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Regional Retreat September 12-13, 2013. Avanté Simmons, Deputy Sector Navigator Healthcare Education & Workforce Development.

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Presentation on theme: "Regional Retreat September 12-13, 2013. Avanté Simmons, Deputy Sector Navigator Healthcare Education & Workforce Development."— Presentation transcript:

1 Regional Retreat September 12-13, 2013

2 Avanté Simmons, Deputy Sector Navigator Healthcare Education & Workforce Development

3 Is California’s Health Care Workforce ready for The Patient Protection and Affordable Care Act (ACA) era? By 2017, the health care industry is projected to grow by 23 % in Southern California. An increasing need for skilled and credentialed workers will be greater in the Inland Empire region. ACA provides an unprecedented opportunity to address health care education, training & workforce development in the region.

4 Analysts suggests that job growth in Riverside & San Bernardino Counties will … CCCCenters For Excellence

5 Healthcare Information Technology (HMR) Cardiovascular Technicians Community Paramedicine EMT enhanced training Clinical Laboratory Technicians Medical Assistants Medical Device Technicians 5

6 1. Strategic Alignment 2. Data 3. Transferability & Articulation of Credit 4. Evidence based change 5. Stacked and latticed Credentials 6. Plan & Implementation

7 Strategic Alignment Provides ‘Eligible institutions of higher learning” with funds to “expand and improve their ability to deliver education and career training programs.” Data Future funding will be data driven. Targets the current shortage of workers in the area of Allied Health/Nursing sectors Transferability Specifically targets enhancement of existing programs Transition to Practice/CNA/Preceptors/HASPI/Professional Development for Educators Stacked and latticed Credentials Course Design/Structure will allow successful student transition into Nursing Allied Health programs, this satisfying the “Stacked or Latticed” directive of

8 1) Provide technical assistance to the IE/D colleges to develop a minimum of 2 Regional Faculty Learning Councils) with Allied Health focus utilizing IEBC model 2) Facilitate a minimum of 3 Healthcare Workforce Initiative Advisory meetings with healthcare employers and education providers. 3) Work collaboratively with the Chair and/or Co-Chairs of the Regional Consortia to align the needs of sector employers with the program and curriculum offered by colleges within the regional consortium.

9 4)Attend all DRC meetings 5)Facilitate a minimum of 2 Nursing and/or Allied Health Joint Advisory meetings with industry and education providers with possible focus on Technical Healthcare (Informatics) and/or Physical Therapy Assistant occupations 6)Participate in a minimum of two statewide conferences such as CCCAOE, COADN, etc 7)Participate in a minimum of 2 statewide and/or regional meetings/workgroups/ conference calls to discuss Allied Health standardization ADN-BSN, and CA Action Coalition projects

10 1) Work with employers, industry and labor organizations, and WIBS within the region to determine gaps in the workforce; 2) Promote integration of workforce training and employment 3) Compile inventory of nursing and allied health programs from CC, ROP, SCE in the IE/C Region 4) Identify skills and accreditations groups of employers need in new hires

11 6) Incumbent Worker training-See Objective 4 7) Strengthen programs within the sector at regional colleges and high schools 8) Collaborate with allied health program Deans/Directors to provide a minimum of one Clinical Faculty/ Preceptor workshop in Teaching Strategies, for Nursing, and/or Allied Health. 9) Work with colleges to market and deliver credential programs

12 Direction Identify the support I will need and who will provide it Establishing a multi-stakeholder Workforce Advisory Committee Engagement  Consider elements of the existing framework established by the HWI  Supporting the development of training programs Implementation  Engage companies and other community stakeholders  In Industry input into curriculum and program development

13 1) Collaborate with IE/D, Faculty Collaboratives, HWI Advisory group, Industry partners to prioritize which allied health programs need alignment and/or curriculum revision 2) Collaborate with CC and ROP program Deans and Directors to access the Saddleback College Allied Health Readiness Program for creativeness in Region F. 3) Provide faculty assistance in the development of curriculum/articulation in identified areas of Allied Healthcare Education needs. 4) Professional Development (See 2.8)

14 1) Provide technical assistance to colleges, CC Nursing programs Deans/Directors, and Faculty to create a fee-based Ambulatory Care RN program (at least one CC.) 2) Provide technical assistance to Deans/Directors, Faculty and Community Education staff to increate a Personal Care Aide fee-based program at least one CC. 3) Leadership: Examining strategies for the transition of the current nursing and allied health workforce into leadership pathways

15 1) Develop a “train-the-trainer” session to provide potential instructors with Standard Learning Theory Principles to meet regional Healthcare Education needs. (January 2014) 2) Develop a Preceptor Instructor Pilot program to introduce and promote regionally 3) Provide at least one New Grad Transition to Practice (T2P) program as unpaid internships in collaboration with IE/D Nursing programs and industry partners 4) Provide Nursing Certification review courses in collaboration with local professional organizations for incumbent workers as needed 

16 Focus  Informing faculty and departments at community colleges  Support in following guidelines to create curriculum for high school and college transferability  Target % incumbent workers and students requiring an industry recognized credential

17 Implementation  Expand/Enhance existing courses  Deliver in-demand certificates and credentials  Professional development workshops  Distribute learning modules for completed Pilot projects Tracking  Review the work plan on a regular basis to determine how progression in terms of schedule and budget  Continue to assess progress /students surveys/ questionnaires/project reports  Utilize data systems to track student/program progress

18 Launchboard Collaborate with SN and regional DSNs to develop internal data collection system for activities until statewide system is available Collect data for Work plan activities related to fee-base and not-for- credit offerings by collaborating with local WIBS CVEP and COE

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20 Act in the best interest of all Consortium members Responsible for the timely distribution of funds to participating Community Colleges/Intermediaries Actively participate in regional collaboration Responsible for all reporting throughout the duration of the Grant period, including submission of Deliverables.

21 Recommendations on how proposed activities can help you achieve your goals ??? Contact Avante at: College of the Desert 43500 Monterey Avenue Palm Desert, CA 92260 760-636-7945 Avantesimmons@collegeofthedesert.edu

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23 Ken Eaves Advanced Manufacturing Chaffey College

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25 Is this how employers see you?

26 The Facts The Inland Empire is home to 5,160 manufacturing firms.

27 The Facts Manufacturing firms employ over 97,000 people in the region.

28 The Facts Job growth in the sector across the state added over 15,400 jobs in 2011 led by firms in computers, electronics, metal and machinery product manufacturing the latter two are strongly represented in the Inland Empire.

29 The Facts $26 and $50 billion Revenue generated by the sector in the region in 2010 was between $26 and $50 billion.

30 $57,109 Average 2011 sector earnings per worker were $90,935, compared to an average median household income of $57,109 (U.S. Census Quick Facts, 2012).

31 “Eighty-three percent of the companies indicate a moderate to severe shortage of skilled production workers and 69% of companies expect this shortage to worsen over the next three to five years “Eighty-three percent of the companies indicate a moderate to severe shortage of skilled production workers and 69% of companies expect this shortage to worsen over the next three to five years (Deloitte and The Manufacturing Institute, 2011).

32 Supply and Demand gaps Manufacturing jobs in the Inland Empire are growing, but employers report difficulty in finding qualified employees to fill their job openings.

33 Supply and Demand gaps Today’s manufacturing operations are technologically advanced and highly efficient resulting in a need to also train incumbent workers to upgrade their skill sets.

34 Supply and Demand gaps Manufacturing is no longer the tedious, dirty factory work of the past.

35 Supply and Demand gaps Many functions are now performed by technologically advanced computer systems and robots which require highly technical skills to operate, maintain and repair.

36 Supply and Demand gaps The changing nature of manufacturing work is making it harder for talent to keep up

37 Supply and Demand gaps The hardest jobs to fill are those that have the biggest impact on performance. Shortages in skilled production jobs are taking their toll on manufacturers’ ability to expand operations, drive innovation, and improve productivity.

38 Supply and Demand gaps Pending retirements of the aging Baby Boomer workforce will further compound the worker shortage.

39 Objective 1

40 The Plan  Statewide Collaboration  Adoption of Best Practices  Accountability-based Performance

41 Objective 2 The Deputy Navigator will work with employers, industry and labor organizations and WIBs within the region.

42 The Plan Determine Skill Gaps. Strengthen Programs with the Sector at Regional Colleges Promote Opportunities for Contract Education and Faculty Professional Growth

43 Objective 3 Identify and prioritize skill gaps within the workforce and develop strategies for implementation

44 The Plan Priority occupations and skill gaps identified  Convene a skills panel  Convene faculty, division chairs and deans  Perform thorough evaluations of all credit based and non-credit based certificates  Create a consistent framework which on which to reimagine existing programs and provide a model for the development of new initiatives.  Create a suite of programs addressing the varied need of our industry partners which also conform to nationally recognized certifications.  Develop stratified levels which align with industry promotion scales, each level progressing and building on previously acquired skills.  Align courses and certifications

45 Objective 4 The Deputy Sector Navigator will work with K-12, community colleges, 4-year colleges, and industry to develop and implement courses and certificate and degree programs to train incumbent workers and insure there is pipeline of skilled workers ready to meet the demand.

46 The Plan  Work with the workforce development specialists from both counties Workforce Investment Boards, organized labor and professional trade associations  Develop and offer customized training in modules that bridge to credit curriculum throughout the Inland Empire.  Post training schedules/calendars on the Inland Empire/Desert Region website to ensure access to all interested parties.

47 Objective 5 Support sector partnerships through the collection and reporting of data on all required accountability measures working with common metrics and accountability measures working with the statewide LaunchBoard initiatives.

48 The Plan  Responsible for all collection and reporting of data  Participate in all state-wide sector navigator activities.  Engage in collaborative work with other Deputy Navigators throughout the state  Assist with regional curriculum assessment and review including assessment of existing curriculum for both entry-level and incumbent workers within the industry sector.  Work with the Sector Navigators and other state-wide Deputy Sector Navigators to develop a series of best practices.

49 QUESTIONS?

50

51 Lily Wong California Centers for International Trade Development (CITD)

52  24 th nationwide in export-supported jobs  Export-related jobs 11.5% per year ( avg. 8.7%)  Manufacturing & Logistics industries…  = 21% of private-sector employment and  = 26% of wages

53  Computers and electronic products  Transportation equipment  Machinery manufactures  Miscellaneous manufactures  Chemicals Trade & transportation = 340,000 jobs

54 Expose Engage Enhance Expand

55 1. Expose youth in middle and high schools 2. Engage the business community 3. Engage students and incumbent workers 4. Enhance colleges’ ability to respond 5. Expand the economy and jobs

56 1. Engaging middle and high schools in international trade  Target – Reaching 200 to 300 youth 2. Engage companies and other community stakeholders  Target – Industry input into curriculum and program development

57 3. Deliver in-demand certificates and credentials  Target - 70 incumbent workers/students acquire an industry recognized credential 4. Expand the number of international business courses or infuse global content into existing courses  Infuse global trade and logistics content into at least 10 courses, and serve 600 students per year

58 5. Prepare companies to participate and facilitate participation in international business events  Target – Help companies enter exporting or expand into new markets, and support $2 million in export outcomes

59  Integrating curriculum and opportunities into middle through high school  Informing faculty and departments at community colleges  Support in following guidelines to create curriculum for middle through high school and college

60 1. Identify needs of employers through surveys and expert panels -> Alignment of skillsets 2. Borrow/create curriculum to address employers needs 3. Work with employers to hire students, interns, paid positions, etc. 4. Work with faculty on creating hands-on-learning projects to infuse into new and current curriculum

61 1. Segment market to identify groups of employers and potential to benefit from GT&L support 2. Identify skills and accreditations groups of employers need in new hires 3. Work with colleges to market and deliver credential programs 4. Expose students to seminars from experts in global trade 5. Work with high schools to establish an international trade academy

62 1. Work with WIB, ETP, State Dept. of Ed., and Employment Development Dept. to develop course content 2. Work with faculty to infuse or launch new courses in global trade 3. Develop a Knowledge Community to support ideas, resources, curriculum, news, etc. 4. Identify speakers/trainers for credential/certificate courses, both on-line and in-person 5. Develop standardized final assessments for students before the credentialing exam or final project

63 1. Connect employers to economic development services offered at colleges 2. Prepare companies to participate and facilitate participation in international business events (domestic and abroad)

64 1. Engage employers to use Knowledge Community to collect statistics, feedback, and results 2. Create database in Knowledge Community to collect information from faculty and stakeholders

65 Please help us to identify faculty or businesses in global trade and send them our way. If you hear of any colleges, presidents, or faculty that are talking about global business, please send them our way too Contact Lily at: Lily Wong 152 E. 6 th St, Corona, CA 92879 California Centers for International Trade Development (CITD) Lily.Wong@rccd.edu 951-571-6443

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67 James Johnson Small Business Victor Valley College

68  10.9% regional unemployment; compared to 9.3% for State and 7.3% for the nation.  99.1% of firms are defined as small business  499 or less employees  61.8% employ 1-99  Small Business is a major economic driver  Micro-Business (1-5 employees) is on the rise  Small Business spans across clusters

69  2,649 more businesses added in Q3 2011  8,138 more employees added in Q3 2011  20% of regional businesses plan to expand in the next 12 months  1.3% per capita income rise from 2010-2011  27% decline in regional consumer confidence from 2007-2012

70  Educational Requirements (Avg. Annual Job Openings)  HS Diploma or Less: 38,880  Bachelor’s: 5,640  Associate’s: 2,240  Top 3 Median Hourly Wages: $9.50-$12 (62,960 Jobs; Largest)  Retail Sales  Cashiers  Freight Laborers & Material Movers  Top 3 Median Hourly Wages: $9.50-$12 (19,850 Jobs; Fastest)  Personal Care Aides  Home Health Aides  Freight Laborers & Material Movers  Education, Health Care, Social Assistance, and Retail Trade comprise the majority of job growth at 36.6%.  Manufacturing represents the smallest growth cluster at 1.7%. Total Jobs Added/Created = 505,000

71

72 1. Expose high school & college entrepreneurs to small business opportunities 2. Engage the small business community 3. Engage students and incumbent workers 4. Enhance colleges’ ability to respond 5. Expand the economy and jobs

73 1. Engage budding entrepreneurs  Target – Reach 200 HS business students through ROP/C & business programs  Target – Increase articulation by 50 courses 2. Engage small business & community leadership  Target – Industry input into curriculum and program development

74 3. Deliver business development programs  Target - Reach 300 business professionals  Target – 6 new contract courses geared toward SB 4. Expand the number of small business courses  Target – 15 small business owners complete 30 hours facilitated discussion for curriculum alignment

75 5. Prepare faculty to participate and facilitate participation in business events  Target - 300 small business professionals will each receive 7 hours of training;  Target - Minimum 10 college faculty exposed to labor market needs

76  Integrating curriculum and opportunities into high school business programs  Informing faculty and departments at community colleges  Serve as source of regional information on industry credentials  Assist in DSN outreach efforts  Support in creating pathways and articulation agreements for high school and college

77  Identify Gaps  Small Business/Entrepreneur curriculum  Stackable Credentials  Degree Track  Certificates  Curriculum Inventory  COD  ROP  Site Visits

78  SB Needs Assessment  What Defines a “Qualified” Workforce?  COE Regional Study  Champion Mini-Grants: Articulation & Alignment  Champion Mini-Grants: Entrepreneurial Excellence

79 3.1 Develop Regional Curriculum Templates and Pathway Models for Small Business Sector 3.1.1 Coordinate 4 one-day curriculum Development and Alignment workshops 3.1.2 Facilitate one three-day workshop to finalize curricular design

80  Facilitate four regional Small Business Forums  Chaffey Model  300 small business professionals will each receive 7 hours of training; minimum 10 college faculty exposed to labor market needs  Host Six Advisory Meetings  All DRC Colleges  15 Small Business owners/employees from across the Region to complete 30 hours of facilitated discussions with the goal of Business Curriculum Alignment

81  Develop common metrics and accountability measures for regional efforts  Update and Revise Regional CTE Industry Cluster Catalogue

82 James Johnson Small Business DSN Victor Valley College 18422 Bear Valley Road Victorville, California 92395 James.Johnson@vvc.edu 760.221.3237

83

84 Larry McLaughlin Advanced Transportation & Renewables Sector

85 SECTOR DESCRIPTION The Advanced Transportation and Renewables Sector represents two industries that are extremely important to the future of California, advanced transportation and renewable energy. The clean energy technologies being developed and marketed in this sector are becoming a critical part of the State’s strategy for reducing our impact on climate as well as growing a green economy. California has always been a world leader in clean energy technologies, but to maintain our leadership, a superior workforce skilled for these rapidly changing technologies must exist. The Chancellor’s Office is working in partnership with community colleges, public schools, private industry, labor, economic development organizations, and workforce development agencies to invest in the growth of this sector. It has identified key talent to bring these stakeholders together and better align CTE programs with industry needs. Ensuring that California has a highly skilled, clean energy workforce is the goal of the Advanced Transportation and Renewables Sector and the focus of its state-level Sector Navigator and Regional Sector Navigators.

86 DISTRIBUTED & UTILITY-SCALE SOLAR  A Centers of Excellence environmental scan titled The Solar Industry & Occupations: Distributed and Utility-scale Generation (February 2012), predicts that solar projects to be built in this region over the next five years will produce 5921 Megawatts of clean electric power. According to the study, about two construction jobs will be created for every planned megawatt in a utility-scale solar project, which totals 11,842 jobs during construction.  A study conducted by the Coachella Valley Economic Partnership under contract with COD’s Workforce Innovation Partnerships grant (June 2012), used job creation data gathered from similarly-built utility-scale renewable energy projects across the country to better assess job creation potential of projects planned in the region. The study estimates that 40,000 construction jobs and more than 4,000 permanent positions will be created in San Bernardino, Riverside, and Imperial County.

87 SMALL-SCALE COMMERCIAL AND RESIDENTIAL SOLAR  The Centers for Excellence study mentioned above (February 2012) states that distributed generation is expected see the greatest growth. Nearly 2000 firms specialize in the installation, manufacturing, and distribution of these systems and are expected to add 8,000 to 10,000 new installation jobs by 2015.  A report issued from the Governor’s Conference on Local Renewable Energy titled, “California’s Transition to Local Renewable Energy: 12,000 Megawatts By 2020” (June 7, 2012) states that while large energy projects (20 to 1,000 megawatts) are enabling California to make large strides toward the 33 percent Renewable Portfolio Standard goal, “just as important to that effort are the thousands of smaller, local renewable energy systems (1 kilowatt to 20 megawatts) that Californians are building in their communities.”

88 ATERNATIVE FUEL AND ELECTRIC VEHICLES  The City of Riverside was recently named the “Number 1 Government Green Fleet in the United States” at the 2012 Green Fleet Conference. It deploys 550 vehicles operating on compressed natural gas, electricity, or other fuel alternatives.  Ryder Trucks announced that it received $38.7 million from the U.S. Dept. of Energy and the California Energy Commission to replace the majority of its local fleet with natural gas vehicles.  The Department of Energy awarded $1 million in December to the South Coast Air Quality Management District for the “Community Readiness and Planning for Plug-In Electric Vehicles and Charging Infrastructure” project.  The California Energy Commission approved more than $17 million in funding that will be used to support clean transportation projects in the state. Some of these funds will affect fleet operations in the Inland Empire, including CALSTART Inc., $3.52 million. The funds are targeted toward expansion of the California CLEAN Truck Demonstration Program.

89 UTILITY-SCALE WIND ENERGY  Wind energy growth planned in the Tehachapi area and the upgrading of old turbines to new in Palm Springs are creating the need for skilled technicians in our region. The California Independent System Operator Corporation (ISO), the state’s primary operator for its high-voltage network, reported on April 7, 2013 that California’s wind energy production levels reached a new all-time high of 4,196 megawatts (MW).

90  Utility-scale solar energy  Residential and distributed commercial solar energy  Heavy and light-duty CNG and LNG vehicles  Light-duty electric vehicles and charging systems  Energy entrepreneurship  Battery/storage systems  Renewable and energy efficiency technology interface  Wind energy systems  Advanced rail and aviation technologies

91 Expose Engage Enhance Expand

92 1.1 Working with Statewide Sector Navigator, Chair of the Regional Consortium, and the regional colleges, establish collaboration at the onset of this project, initiating discussion and planning regarding the needs of employers and aligning programs and curriculum with sector needs. 1.2 Integrate existing community networks, industry associations, constituent partnerships, public and private agencies, and other sector stakeholders developed through related college programs. 1.3 Conduct region-wide program and curriculum assessment to determine what programs, courses, faculty expertise, and instructional resources exist to serve the industry sector. This database will be referred to as the Sector Program Inventory. 1.4 Review data with Statewide Sector Navigator and the other Deputy Sector Navigators to inform strategies at the state level. 1.5 Update and report out regional sector program, course, and resource database to the Regional Consortium on a periodic basis. 1.6 Working with the Centers of Excellence for Labor Market Research, establish a “repository” for regional industry and labor market data (sector-specific).

93 1.7 Establish a regional advisory group for the adv. transportation sub-sector, consisting of public and private fleet operators, manufacturers, dealerships, college program representatives, workforce development representatives. 1.8 Establish a regional advisory group for the renewable energy sub-sector, consisting of large- scale, commercial, and residential integrators, contractors, manufacturers, labor unions, college program representatives, and workforce development representatives. 1.9 Travel required by grant per RFA, including:  State Sector Advisory meetings  Regional Consortium meetings  EdPac  Quarterly meetings for Deputy Sector navigators  CCCAOE  Site visits to businesses  Site visits to regional colleges  Industry conferences

94 2.1 Working collaboratively with employers, industry and labor organizations, and Workforce Investment Boards, determine the skill/education levels, certificates, industry-recognized credentials, and appropriate program, course, and delivery strategies needed to align programs with employer needs. 2.2 Form skills panels to review and enhance curriculum, or design new curriculum, based on the need for better program alignment. 2.3 Acquire a national database with California subsets containing advanced transportation and energy industry intelligence to inform curriculum alignment and maximize program enrollment. In addition to company intelligence, project details, contractors, service providers, and executive contacts will be used to expand sector outreach and industry involvement. 2.4 Update the Renewable Energy Labor Forecast (RELF) tool developed by COD and Coachella Valley Economic Partnership under a recent Workforce Innovation Partnership grant.

95 2.5 Sponsor incumbent worker training for regional college programs involved with sector growth and skill development per SB 1402 in either advanced transportation or renewable energy based on identified needs. 2.6 Collaborating with business and labor partners, and in cooperation with the region’s WIBs, identify and refer contract education opportunities to consortium colleges. The Deputy Sector Navigator will work with consortium colleges to address skill gaps, integrate workforce training and employment, and meet incumbent worker needs. 2.7 Represent the Regional Consortium in a statewide subcommittee consisting of Statewide Sector Navigators and Deputy Sector Navigators, assembled based on funding opportunities and potential for cross-sector collaboration, to review and pursue outside funding

96 3.1 Work collaboratively with the Statewide Sector navigator, Deans, Chairs and faculty at regional colleges, industry sector and labor representatives, and the regional workforce development agencies to define a system of stackable credentials and concomitant career lattices to clearly define education and training options that will aid with employment and advancement. 3.2 The Deputy Sector Navigator will coordinate with and assist in organizing an energy industry skills panel six months into the grant. This skills panel is planned and scheduled through the CTE Community Collaborative grant previously awarded to San Bernardino colleges. 3.3 The Deputy Sector Navigator will expand an effective partnership model established by the Coachella Valley Economic Partnership (CVEP) and COD/ATTE to other areas of the region. This partnership is successfully integrating career pathway development with data-driven strategies for preparing middle school and high school students for careers in advanced transportation and renewable energy.

97 3.4 Conduct professional development on advanced transportation and renewable energy science and technology topics for high school teachers in the region. 3.5 Conduct professional development in sector-related career awareness for middle school teachers in the region. 3.6 Conduct professional development for college faculty teaching advanced transportation or renewable energy subjects in the region to update them on developments in the industry sector and provide additions or enhancements to their curriculum.

98 4.1 Working collaboratively with faculty, Deans, and Chairs with programs related to the industry sector, this project will seek to solve a complex problem, which is serving a dispersed student population within a large geographic region. This activity will seek to fill gaps in content at one institution with the course content of another institution by utilizing distance learning technologies and methods. The goal will be to increase attainment of industry-recognized certificates by providing greater access to community college and high school career technical education programs where interested students are dispersed or in areas that are underserved. 4.2 Serve as a regional workforce systems integrator by leveraging funding to contract with colleges to train incumbent workers in the industry sector. The objective of this training will be to enable workers to become more competitive, increase competency, and facilitate career pathways to economic self-sufficiency through credit, non-credit and contract education. 4.3 Maintain communication and effective partnership relations with businesses, labor organizations, and industry associations to better determine needs and broker a response for technical assistance and incumbent worker training that supports sector economic growth. 4.4 Maintain communication with other deputy sector navigators in region to determine appropriate points for cross-collaboration.

99 5.1 The common metrics and accountability measures of the Doing What Matters framework will be adopted and applied to all project outcomes. 5.2 Participate in workshops, seminar/webinars on common accountability-based performance metrics conducted by Statewide Sector Navigator. 5.3 Prepare reports showing common metrics on project activities for Consortium, Statewide Sector Navigator, and Grant Monitor.

100 6.1 Participate in meetings with the Statewide Sector Navigator, other AT&R Deputy Sector Navigators, and all participating faculty, Deans and administrators in the sector area as required for coordination and future planning. 6.2 A follow-up session will be provided for Deputy Sector Navigators to present an initial planning draft to the Consortia and the Sector Navigator. 6.3 Host a meeting with the Statewide Sector Navigator and proposed sector advisory groups for this region to discuss defining needs, tasks, and requirements for college, high school, ROCP, middle school, and other stakeholders. 6.4 Produce a flexible 5-year timeline focusing on the transition from “emerging” to a “priority” regional sector.

101  Support in creating and conducting advisories  Assistance with informing college faculty and departments of industry needs; enhancing curricula to better align with needs  Support in creating pathways and articulation agreements for middle school through high school and college  Integration of do-able industry recognized credentials  Faculty participation in distance learning delivery for selected programs

102 Please tell us how the proposed activities can help you achieve your goals. Contact: Larry McLaughlin AT&R Deputy Sector Navigator 43-500 Monterey Ave. College of the Desert Palm Desert, CA 92260 lmclaughlin@collegeofthedesert.edu 760-773-2595

103

104 Albert R. Maniaol, Deputy Sector Navigator Information and Communication Technologies (ICT)/ Digital Media

105 *The Information and Communications Technologies (ICT)/Digital Media sector encompasses all rapidly emerging, evolving, and converging computer, software, networking, telecommunications, Internet, programming, information systems and digital media technologies. It is an umbrella term that includes many different competing subset terminologies. ICT is a comprehensive framework for organizing these inter-related, interdependent, and rapidly changing technologies and high-tech fields and for organizing the ICT workforce, which spans across organizations of all sizes and in all industries. The ICT term and framework are widely used outside the U.S., by institutions including the United Nations, the European Union, World Bank, International Telecommunications Union, and others. ICT is recognized in many global economies as a strategically important industry and employment sector that is a major driver of economic growth. *www.mpict.org

106  The Desert/Inland Empire Region consists of 13 community colleges and 2 Districts  There were at least 19,583 ICT industry employment in 2012 with a 3-year projected change of 1,647 (8.4%)  There were approx. 76,645 total Occupational Employment in 2012 with a projected increase of 6,653 (3.6%) by 2015 *Source: EMSI, Inc. Timeframe: 2012 - 2015

107  Statewide Sector Navigator Stephen Wright  Regional Deputy Sector Navigators Myron Curtis, Region A – Greater Sacramento Olivia Davalos, Region B – Northern California Dennis Mohle, Central Valley Paula Hodge, South Central Coast Rose LaMuraglia, San Diego/Imperial Albert Maniaol, Desert/Inland Empire Dan Watanabe, Los Angeles County Gustavo Chamorro, Orange County

108

109  Desert Regional Consortium Julie Pehkonen, Chair  Workforce Investment Boards  ICT/DM related industries/employers  Chambers of Commerce  ICT/DM professional, labor and trade organizations  Proposed Regional ICT/DM Collaborative Group  Other stakeholders

110  To alleviate the growing deficit of qualified employees for the Information and Communication Technologies/Digital Media (ICT/DM) workforce.  Establish clearly defined and consistent academic pathways from middle school to college that may lead to careers in the ICT/DM related fields.

111  To work collaboratively with the ICT/Digital Media Sector Navigator, other Regional ICT/DM Deputy Sector Navigators, Chair and Co-Chair of the our Regional Consortium and appropriate community colleges’ deans and faculty in enhancing and strengthening the ICT/DM related curriculums and programs and align them with the technological advancements and needs of the employers.

112  To promote and support the regional ICT/Digital Media sector by collaborating with regional employers, industry and labor organizations and the Workforce Investment Boards to identify workforce gaps, integrate workforce training and employment, strengthen sector programs, promote career pathways, opportunities for contract education and professional growth for the faculty.

113  To identify the gaps within the ICT/Digital Media workforce, prioritize and strategize using funds available from the Economic and Workforce Development Program (SB 1402) and the Career Technical Education Pathways Program (SB1070).

114  To work with representatives of business, labor, and professional trade associations to develop and implement ICT/Digital Media related courses and programs to train regional incumbent workers to become more competitive in their region’s labor market, increase competency, and identify career pathways to economic self-sufficiency.

115  To provide technical assistance and logistical support in the collection and reporting of common metrics and accountability measures and aligning them with the statewide LaunchBoard Initiative.

116  Perform ICT/Digital Media Course and Program Inventory at each member college  Obtain various Labor Market Information to identify in-demand skills/jobs within the region  Visit each campus to determine local needs and job demands in their respective area  Establish a regional ICT/Digital Media Collaborative Advisory Group

117  Create “Curriculum Support Team”  Conduct regional round-table meetings  Provide Professional Development trainings for faculty  Develop and offer incumbent worker trainings  Provide mini-funding for curriculum and program development and enhancements

118  Create industry, community, government and faculty collaborative  Develop articulation of curriculum in career pathways, career lattices, or in a system of stackable credentials  Provide seminars and workshops in relevant ICT/Digital Media topics  Conduct a conference or summit to promote the sector and showcase regional talents, products and services

119  Support in the creation and convening of a regional collaborative advisory group  Dissemination of relevant sector information to industry partners, college deans and faculty  Assistance in developing career pathways and articulation agreements for middle school through high school and college  Provide workshops/trainings in various processes and procedures (Examples: curriculum/program approval process, articulation agreements, etc…)

120  The key outcomes are measured by moving the Needle of Student Success in the ICT/Digital Media sector within our region. Resources “Doing What Matters for Jobs and the Economy” website: http://doingwhatmatters.cccco.edu

121 Albert R. Maniaol ICT/Digital Media Deputy Sector Navigator Desert/Inland Empire Region amaniaol@sbccd.cc.ca.us 909-382-4074 Hosted at: San Bernardino Community College District (SBCCD) 114 S. Del Rosa Drive San Bernardino, CA 92408


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