WORKFORCE PROFILE :: EMPLOYER FOCUS GROUP

Tri-State Regional Workforce Alliance | EMPLOYER FOCUS GROUP 2010

TABLE OF CONTENTS EMPLOYER FOCUS GROUP

INTRODUCTION…………………………………………………………………………………………...……2 I.) SWOT ANALYSIS………………………...…………………………………………………………...…...…3 II.) WORKFORCE AVAILABILITY & LIMITATIONS......................................................................................4 III.) ROLE OF EDUCATION & TRAINING……………………………………………………………...……..5 IV.) DIRECTIONS FOR WORKFORCE DEVELOPMENT……………………………………………...……..7 V.) GREEN ECONOMY……………………………….………………………………………………...……….8

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INTRODUCTION Focus group data were collected from local employers and service providers through the use of GroupSystems software. The computer-assisted format allowed respondents to express their opinions anonymously. This type of focus group also prevents the possibility of one or two individuals dominating the session, allowing the collective view of the group to be better represented. Respondents were asked unstructured questions about the strengths, weaknesses, opportunities, and challenges of their local areas insofar as how these variables would affect future economic development. They were also asked questions about workforce availability and limitations, education and training, directions for workforce development, and issues related to the green economy. Two separate focus group sessions were conducted - one for local employers and one for local service providers - in order to gain each group's perspectives on the selected topics. The responses below are brief summaries of the content received from each focus group. For a more detailed content analysis, please contact Stephen Dunn.

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I.) SWOT ANALYSIS Employers from the Tri-State Region were asked to evaluate their local areas' strengths, weaknesses, opportunities, and threats in terms of the potential to adopt a sector-based, regionally focused economic development strategy. Respondents tended to cite infrastructure, location, potential for partnerships, and ample labor pools as strengths. They also pointed out several weaknesses, many of which focused on the unsatisfactory quality of the workforce (i.e., education, skill, and work ethic deficiencies). Unattractive jobs, lack of career-readiness classes, and infrastructure gaps were other commonly cited weaknesses. Most respondents indicated that partnerships or resources present the greatest opportunities for the region. However, their responses to the threats question were more varied, with cost concerns being the most commonly cited threat to regional economic development, followed by infrastructure concerns, the impact of the recession, and low-skilled workforce.

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II.) WORKFORCE AVAILABILITY & LIMITATIONS Employers were asked to comment on the quality and quantity of local workforce and their relative effects on economic development. Employers were also asked to list occupations most critical to economic development in their local areas. 1. Workforce Quality Versus Quantity Respondents indicated that workforce quality in their local areas is low in terms of skills, work ethic, and obeying the law. They reported that these qualities increase turnover rates and training costs and reduce productivity. Respondents reported that workforce quantity in their local areas affects the ability to attract new businesses. Moreover, when there is an abundance of low-skilled workforce, certain positions cannot be filled. Respondents also noted that when the amount of workers exceeds the amount of job openings, talent may look for jobs in other areas. 2. Most In-Demand Occupations Manufacturing, engineering, and technical jobs were the most commonly cited in-demand occupations.

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III.) ROLE OF EDUCATION & TRAINING The majority of respondents indicated that a combination of education and job skills is critical for a highly qualified workforce. Respondents were first asked about skill needs in the region and how those needs should be addressed to better prepare the future workforce. Respondents were then asked to comment on education strengths and weaknesses and to suggest improvements at the following education levels: K-12, community college/technical/vocational schools, and four-year colleges/universities. Lastly, respondents were asked to comment on training in their local areas and its impact on the needs of future workforce in the following educational systems: high school, community college/technical/vocational schools, four-year colleges/universities, workforce development centers, and unions. 1. Skill Needs/Upgrades for Better Preparation of Future Workforce Respondents indicated that the education system should better prepare students for the workforce. This improvement could be achieved by raising awareness about career options or changing curricula/standards. In the area of skill upgrades, respondents indicated that technical and computer skills are very much needed. Respondents were also concerned about the lack of basic communication and life skills. Industry-education partnerships and better utilization of resources would be helpful in meeting education and skill upgrade needs, according to respondents. 2. Education: Strengths and Weaknesses & Suggested Improvements Preparing students for college and providing opportunities for extracurricular activities were reported as the greatest educational strengths of the K-12 educational system among respondents. Low minimum standards for graduating and advancing through the K-12 system were cited by many respondents as a weakness. Other notable weaknesses included incompatible curricula and a lack of programs focusing on career awareness. Suggested improvements for the K-12 system involved higher standards, improved curricula, and education-industry partnerships, as well as more parental involvement. The most commonly cited educational strength of the community college/technical school system was the system's willingness to change and work with industry to help meet workforce expectations. However, respondents indicated that their local systems need better program integration and more up-to-date programs that address current workforce issues. Many respondents reported that education-industry partnerships are the key to improving local community college/technical school systems. Several respondents also suggested more outreach activities and continued expansion and improvement of curricula. Many respondents reported a disconnection between what is being taught at four-year universities and what is required for success in the real world. Some respondents felt that local universities have low standards for performance. It was also reported that universities lack specialized technical programs. Suggested improvements for universities in the region focused on expanded curricula and improved services in terms of career awareness, academic counseling, and professional development opportunities. 3. Training: Strengths and Weaknesses & Suggested Improvements In terms of training, respondents indicated that high schools do an adequate job of teaching basic skills. However, respondents mainly discussed the training weaknesses of high schools, such as the lack of career preparation and a narrow focus on college preparation. Suggested improvements for high school training involved higher standards, improved curricula, and education-industry partnerships. The willingness to change (flexibility) and work with industry was cited as a training strength of local community colleges, but a couple of respondents listed competition between colleges for resources and a lack of workplace-readiness training as weaknesses. Respondents suggested expanded curricula and strengthening

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partnerships as ways to improve community college training. The offering of advanced degrees was cited as the lone training strength of four-year universities. Respondents indicated that universities have low graduation standards and lack partnerships with industry. Suggested improvements had a common theme: universities should train students for the real/business world. One respondent indicated that workforce development centers are striving to improve their workforce training. Poor investments and a questionable public perception were cited as weaknesses of workforce development centers. Respondents suggested that the centers should improve their overall visibility and form partnerships with communities, employers, and government. Respondents reported that apprenticeship offerings are the major training strength of unions. Lack of presence and professional development and training program costs were cited as weaknesses. One respondent suggested that improvements could be made if unions formed stronger partnerships with businesses, but another respondent wanted unions eliminated altogether. Greater career awareness at the middle-school level was seen as another way to improve training. Respondents reported that greater parental involvement and cooperation between education, industry, and communities could help prepare future workers.

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IV.) DIRECTIONS FOR WORKFORCE DEVELOPMENT 1. Integrated Education and Workforce System Strengthening and creating partnerships were the commonly cited ways of integrating local education and workforce systems. Some respondents also cited the importance of funding to integration.

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V.) GREEN ECONOMY Lastly, respondents were asked questions based on the emergence of the green economy. 1. Green Jobs: Definition Respondents defined green jobs as environmentally friendly jobs that focus on energy efficiency, carbon emission reduction, sustainability, and recycling. 2. Importance of Green Jobs to Future Economy The majority of participants indicated that green jobs are important to the future economy because they have the potential to bring many business opportunities. Following federal environmental regulations was cited as an important challenge by some respondents. 3. Clean Energy Sources & Impact on Economic Growth Several respondents considered solar energy the future of green jobs. They indicated that it is a good source of energy for homes as well as cost-effective and abundant. One respondent, however, suggested that solar energy would be too expensive for some establishments. Hydropower was also cited as an important energy source because of existing infrastructure in the region.