Ensuring a Quality Workforce Via Skill Standards and Certifications Presented by the Palm Beach County Workforce Development Board

Overview How are nationally recognized, industry-based skill standards and occupational certifications being used within the workforce investment system in South Florida? Why use skill standards and certifications? What benefits do we expect to derive? What are the implications for other workforce boards and states?

Background n Local Labor Market: single county the size of the state of Delaware, urban/rural mix, 66% small business (9% of total employment) predominantly a service economy, IT/high tech hub, low unemployment) n Key workforce issues: lack of skilled workers, particularly in high growth IT industry, poor work ethic, high turnover rates in certain service industries n Mission: to build an integrated workforce development system that meets employers’ needs and is continuously improving n Local system: 5 one-stops, 27 Board-approved training providers, training for 100 demand occupations

Why Skill Standards? n Provide a common language and framework for –employers - to communicate workforce skill needs to educators, trainers and prospective employees –workforce boards - to communicate requirements for certification of of training providers –educators/trainers - to communicate to students what is expected by industry –workers - to communicate the skills they have or need n Certificate portability, skill transferability and worker mobility

Our Experience n Competency-based training under JTPA –Pre-Employment/work maturity Skills –Basic Skills –Job Specific Skills –On-the-Job Training –Customized Training

Lessons Learned n Positive impact on skill development n Delineated a clear path for participant n Employers liked training plans n Outcomes improved n Consistency important to success n Employer input is critical n Skill standards must meet industry needs and labor market diversity n Cumbersome paperwork not acceptable

The Transition to a Workforce Investment System n Florida anticipated the Workforce Investment Act and moved to workforce investment system in 1996 n Created unified strategy for linking education, economic development and workforce development to School to Work, Welfare to Work and creation of High Skill/High Wage jobs n Palm Beach and Treasure Coast WDBs identified employer as primary customer n Conducted local, annual web-based survey of employers’ needs n Local boards began creating unified strategies with economic development and education partners for addressing needs (Business Partnership Councils) InternetCoast established in IT industry need for high tech workers

Key Concepts in Palm Beach County n Employer as primary customer n Continuous improvement model - ask what is needed and deliver n Improve quality by creating unified approach (Business Partnership Councils) and basing system on industry-driven skill standards and occupational certifications n Workforce chamber-led initiative serves as “broker” and marketing arm to business

Workforce Certification Project n Purpose: develop a Workforce Certification Model by January 2002 that includes: –locally and nationally recognized work readiness (soft skills) and occupational skill standards –appropriately aligned courses of study, curricula and training activities, and –related assessments and certifications that are accepted by local employers

Partners n Palm Beach County Workforce Board n Treasure Coast Workforce Board n Palm Beach Community College n Indian River Community College and the National Skill Standards Board

Strategies n Partnerships between Boards, community colleges and NSSB (create development team) n Employer focus groups using a team approach n NSSB as research engine n Extensive marketing to employers n ERISS.com as common thread for LMI and dissemination

Project Design n 2 components - work readiness skill standards and occupational certifications for occupations in demand n Treasure Coast WDB is lead on work readiness skills n Palm Beach WDB is lead on occupational skills n Employers from both areas will participate in work readiness and occupational skills focus groups n Community colleges will develop curriculum based on employer input

Project Overview n Work Readiness Certification: Develop local, industry- driven skill standards and certification for soft skills n Occupational Certifications: Develop model for certifying training providers in 4 critical occupations –3 will use existing, nationally recognized, industry- based skill standards and occupational certifications (electronic tech, machinist and customer service rep) –1 will involve development of locally driven skill standards and certification (software developer)

Project Goals and Objectives 1. Develop regional, employer-driven Work Readiness Certification (soft skills) for incorporation into one-stop system –identify work readiness skills and skill standards –develop related work readiness curricula, training activities, assessment and certification procedures –certify one-stop providers of work readiness training and ensure that job seeker customers are Work Readiness Certified

Project Goals and Objectives 2. Develop model for certifying training providers using existing nationally recognized, industry-based skill standards and occupational certifications for 3 demand occupations –match occupations to nationally recognized, industry-based certifications –validate skills/standards with local industry –locate or develop matching training programs –pilot test and refine training programs and certify entry-level incumbent and dislocated workers in these three occupations –utilize these certifications as basis for selecting other WIA training providers and require “Training Warranty” provision

Project Goals and Objectives 3. Develop skill standards and certification for the demand occupation of software developer, for which national standards do not currently exist. –develop and validate local industry-driven software developer skill standards –develop related software developer course of study, assessments and certification procedures –pilot test and refine training program and certify entry-level, incumbent and dislocated workers –use this certification as basis for selecting other WIA training providers and require “Training Warranty”

Timeline n Phase 1: Planning 6/1/00 - 8/31/00 n Phase 2: Analysis of Employer 9/1/00-3/31/01Needs and Validation of Occupations n Phase 3:Development and 4/1/01-12/31/01Implementation, Pilot Testing, Evaluation and Refinement

Current Status of Work Readiness Project n Identified possible skill sets n Are conducting employer focus groups for skill validation, identifying competency levels and assessment methods n Will meet with other stakeholders to share and refine information and write curricula n Will pilot test training, certify job seekers n Will evaluate and refine products and replicate statewide by July 2001

Work Readiness Skill Sets n Pre-Employment/Career Decision Making/Career Advancement n Work Maturity (Punctuality) n Employability (Listening) n Academic (Reading) n Occupational/Technical (Customer Service) n General Business Concepts (Production = Profit = Job Security)

Current Status of Occupational Skills Project n identified 4 critical occupations (electronic technician, customer service rep, machinist and software developer) n NSSB researched and matched 3 occupations to existing, nationally recognized certifications n next steps –employer validation of skill standards and selection of certification vendors –locate or develop training programs –pilot test, evaluate and refine the training program –train and certify entry-level, transitional or incumbent and dislocated workers –Incorporate training warranty and procure training providers

Expected Benefits n Increased demand for workers trained through our one-stop system n High quality training based on locally and nationally recognized skill standards that result in higher skilled job seekers whose skills are portable n Recognized certifications for job seekers n Training Warranties for employers n Increased collaboration between Boards (regions) and community colleges

Implications for other Workforce Boards n Economic development entities and employers are partners in this process, which helps to ensure that the workforce development and economic development systems are converging to address key economic challenges n NSSB projects are creating best practices for how to work with employers to utilize existing nationally recognized, industry-based skill standards occupational and certifications within the WIA system n Processes and products created under this and other NSSB skill standards projects are highly replicable n Our project takes a holistic view in addressing both the soft skills and technical occupational skill needs of the workforce

For more information, contact: n Catherine Noel Palm Beach County Workforce Development Board or or visit website at n Gwenda Thompson Workforce Board of the Treasure Coast or or visit website at