather information on a particular industry query data using the appropriate industry code. Codes for the 19 industries OES tracks are found here: bls.gov/oes/current/methods_statement.pdf.

‣ Identify large and growing occupations: Standard Occupational Classification codes (SOC codes) are associated with occupations within a given industry. For instance, Office Manager or Engineer are two occupations that exist in many industries. Each SOC code digit adds a layer of specificity to the given occupation Because of the limitations of sample data, especially at the regional level, SOC data at the 4 and 5-digit level often isn’t very revealing or accurate.

• Identify large occupatons. To identify where the majority of occupations fall in a given industry, start by looking at SOC level 2 data and sort the data from the most workers to the least. These occupational categories are fairly broad but can point to where the majority of occupations lie. In occupation categories that are either very large or you know to be critical, you can expand your view to look at level 3 data, or occupations within.

• Identify growing occupations If the growth rate of a given occupation is not given, create a spread sheet that has both current and projected numbers for occupations. Sort by highest growth. Some times occupations with less workers in the current year make projected growth look particularly dramatic. While this may temper your interest it’s an important line of inquiry to bring up with employers. Is this the result of sampling error or is something happening?

• A note on sorting SOC code data. When looking at SOC data it is best to make sure you are only seeing one level of data at a time. Occupations are replicated at each level of information so when you are looking at a complete data set you are seeing the same jobs represented up to 5 times with a growing level of detail. For instance, when you are looking at SOC Code level 2 data all the codes should look like XX-0000. There are many ways of sorting and filtering this information in Excel – help yourself out by narrowing the amount of information you see at one time. Create visualizations of the data that communicate what you see. This is a step that is individual to the data, but some important charts you might want to create are:

⁰ A bar or longitudinal chart that shows the change in level 2 occupations over the 10-year period within a given industry.

⁰ Pie charts or compositional charts that show the relative proportions of different occupations in the industry now and projected.

⁰ Projected growth information at SOC code level 3-detail on occupations that are large and/or fast growing.

www.bls.gov/oes/current/methods_statement.pdf

www.bls.gov/oes/current/methods_statement.pdf

http://www.bls.gov/oes/current/methods_statement.pdf

Appendix B: Defining Terms.

Career pathway system —A career pathway system engages education and training providers in a continuous conversation with one another and with industry to ensure that students move seamlessly through and among educational institutions and work-based experiences to build skills and credentials that meet industry demand and prepare them for jobs and careers.

Career pathway program — A career pathway program is a set of stackable credits and credentials, combined with support services, that enables students to secure industry-relevant skills, certifications, and credentials and advance to higher levels of education and employment.

Career pathway map — An online or paper map of how occupations connect to one another and what education and training is needed to prepare students or job seekers for occupations. Statewide career pathway maps focusing on the top industries in Colorado will be accessed on careers in Colorado.

Sector partnership — An industry-specific regional partnership led by industry in partnership with public partners.

Public partners — A regional group of non-industry partners engaged in a sector partnership who work together to develop a coordinated response to the needs of industry. Partners include decision makers in workforce development, secondary education, post secondary education, human services, vocational rehabilitation, and other community partners.

Industry-defined competencies — The specific knowledge, skills and abilities that industry leaders have collectively identified as being critical to performing a specific occupation or group of occupations effectively. These competencies are both foundational and task specific.

Work-based learning — Learning opportunities that occur in part or in whole in the workplace and provide the learner with hands-on, real world experience. Work-based learning opportunities include but are not limited to: internships, apprenticeships and residencies.

26

27

Job Functions Develop and sell business case for product

Manage and generate business relationships with customers

Maintain internal customer records and feedback

Evaluate technical product details and market trends

Tasks

Answer customers' questions about products, prices, availability, or credit terms.

Maintain strong professional relationships with customers and ensure excellent customer service through regular email, phone, and in-person communication.

Prepare and submit sales contracts for orders.

Develop thorough technical knowledge of company product lines.

Compute customer's installation or production costs and estimate savings from new services, products, or equipment.

Develop a sales strategy, including investigating new target customers/companies that could be interested in product.

Enter and maintain customer activities and records (e.g. sales calls, quotes, meetings, contracts), using automated systems.

Emphasize product features based on analyses of customers' needs and on technical knowledge of product capabilities and limitations.

Quote prices, credit terms, or other bid specifications.

Contact/visit new and existing customers to discuss how specific products or services can meet their needs or to promote product.

Complete regular internal reports on activities and attend and participate in company meetings.

Keep informed on product lines, market trends and competitors' product lines, such as by reviewing technical materials, attending seminars, and reviewing publications.

Negotiate prices or terms of sales or service agreements.

Develop and deliver presentations to customers about product.

Work as a liaison with other departments to resolve product issues.

Consistently close sales deals and achieve activity and revenue goals.

Provide product recommendations to customers and respond to technical questions.

TECHNICAL SALES REPRESENTATIVE FUNCTION AND TASK MATRIX

Appendix C: Sample Strawman Description of Job Tasks and Functions.

coworkforcecouncil.org | [email protected] | 303.318.8266 633 17th Street, Suite 1200, Denver, Colorado 80202

63

ELEMENT THREE DESIGN EDUCATION AND TRAINING PROGRAMS

Laird, Elizabeth and Holcomb, Pamela. Issue Brief - Effective Case Management: Key Elements and Practices from the Field. Mathematica Policy Research, 2011.

Customers

MissouriSectorStrategiesandWorkforcePlanningProjectOctober28-29,2015StatewideLaunchMeeting

GuidanceforRegionalTeamWork

1

3535Route66,Bldg.4•Neptune,NJ07753•732-918-8000•www.mahernet.com

ã2016Maher&Maher,AllRightsReserved

1.MeetingProcessandOutputOverviewDuringtheStatewideLaunchmeeting,regionalteamswillengageinfacilitateddiscussionsinvarioussessionsaroundthefollowingobjectivesandoutputs:

DayandTime Activity Output

Day1–October282:45-4:00PM Reviewanddiscussdata;select/validate3-5

regionaltargetindustryclustersSummaryofkeydatadiscussionpointsandclustertargetingprogress/decisions

4:00-4:30PM Regionalteamreport-outs Teamreport-outsonhighlightsofdatadiscussionsandprogressonpotentialtargetindustryclusterselection

Day2–October298:45-10:15AM Debriefself-assessmentresultsandconduct

SWOTanalysisSummaryofself-assessmentresultsandSWOThighlights

10:30-11:30AM Determineprioritiesforaction:§ Industryclusterfocus§ Keystrategicprioritiesbasedonself-

assessmentandSWOTanalysis

Industryclusterfocusandmajorstrategicpriorities

11:30AM-12:00PM Regionalteamreport-outs Targetclusterandmajorstrategicpriorities1:00-2:15PM Developinitialplanframeworkfortargetcluster

strategiesPrioritygoals,strategies,andpotentialactionstepstosupporttargetedregionalindustrycluster

2:15-2:45PM Regionalteamreport-outs Summaryofprioritygoals,strategies,andpotentialactionsteps



2



2.SuccessFactorsandProcessFrameworkforRegionalPlanningEachregionalteamwillapproachitssectorplanningworkfrom“whereitis,”withtheplanningprocesscustomizedforeachteamanditsparticulargoals.However,tohelpsupporttheteams’work,wehavedevelopedasetofcriticalsuccessfactors,andarelatedprocessframework,forregionalsectorstrategiesplanningandimplementation.Thesuccessfactorsandtheprocessframeworkarealignedtoarticulatewhatsuccesslookslikeateach“step”intheprocess.Graphicsdepictingboththesuccessfactorsandtheprocessframeworkareprovidedbelowforteammembers’reference.

SuccessFactors ProcessFramework



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3.ConductingtheSWOTAnalysis(Day2)OnthemorningofDay2,regionalteamswillconductSWOT(strengths,weaknesses,opportunities,andthreats)analysesrelativetotheirtargetindustryclusterselectionsandself-assessmentresults.FocusingonthemostcriticalSWOToutput,theywillthenbegintocraftrelatedstrategicprioritiesforcluster-basedstrategicplanning,whichwillberefinedandexpandeduponduringtheremainderofthemeeting,andafter.

ThefollowinginformationisprovidedtosupportregionalteammembersinconductingtheirSWOTanalysesanddevelopingrelatedstrategicpriorities.



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ANoteaboutConductingSWOTAnalyses:

TheSWOTanalysisisanassessmentoftheregionalteam’sstrengths,weaknesses,opportunities,andthreatsrelatedtoindustrycluster-basedstrategicplanningandimplementation.ASWOTanalysisisusedtoidentifytheinternalandexternalfactorsthatareeitherfavorableorunfavorabletotheregion’sabilityachieveitsvisionandgoals.ThepurposeofconductingaSWOTanalysisistocreateaholisticpictureoftheregionintermsofpositiveandnegativeattributesandtrends,andtothenusethispicturetoguidethedevelopmentandprioritizationofgoals,strategies,and,ultimately,actionsteps.

SWOTanalysiselementsarecommonlyunderstoodinthefollowingterms,asdepictedbelow:

§ Strengthsaretheregion’srelativecompetitiveadvantagesandaretypicallyinternalinnature(e.g.strongcapacityrelatedtoindustrydatasynthesisandanalysis).

§ Weaknessesaretheregion’srelativecompetitivedisadvantages,typicallyinternalinnature(e.g.lackofrelationshipswithemployersinoneofourtargetclusters).

§ Opportunitiesaretheregionschancesoroccasionsforimprovementorprogress,typicallyexternalinnature(e.g.partnersareeagertocollaboratewithustodevelopsolutionsforourtargetcluster).

§ Threatsaretheregion’schancesoroccasionsfornegativeimpactsordecline,typicallyexternalinnature(e.g.significantskillgapsamongouryoungerworkforceinhibitourabilitytomeetemployers’talentpipelineneeds).



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ThetemplatethatfollowsisprovidedtoassistregionalteammembersinrecordingkeyelementsoftheirSWOTanalysisdiscussions.SWOTANALYSIS Helpful HarmfulInternal Strengths Weaknesses

External Opportunities Threats



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4.DevelopingtheInitialRegionalPlanFrameworkforTargetIndustryClustersAttheStatewideLaunchMeeting,regionalteamswillbegintoconstructtheirinitialplansforadvancingstrategiestosupporttheirchosentargetindustryclusters.ThetemplatethatfollowsisprovidedtoassistteamsindevelopingandreportingoutontheseinitialplansattheLaunchmeeting,andincontinuingtodeveloptheirplansfollowingthemeeting.

InitialRegionalPlanFramework

TargetIndustryCluster:1.Gather,Analyze,andValidateWorkforceData/Intelligence

PriorityGoals KeyStrategies PotentialActionSteps Notes(additionalneeds,leadparties,timeframes,etc.)



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2.FormSectorPartnerships:Convene,Partner,andArticulateVisionPriorityGoals KeyStrategies PotentialActionSteps Notes(additional

needs,leadparties,timeframes,etc.)

3.AssessEmployer-DefinedTalentNeedsPriorityGoals KeyStrategies PotentialActionSteps Notes(additional




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4.DevelopStrategiesandAlignResourcesPriorityGoals KeyStrategies PotentialActionSteps Notes(additional


5.OperationalizeinJobSeeker/StudentandBusinessServiceDeliveryPriorityGoals KeyStrategies PotentialActionSteps Notes(additional




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6.Assess,Adjust,Improve,andSustainPriorityGoals KeyStrategies PotentialActionSteps Notes(additional


Missouri Sector Strategies and Workforce Development Planning Project

Webinar: Building Industry Sector-Driven Career PathwaysJune 2, 20161:30-3:00 PM CDT

Accessing Webinar Recording and Slides

• This webinar was recorded and webinar materials have been posted to the Sector Strategies section of the jobs.mo.gov website:

– https://jobs.mo.gov/sectorstrategies

• The direct link to the webinar recording is https://vimeo.com/171761354

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https://jobs.mo.gov/sectorstrategies

https://jobs.mo.gov/sectorstrategies


Today’s Presenters

• Scott Sheely, Maher & Maher

• Gretchen Sullivan, Maher & Maher

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Today’s Agenda

• Discuss career pathways models, their key goals and features, and their role in the context of implementing industry sector strategies

• Explore a process for developing career pathways in a sector context

• Discuss ways to use the knowledge that we develop to…

– Work with jobseekers in career counseling, and

– Align education and training to pathways for individuals

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Part 1: Career Pathways: Goals, Features, and Role in Industry Sector Strategies

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Getting Started

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What are career pathways?

• Well-articulated education, training, and credential sequences, K-12 through post-secondary, that:– Are driven by data

– Align to the occupational and skill needs of employers in targeted industry sectors – as defined by those employers

– Offer enhanced career entry, movement, and advancement opportunities for students, job seekers, and workers

– Meet business needs for talent pipeline development across the skills spectrum

– Align partners, programs, and resources around shared strategies for talent pipeline development

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Pathways: Some Key Features

• Defined by data and employers

• Clear and seamless on- and off-ramps

– “Start where you are”; No “dead ends”

• Help individuals work (earn) and learn at the same time

• Work as a central context for learning

• Modularized, shorter-term training and stackable credentials for accelerated gains in labor market competitiveness and earnings power

• Accelerated educational and career advancement through assessment of prior learning, integrated “basic” education and technical training, integrated “soft” skills training

• Navigation and supports at transition points

• Supported by shared partner planning and co-investment

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Why career pathways?

• Go from strategizing to doing

• Meaningfully implement sector-based workforce solutions that matter to business, from entry-level to advanced positions

• Offer your students, job seekers, and workers more coherent, accessible, and promising opportunities

• Pathways as a strategy for aligning education and training to employers’ needs and making it more agile/responsive

• Build relevance

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Digging Deeper

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Career Pathways: From “Jobs” to Career Progression• Career pathways have become increasingly popular

frameworks for talking about the variety of career options that are available to people who are preparing to enter the job market or looking for work after an employment dislocation.

• They use occupations as a kind of roadmap for jobseekers and many have been organized in “ladders” or “lattices” showing occupational progression.

• Pathways often have a skill progression sequence connected to them.

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Career Pathway Models: Moving from Description to DataMost career pathway models that are currently being used are theoretical and rather descriptive in nature.

However, they often need some other elements to be useful to workforce practitioners.

• They must be grounded in a thorough understanding of the industry mix of the regional economy.

• For the industries that emerge as the focus of a workforce investment strategy, any model must account for the occupations within the key industries that will be most in-demand over at least the next decade.

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Career Pathway Models: Understanding KSAs and KSA Gaps

• As the character of pathways begin to emerge, they need to include information from occupational databases on the knowledge, skills, and abilities required as people move through the various levels of the path as well as the way the industries involved compensate workers as they move through the pathway.

• There needs to be a specific understanding of the gaps that emerge in knowledge, skills, and abilities as people move between levels so that curriculum can be informed and plan for the missing content.

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Career Pathway Models: Quality Assessment and Staff Competencies

• As the model is applied, it needs practitioners who are comfortable enough with the data to talk knowledgeably about skills and the compatibility of skills from level to level. It also needs a system that assesses individuals and provides a connection to any needed training.

• A thorough assessment may reveal that a jobseeker has skill deficits that become barriers in moving to a potential occupation but it may just as easily show that the skills of the individual are adequate and that the person just needs to broaden their job search. Experience says that many dislocated workers, for example, may have as many as 80% of the skills that they will need for their next job.

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Career Pathway Models: From Case Management to Career Coaching

• The workforce practitioner needs to understand this process and be able to interpret it to the jobseeker with whom s(he) is working.

• This may require an entirely new set of skills than the ones typically utilized for case management

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Career Pathway Models: Staying Relevant and Agile

• Career pathways must also reflect the needs of employers and recognize the reality of the way people progress through levels of the work environment.

• They are just as important for incumbent workers as for entering workers, particularly at a time when employers in the US (and around the globe) are dealing with the talent shortage that will develop as the Baby Boom generation changes its relationship to work over the next several decades.

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Career Pathway Models: One Size Does Not Fit All

• Industries like manufacturing and construction, which rely more on on-the-job training rather than those such as health care, which require more academic credentials and licensing, will have very different pathways.

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Connecting Career Pathways and Sectors• Career pathways are a key approach for

operationalizing sector strategies

• Pathways illustrate the talent pipeline for targeted industry sectors, from entry-level to advanced occupations

• Pathways are a strategy for aligning education and training to employers’needs and being more agile/responsive in real time

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Part 2: Developing Industry-Driven Career Pathways

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Meeting People Where They Are

• Begin with a clear assessment of foundation, literacy, and hard skills.

• Ask them where they have worked and what they can do.

• See what open jobs are compatible with what they have done in the past.

• Talk skills.

• Suggest jobs that fit their skill profile.

• What additional skills would enhance their employability?

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Staffing Pattern-Manufacturing• Team Assemblers • First-Line Supervisors of Production

and Operating Workers • Heavy and Tractor-Trailer Truck

Drivers • Machinists • Molding, Coremaking, and Casting

Machine Setters, Operators, and Tenders, Metal and Plastic

• Inspectors, Testers, Sorters, Samplers, and Weighers

• General and Operations Managers • Laborers and Freight, Stock, and

Material Movers, Hand • Maintenance and Repair Workers,

General • Helpers--Production Workers • Welders, Cutters, Solderers, and

Brazers

• Tool and Die Makers • Sales Representatives, Wholesale and

Manufacturing, Except Technical and Scientific Products

• Computer-Controlled Machine Tool Operators, Metal and Plastic

• Pourers and Casters, Metal • Cutting, Punching, and Press Machine

Setters, Operators, and Tenders, Metal and Plastic

• Office Clerks, General • Industrial Machinery Mechanics • Secretaries and Administrative

Assistants, Except Legal, Medical, and Executive

• Assemblers and Fabricators, All Other • Sawing Machine Setters, Operators,

and Tenders, Wood

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Compatible Occupations-Forklift

• Laborers and Freight, Stock, and Material Movers, Hand

• Hoist and Winch Operators • Fence Erectors • Packaging and Filling Machine

Operators and Tenders • Light Truck or Delivery Services

Drivers • Helpers--Production Workers • Mine Cutting and Channeling

Machine Operators • Pourers and Casters, Metal • Railroad Brake, Signal, and Switch

Operators • Rock Splitters, Quarry Operating

Engineers and Other Construction Equipment Operators

• Tire Repairers and Changers• Extruding and Drawing Machine

Setters, Operators, and Tenders, Metal and Plastic

• Recycling and Reclamation Workers • Parking Lot Attendants • Landscaping and Groundskeeping

Workers • Farmworkers, Farm, Ranch, and

Aquacultural Animals • Machine Feeders and Offbearers • Paving, Surfacing, and Tamping

Equipment Operators • Molding and Casting Workers • Sawing Machine Setters, Operators,

and Tenders, Wood • Welding, Soldering, and Brazing

Machine Setters, Operators, and Tenders

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Finding Career Pathways

• An analysis of the key industries in the regional economy that uses industry size, growth, and location quotient as the key variables leading to some choice of workforce investments (bubble chart).

• A growth projection of key occupations above the family-sustaining wage ranked by openings over a ten-year planning horizon (top 100 hot jobs).

• Organization of the top 100 hot jobs into compatible grouping (the beginning of career pathways) that are affirmed using wages and progressive skill development (career pathway descriptions).

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Finding Career Pathways

• Description of the compatible jobs for the jobs that comprise the entry-level of the career pathway (listing of those occupations).

• Comparison of knowledge, skills, and abilities at each level of the pathway (gap analysis).

• A skill acquisition map that charts existing training, certifications, and articulations and that identifies gaps in the local system (mapping document).

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Bubble Chart

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(20%)

(10%)

0%

10%

20%

30%

40%

0 0.5 1 1.5 2 2.5 3 3.5

% In

cre

ase

in E

mp

loym

en

t

Location Quotient

Industry Clusters in Northeast Region, MO

*Agriculture Production*

*Food Processing*

Automotive Services

Government

*Diversified Manufacturing*

*Logistics and Transportation*

Education

*Health Care*

Communications and IT Services

Business Services

Biotechnology

Construction

Real EstateFinancial Services

Hospitality

Retail

Energy and Utilities

Top 100 Occupations

• Heavy and Tractor-Trailer Truck Drivers • Construction Laborers • General and Operations Managers • Customer Service Representatives • Registered Nurses • Secondary School Teachers, Except Special

and Career/Technical Education • Elementary School Teachers, Except

Special Education • First-Line Supervisors of Retail Sales

Workers • Automotive Service Technicians and

Mechanics • Sales Representatives, Wholesale and

Manufacturing, Except Technical and Scientific Products

• Maintenance and Repair Workers, General• Licensed Practical and Licensed Vocational

Nurses • Postsecondary Teachers • Correctional Officers and Jailers

• Carpenters • First-Line Supervisors of Office and

Administrative Support Workers • Police and Sheriff's Patrol Officers • Accountants and Auditors • Bookkeeping, Accounting, and Auditing

Clerks • Middle School Teachers, Except Special

and Career/Technical Education • Operating Engineers and Other

Construction Equipment Operators • Machinists • Medical Assistants • Inspectors, Testers, Sorters, Samplers, and

Weighers • Industrial Machinery Mechanics • Packaging and Filling Machine Operators

and Tenders • First-Line Supervisors of Production and

Operating Workers • Industrial Truck and Tractor Operators

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Identify Career Pathways

• Production

• Sales

• Administrative Support

• Health Care

• Construction and Trades

• Technical Support

• Education

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Production Career Pathway

• Heavy and Tractor-Trailer Truck Drivers

• Construction Laborers • Automotive Service Technicians and

Mechanics • Maintenance and Repair Workers,

General • Machinists • Inspectors, Testers, Sorters, Samplers,

and Weighers • Industrial Machinery Mechanics • Packaging and Filling Machine

Operators and Tenders • First-Line Supervisors of Production

and Operating Workers • Industrial Truck and Tractor

Operators• Light Truck or Delivery Services

Drivers

• First-Line Supervisors of Mechanics, Installers, and Repairers

• Mixing and Blending Machine Setters, Operators, and Tenders

• Computer-Controlled Machine Tool Operators, Metal and Plastic

• Farm Equipment Mechanics and Service Technicians

• Water and Wastewater Treatment Plant and System Operators

• Bus and Truck Mechanics and Diesel Engine Specialists

• Food Batchmakers • First-Line Supervisors of Helpers,

Laborers, and Material Movers• Extruding, Forming, Pressing, and

Compacting Machine Setters, Operators, and Tenders

• Printing Press Operators

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Production Career Ladder

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• First-Line Supervisors of Production and Operating Workers

• Electricians

Industrial Machinery Mechanic

• Food Batchmaker

• Truck Drivers

• Maintenance and Repair Workers

Printing Press Operator

• Laborers and Freight Movers

• Inspectors, Testers, Sorters, and Weighers

• Machine Feeders and Offbearers

Industrial Truck and Tractor

Operator

Press Operator to IMM-Know

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Press Operator to IMM-Skills

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Certificates and Training

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•AAS in Mechatronics Engineering Technology

•Mechatronics (Advanced Manufacturing/Integrated Systems Technology)

•Certified Apprenticeship

Industrial Machinery Mechanic

•Production Technician Certificate

•Operators’ Certificate

•Hot Lab

•Printing 101

Printing Press Operator

•Blueprint Reading

•Maintenance Basics

•Forklift/OSHA certification

•ServSafe

Industrial Truck and Tractor

Operator

Gap Analysis

• Is there a gap between the skills that the industry needs and the skill training that is available?

• What specifically are those skills?

• Validate with the industry.

• Ask the industry where the skills can best be obtained at the best price.

• How best can the skill training be delivered?

• Put your thoughts into a request for proposal with everything included…no favorites.

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Part 3: Connecting Education and Training to Pathways

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From What We’ve Learned to What We Do• Once pathways have been validated and refined with employers,

how do we inventory and asset-map for areas of alignment, disconnect, and gaps?

• Educational over/undersupply?• Programs will need to adjust to align to pathways as defined by

employers– E.g., compressed/modularized, started anew, modularized, etc.

• Available credentials will need to be assessed for relevance and currency with employers

• Wrap-around and transition programs and supports, such as adult education and essential/foundation skills development, will need to be integrated (not stand-alone or pre-requisite)

• How does front-line service delivery, organization, and customer flow change?

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Part 4: Case Study

Production Skills in the Myrtle Beach, SC Area

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Analysis of Local Economic Data

• Cluster analysis revealed what we expected…hospitality, retail, and government at the top of the list with regard to size and growth;

• Local officials looking for better paying jobs;

• Analysis of highest more specific industries shows a cluster of nine manufacturing companies in these areas…– Other nonferrous foundries (331528)

– Custom roll forming (332114)

– Other fabricated wire product (332618)

– Plumbing fixture fitting and trim (332913)

– Fluid power pump and motor (333996)

– Electronic capacitor (334414)

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Analysis of Local Industry Data

• This group of manufacturing industries was projected to decrease in employment from 2009 to 2019 (1,353 to 866) which could be because of business decline or automation;

• Our experience indicates that, in advanced manufacturing, job loss is as much from productivity gains from automation as it is from the industry leaving the area;

• However, the group of companies was also projected to have a high location quotient (11.36) which indicated continued competitiveness in what is probably a niche market;

• A score of 1.00 indicates a concentration of jobs at the national average

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Analysis of Local Occupational Data

• Top occupations in these manufacturing industries…– Team assemblers (51-2092)– Inspectors, testers, sorters (51-9061)– Computer-controlled machine tool operator (51-4011)– Chemical equipment operators (51-9011)– First line supervisors of production and operating employers (51-1011)– Helpers – Production workers (51-9198)– Cutting, punching, and press machine operators (51-4031)– Machinist (51-9011)– Welding machine operators (51-4122)– Welders (51-4121)– Aircraft structure, surfaces, and systems assemblers (51-2011– General maintenance and repair workers (49-9042)

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Connection of Occupations to Other Industries

• When we looked at these occupations from the standpoint of other places in the Waccamaw WIA where these folks were employed beyond manufacturing, we found…

• A strong need in the hospitality industry;

• Other manufacturing industries in the WIA where the jobs occur– Noncellulosic organic fiber (325222)

– Paperboard mills (322130)

– Commercial machinery repair and maintenance (811310)

– Machine shops (332710)

– Surgical appliance and supplies (339113)

– Plastics bag (326111);

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Additional Need for Selected Occupations

• The Trident WIA (south) showed a need for the same occupational group in…

– Motor vehicle brake systems (336340)

– Motor vehicle body (336320)

– Other engine equipment (333618)

– Construction machinery (333120)

– Rolled steel shape (331221)

– Other aircraft parts and equipment (336413)

– Ship building and repairing (336611)

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• The Pee Dee WIA (west) showed a need for the same occupational group in…– Ball and roller bearing (332991);

– Poultry processing (311615);

– Motor vehicle body (336211);

– All other motor vehicle parts (336399);

– Fabricated structural metal (332312);

– Pharmaceutical preparations (325412)

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• When the projected need for the selected occupations based on new and replacement workers, we found the projected numbers doubled (indicating an aging workforce that will need to be replaced);

• This trending was true in the Waccamaw, Pee Dee, and Trident WIAs

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Skill Considerations

• There is a rudimentary career path among these jobs which moves from laborer to machine operator or assembler to supervisor;

• There are skilled trades such as welder, machinist, and CNC operator which may be a related or separate career path;

• All of these occupations require some technical training with various period of on-the-job experience

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Connection to Local Issues

• We found a close correlation between the skills taught in the local automotive (PALM) program and the skills needed for the selected occupations;

• We actually found a strong correlation between automotive and aircraft assembly (anticipated for the Charleston area)

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Observations on the Case Study

• Skills and the occupations in which they are embedded flow across industries;

• We always need to look deeper into industries…beyond our stereotypes;

• They also flow across arbitrary workforce areas;

• Look for any career pathways that may emerge;

• Remember, you may be the first to identify it; and

• Often, the skill acquisition network that exists is fragmentary and unorganized.

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Additional Resources

• MERIC Career Pathways Resources: https://www.missourieconomy.org/regional/mowins.stm

• Regional Cluster Mapping Tool: http://www.clustermapping.us/

• CLASP Alliance for Quality Career Pathways: http://www.clasp.org/issues/postsecondary/pages/aqcp-framework-version-1-0

• ETA and Partner Career Pathways Resources: https://careerpathways.workforcegps.org/

• JFF Accelerating Opportunity: http://www.jff.org/initiatives/accelerating-opportunity

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https://www.missourieconomy.org/regional/mowins.stm

http://www.clustermapping.us/

http://www.clasp.org/issues/postsecondary/pages/aqcp-framework-version-1-0

https://careerpathways.workforcegps.org/

http://www.jff.org/initiatives/accelerating-opportunity

|ã2016Maher&Maher,AllRightsReserved

PotentialAgendaOutlineforMissouriSectorStrategiesandWorkforcePlanningRegionalLaunchMeetings

9:00-10:00AM Registration 10:00-10:15AM Welcome RegionalLeaders

10:15-10:30AM§ MeetingContext,Objectives,andProcess§ TheVisionforIndustry-DrivenRegional

WorkforceStrategiesMaher&MaherFacilitator

10:30AM-12:00PM

EmployerDialogueEmployers/Maher&MaherFacilitator

12:00-1:00PM

Lunch(employersareexcusedafterlunch,butarewelcometostayfortherestoftheafternooniftheyareinterestedinparticipatinginbreakoutgroupsessions)

1:00-2:30PM

BreakoutGroupWork:ActionPlanningDividelargegroupintosmaller,thematicbreakoutgroupsbaseduponkeyregionalneedsandprioritiesforemployersinthetargetcluster,e.g.:

§ Value-addedemployerengagementandcoordinatedservicedelivery

§ ExpandingcareerawarenessandexplorationattheK-12educationlevel

§ Enhancingtheresponsivenessandrelevanceofpost-secondarytrainingprograms

Allattendees

2:30-2:45PM Break 2:45-3:15PM BreakoutGroupReport-Outs Breakoutgroups

3:15-3:30PM Wrap-UpandNextStepsMaher&MaherFacilitatorRegionalLeaders

JobsMoGov | - Sector Partnership Pageseducation and training programs can use to update or create...

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