North Central Workforce Development Area
FIVE YEAR STRATEGIC PLAN
Under the Workforce Investment Act of 1998
For the period
July 1, 2000 to June 30, 2005
Revised
July 1, 2003
This plan may be viewed on the Internet at www.skillsource.org, or you may request a copy at the
SkillSource Administrative offices located at 234 North Mission, Wenatchee, WA 98801. Please submit
comments to: Ken Kelnhofer, Planning Director [email protected], or by US mail to the NCWDA
c/o SkillSource, PO Box 2360, Wenatchee, WA 98807-2360/ (509) 663-3091 x 276/ fax (509)667-1562
1
North Central Workforce Development Area
Local Strategic Plan Revised July 1, 2003
Executive Summary . . . . . . . . . . . . . . . . . . . . . . . 3
Section I: The Economy . . . . . . . . . . . . . . . . . . . . . . 7
Five County Area: Similarities & Differences
Local Employers’ Future Skill Needs
High Growth Occupations
Variations in Economies
Wages, Employment and Quality of Life
Economic Development Strategies
Section 2: The Area’s Current and Future Workforce . . . . . . . . . 20
Demographic Characteristics of the Current Workforce
Education and Literacy Levels
In-migration and Out-migration
Demographics for Youth, Adults and Incumbent Workforce
Demographic Implications for Expected Needs of the Workforce
Section 3: The Area’s Workforce Development System . . . . . . . . 32
Components of the Workforce Development System
Community Colleges
Youth Services
Adult Services
Employer Sponsored Training
Major Changes and System Building Efforts
Section 4: The Performance Accountability System . . . . . . . . . . 40
System Performance Information
Data Collection
Performance-Based Intervention
Provider Performance
Continuous Quality Improvement
Performance Measures
Section 5: The Area’s Vision, Goals, Objectives and Strategies . . . . . 45
Attachment I: Baseline Measures & Performance Standards . . . . . . . . .
Attachment II: Inventory of Actions Taken on Workforce System Strategies . . .
2
50
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EXECUTIVE SUMMARY
NORTH CENTRAL WORKFORCE DEVELOPMENT AREA
LOCAL STRATEGIC PLAN
On August 7, 1998, the United States Congress passed the Workforce Investment Act (WIA). A
year later, Governor Gary Locke signed an Executive Order which implemented WIA in
Washington State on July 1, 2000. Recognizing the importance of a skilled workforce, the
Governor has asked the Workforce Training and Education Coordinating Board (WTECB) to
address four challenges for the state’s workforce development system:
The Governor’s Challenges
•
Closing the gap between the need of employers for skilled workers and the supply of
Washington residents prepared to meet that need.
•
Enabling workers to make smooth transitions so they may benefit fully from the new,
changing economy. The Workforce Training and Education Coordinating Board shall
develop a coherent strategy for dislocated and incumbent worker training.
•
Assisting disadvantaged youth, persons with disabilities, new labor market entrants,
recent immigrants, and low-wage workers in moving up the job ladder during their
lifetimes by developing a wage progression strategy for low-income workers. Specific
progress should be made in improving operating agencies and reducing the earnings gap
facing people of color, people with disabilities, and women.
•
Integrating services provided by separately-funded workforce development programs so
we can provide the best possible service to our customers.
Goals and Strategies
The Governor designated Chelan, Douglas, Grant, Adams and Okanogan Counties as Region 8
of twelve state Workforce Development Areas (WDAs). Each region submitted a strategic plan
to meet the governor’s challenges effective July 1, 2000. Now after three years of operation
under WIA, The North Central Workforce Development Council and the other Workforce
Development Areas have updated their Local Strategic Plans. Updated regional plans address
the goals, objectives and strategies in the revised unified State Strategic Plan entitled, High
Skills, High Wages: Washington’s Strategic Plan for Workforce Development—Our Agenda for
Action, 2002. The state plan directs the workforce system to focus on four goals:
™
™
™
™
Closing the skills gap
Training incumbent and dislocated workers so they are prepared for economic change.
Achieving wage progression for low income individuals.
Integrating workforce development programs to improve customer service.
The North Central WDA updated strategic plan aligns with the state’s Agenda for Action. It
emphasizes the local “workforce system” not only to realize efficiencies by bringing together
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resources from partners for training specific to employment; but it has in view the vital education
reforms taking place in our local K-12 schools. Our thirty-three secondary schools, alternative
schools, and Technical Skills Center prepare the community’s children for the world of work.
The workforce system including schools can benefit from the plan by reviewing the information
on the local economy and skill shortages. Our efforts are strategically directed to better respond
to the skill needs of current and future workers and businesses.
Progressing Toward A Workforce Development System
Core Services
In the first three years of implementing WIA, workforce system partners have followed the
strategy of improving the quantity and quality of core services throughout the North Central
region. Core services are primarily information services such as finding out about jobs on
Employment Security’s website—www.go2worksource.com:
• Well-equipped and expertly staffed resource centers at Employment Security, SkillSource
and co-located community college sites in Omak, Brewster, Moses Lake, Othello and
Wenatchee are providing universal service needs throughout each of the three labor
market areas.
• Resource centers are accessible for extended hours, especially to serve incumbent
workers.
• The full array of core services such as labor exchange services, rapid response, Job
Hunter workshops, Assessment for Career Employment (ACE) workshops, computerized
skills assessment programs, internet connectivity, introduction to the computer classes,
and labor market information are helping workers get the information to return to
employment and/or improve their position in the labor market.
• Orientations and some workshops are presented in Spanish. ESL is offered at several
sites.
• People with disabilities who want to work will have additional help in the fall of 2003
from the new Ticket to Work program. Assistive technology computer workstations are
being tested for eventual installation at Employment Security resource centers.
Intensive and Training Services
When appropriate, workers receive referrals to intensive counseling services and training
options. SkillSource staff regularly attend Employment Security orientations to get the word out
about training programs for low-income and dislocated workers. Rapid response teams are
bringing information to worksites with impending layoffs so the workers are able to learn
quickly about unemployment insurance, Trade Act benefits, Training Benefits, Worker
Retraining, PELL and ITAs. Co-located WorkSource staff at Wenatchee Valley College and Big
Bend Community College provide labor exchange services and direct students to training support
services. As a result of this partner cooperation and no-wrong-door, seamless approach
employers are finding a system that is eager to meet the end customer needs of business and
industry. In summary, the current service strategy is on track and our plan is to maintain and
extend our marketing efforts.
Included as Attachment II to the updated strategic plan is an inventory of how partners including
secondary schools are addressing the many aspects of our comprehensive plan. New
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partnerships, new efficiencies, new ways of documenting performance including customer
feedback are reported by the partners. The reader will find descriptions of new best practices
such as the Industries for the Future food processing mechanic training. Workers are attending
classes on company time to improve their basic skills and to get classroom instruction and onthe-job training designed around industry skill standards for mechanics. This project is
demonstrating an effective partnership between employers of the Northwest Food Processing
Association, Big Bend College and the Workforce Development Council’s fiscal agent—
SkillSource—in training and supporting incumbent workers.
A New Management Information System: SKIES
Management information system data is beginning to take a common format across the SKIES
platform, at least for some partners. Employment Security and Title 1B providers have fully
implemented version 1.0. The Division of Vocational Rehabilitation (DVR) plans to use SKIES
by summer 2003. Co-located staff at the colleges utilize SKIES. Reaching the potential of
SKIES throughout the workforce development system may yet be a few years into the future and
will depend upon its proven utility to partner programs.
Innovative Partnerships
In addition to SKIES as a common database, we are encouraging partnerships in order to pool
resources for new efficiencies. For instance, student drop outs in all areas are served by
certificated teachers in five downtown learning centers through partnerships with Title 1B
providers and school districts. At-risk youth are filling the centers and secondary school basic
skills funding is shared to support the centers. At last count the Wenatchee Downtown Learning
Center had 118 youth attending in morning, afternoon or evening classes. Innovative programs
are led by staff especially skilled at teaching at-risk youth. Most students are progressing in
basic skills competencies to achieve their GED or return to school. Mentoring and internships
are often a key component for youth in these programs helping to build self-confidence and a
wider view of possibilities for their futures. Youth are better prepared for links to postsecondary education and the world of work.
The region’s two colleges, Wenatchee Valley College and Big Bend College, have been active in
developing incumbent worker training. Wenatchee Valley’s allied health programs are involved
in the CREW grant to address critical shortages of health care personnel. Big Bend Community
College in partnership with the Northwest Food Processing Industry Association, major food
processors in the Columbia Basin and SkillSource are offering customized training courses for
about thirty incumbent workers who are upgrading their basic skills and occupational skills to
qualify for higher paying apprentice mechanic jobs in the food processing industry. A key
strategy for the future will be to expand funding through government and foundation match
grants for worthy projects like these.
Leadership and Vision
The Workforce Development Council and the One Stop system will be called upon to be the lead
partners in the nine strategies out of the forty assigned in High Skills, High Wages, 2002. As
mentioned above, Attachment II to the updated strategic plan provides a resource that outlines
the wide scope of current and planned services that partners are delivering. The Council
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applauds the many innovations that demonstrate leadership and vision reported by partners
toward improving our workforce development system.
One Stop will have a broadening role providing resources for workers who are unemployed,
incumbent workers, and the emerging workforce from our schools and colleges. Our vision is to
develop a motivated, diverse workforce sustained by a workforce development system that is
customer-driven. Thriving, collaborative relationships within the community will drive
economic advancement, enhanced quality of life and increased standard of living.
Development Process for the Local Updated Strategic Plan, 2003
The WIA will strengthen and develop new and existing partnerships representing local diversity.
Reinvigorated partnerships with an emphasis on the needs of business as the end customer has
enhanced the local workforce investment system in the first years since WIA implementation.
The strategic plan updating process was introduced in the quarterly Committee meetings in early
February 2003. Later in the month Boston consultant, Melanie Arthur, nationally known
workforce strategist, and LeMaster & Daniels senior consultant, Martin Howell led Council
members from the five counties in a two-day strategy retreat in Leavenworth. Subsequently,
forty-eight invitations to provide structured input to the strategic planning process were mailed to
Council members, Youth Council members, employers, agencies, school districts, and local
elected officials. The consolidated responses are provided in the addendum to the strategic plan
and are available online at www.skillsource.org for public comment. Interested persons may call
or write for a mailed copy.
The Workforce Development Council will take action on approving the draft updated strategic
plan at its May board meeting, and the Elected Officials will follow in early June.
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SECTION I : The Economy of North Central Washington and the Columbia
Basin
Introduction
The five counties create three relatively distinct labor markets which are: Chelan-Douglas,
anchored in Wenatchee; Grant-Adams, anchored in Moses Lake; and Okanogan County. This
plan accounts for both the differences and similarities which structure the economy and
workforce of the North Central Washington region.
Local Economies
Grant/Adams Sub-Area
Located in the very productive farmland of the Columbia Basin, the economies of Adams and
Grant counties have been, are, and will be extensively intertwined with agriculture. Not only is
the land extremely fertile, but is enhanced by a vast irrigation network fed by the Columbia
River. Agricultural production is diverse. There are a large number of orchards as well as field
crops; produce ranges from apples and cherries to wheat and potatoes as well as many other
vegetables.
The area has an excellent infrastructure for the farming community, as well as for other
industries. Aside from the irrigation system, there is an extensive network of state highways as
well as Interstate 90 cutting through the counties. There are numerous train spurs, and Amtrak
passenger service. There are several air fields, both public and private, and the Grant County
International Airport (formerly Larsen Air Force Base) can handle any size aircraft and provides
passenger and cargo service.
There has been diversification in the manufacturing industries, particularly in Grant County,
where a number of firms have located. Employment growth has been rapid in these industries
(metal fabrication, instruments, computer-chip components, navigational equipment, etc.) and
has increased at a faster rate than it has in food processing, the area's largest manufacturing
industry. In addition to the well-developed infrastructure, cheap electricity is abundant.
Chelan-Douglas Sub-Area
Chelan and Douglas counties, situated in north central Washington, contain the incredibly fertile
fruit growing area just east of the Cascade Mountains. Agriculture is the primary industry that
influences economic activity of the area. While apples are the predominant agricultural product,
tree fruits such as cherries and pears are grown in abundance; and in the eastern part of the area,
wheat is a primary crop.
Non-farm jobs are distributed among the various industrial sectors. The larger sectors are
services, government, and trade. (Wholesale trade is particularly strong due to agriculture.)
Manufacturing is relatively small but growing. There is also significant employment in
aluminum production (although presently Alcoa’s highly paid workforce is at-risk) , lumber and
wood products. As a result of agriculture, food processing, trucking and warehousing are also
strong. However, the thrust of nonagricultural employment growth has been in trade and
services, particularly medical services. In the nonagricultural realm, the services producing
7
industries, particularly in the Wenatchee/East Wenatchee area, continue to show greater growth
than the goods-producing industries. This nationwide trend prevails in Chelan and Douglas
counties and there are no indications of change. Tourism has been a growing industry; there has
been considerable development and promotion of outdoor recreation in the area.
Okanogan Sub-Area
Okanogan County's immense geographic area and abundant natural resources tend to obscure an
economy that is struggling to make the transition from an extractive, resources base to a more
diverse base including large trade and service components. Much of the labor force is still
grounded in traditional industries such as lumber and wood products, agriculture, and wholesale
trading of agricultural. Over time, the amount of employment in goods producing industries has
been overshadowed by the employment in services producing industries. The largest
employment sector in the county is still agriculture.
Key Industries
Defining key industries can take a number of directions. The following table shows the average
number of employees, the number of firms, as well as the average annual wage for each sub area
labor market. Each of these factors has an impact on the overall economy of the area.
Grant/Adams Sub-Area
Adams County
Agriculture, Forestry, & Fishing
Construction
Manufacturing
Transportation & Public Utilities
Wholesale Trade
Retail Trade
Services
Government
Not Elsewhere Classified
Total
Grant County
Agriculture, Forestry, & Fishing
Construction
Manufacturing
Transportation & Public Utilities
Wholesale Trade
Retail Trade
Services
Government
Not Elsewhere Classified
Total
Sub-Area Totals
# of Employer
Firms
Average Annual
Employment
Average Annual
Wages
328
50
19
84
44
90
305
58
35
1,013
1,983
147
1,024
250
594
770
717
1,406
115
7,006
$17,110
$20,292
$27,767
$30,516
$29,497
$12,708
$18,243
$25,445
$18,893
$22,274
757
251
79
132
122
397
1,158
132
139
3,167
4,180
6,986
800
4,856
880
1,332
4,212
4,447
6,353
504
30,370
37,376
$16,197
$26,166
$27,938
$32,465
$29,458
$15,048
$16,478
$30,736
$24,009
$24,277
$23,275
8
# of Employer
Firms
Average Annual
Employment
Average Annual
Wages
829
7,281
$14,801
Construction
Manufacturing
Wholesale Trade
Retail Trade
Finance, Insurance & Real Estate
Services
Government
Not Elsewhere Classified
Total
Douglas County
Agriculture, Forestry, & Fishing
Construction
Manufacturing
Transportation & Public Utilities
Wholesale Trade
Retail Trade
Finance, Insurance & Real Estate
Services
Government
Total
Sub-Area Total
352
99
131
522
197
1,305
117
101
3,547
1,600
2,704
2,164
6,431
1,171
7,472
6,151
1,047
36,021
$29,606
$35,951
$25,766
$15,975
$27,665
$24,367
$33,031
$30,105
26,363
443
103
14
27
32
135
47
412
67
1,280
4,827
2,716
358
136
327
308
1,799
166
1,223
1,877
8,910
44,931
$13,675
$29,203
$37,062
$31,441
$27,056
$16,159
$23,988
$17,791
$32,473
$25,427
$25,895
Okanogan
Sub-Area
Agriculture, Forestry, & Fishing
Mining
Construction
Manufacturing
Transportation & Public Utilities
Wholesale Trade
Retail Trade
Finance, Insurance & Real Estate
Services
Government
Sub-Area Total
Source: Employment Security
# of Employer
Firms
490
6
178
62
63
56
263
76
753
116
2,063
Average Annual
Employment
4,166
61
438
871
296
976
2,272
381
3,626
3,934
17,021
Average Annual
Wages
$12,272
$32,599
$21,750
$27,533
$29,162
$17,748
$13,471
$18,694
$19,984
$28,645
$22,185
Chelan/Douglas
Sub-Area
Chelan County
Agriculture, Forestry, & Fishing
Over 57,000 workers, just over half of those employed within the five counties, work in
agriculture/forestry/fishing, retail trade, or services. When compared to other industries, they
tend to employ lower skilled workers and pay lower wages. There are unique factors affecting
the average annual wage in each county. Services, for example, are often composed of low-
9
paying, entry-level jobs. But, the service industry also includes medical services. Thus, Chelan
County, with its substantial health care industry and facilities, has a higher wage in the service
area, fueled by the average annual salary of health care workers at $34,377. Health care workers
in other counties may be less numerous, or working at lower professional levels, and thus have
less of an impact on average annual wages.
Declining Industries
Four industries are predicted to decline in available annual job openings: Textiles/apparel/
leather; Lumber and wood products; Agriculture; and Forestry and fishing. Since three of these
are areas which have provided substantial employment in one or more of the five counties, the
decline in these industries may have a long-term effect on the area economy.
Sectors of the economy most likely to experience growth
Overall, job openings in the five counties will experience significant growth in the next five
years, both in terms of employment and annual job openings:
2001 Employment
2006 Employment
*Annual Openings
Grant/Adams
37,376
44,287
1,617
Sub-Area
Chelan/Douglas and
61,952
75,890
2,671
Okanogan
Sub-Areas
Source: Occupational Outlook Directory
*Annual openings represent openings due to growth or due to replacement needs.
However, the growth will vary both by county and by sector of the economy:
Non-Farm Employment: 1998-2008
Adams
Grant
Chelan/Douglas Okanogan
% change
% change
% change
1998
Total non-farm
employment
Manufacturing
Construction and
Mining
Transportation and
utilities
Wholesale/retail
Finance, ins., real
estate
Services
Government
20032008
7.7
1998
5,230
19982003
8.8
20032008
9.6
1998
22,910
19982003
15.8
20032008
8.6
1998
35390
19982003
10.0
1,110
130
8.1
0.0
8.3
0.0
4,610
1,200
33.6
6.7
11.5
5.5
2860
2390
0.3
7.1
250
4.0
3.8
990
5.1
8.7
1410
1,540
140
8.4
7.1
8,4
0.0
6,010
490
11.0
8.2
8.7
3.8
610
1,450
13.1
9.7
11.6
6.9
3,660
5,950
17.8
10.1
13.2
7.9
% change
13910
19982003
6.1
20032008
6.6
5.2
5.5
1280
550
-12.5
7.3
2.7
5.1
7.8
9.2
330
6.1
5.7
10880
1430
7.1
4.9
7.0
6.0
3890
320
6.4
3.1
5.6
3.0
6480
7940
18.5
10.7
13.1
7.7
3500
4040
11.7
6.9
9.7
6.0
Much has been made of the shift from a manufacturing to a service economy. Many service
occupations pay high wages while many manufacturing jobs pay low wages. In other words, all
industries have low skilled work, and all industries have high skilled work. Health care
professionals, and most jobs in the computer industry, are service occupations with high wages.
In identifying areas of growth, it is useful to look at the occupations projected to have the most
annual job openings due to growth in 2006, the minimum educational levels required, and the
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wages they pay. The wages represent the mean wage paid in central Washington for those with
entry level and advanced skills.
Grant/Adams Sub-Area
Occupation Title
Farmworkers, Food/Fiber
Cashier
Grader/Sorter:
Agricultural product
Salesperson, Retail
Farm Equipment operator
Truck Driver: Heavy/
Tractor-trailer
General Manager and
Top Executive
General office clerk
Maintenance Repairer,
general utility
Other Labor
All other agriculture/
Forestry/fishing
Teacher, elementary
Industrial Truck/Tractor
Operator
Teacher, Secondary
School
Hand packer/packager
Personal and Home Care
Aide
Child care worker
Teacher aide
Janitor/cleaner
First Line Supervisor,
clerical
Annual
Growth
1.8%
2.0%
2.6%
2006
employment
6,024
1,174
855
Annual
Growth
92
19
18
Educational
level
Less than H.S.
Less than H.S.
Less than H.S.
Entry/Skilled
hourly wage*
$4.99/$5.87
$5.30/$7.78
$6.56/$7/16
2.2%
1.5%
1.9%
1,017
1,225
925
18
16
15
H.S. diploma
H.S. diploma
H.S. diploma
$5.56/$8.49
$9.23/$11.36
$9.31/$14.15
1.9%
985
15
2.2%
2.8%
775
627
14
14
Baccalaureate
$11.43/$26.01
degree or higher
H.S. diploma
$6.75/$10.51
Some postsec.
$7.67/$12.56
2.0%
2.4%
733
602
12
12
Less than H.S.
Less than H.S.
$7.01/$11.41
$6.33/$8/67
2.0%
682
12
2.2%
632
11
Baccalaureate
degree or higher
H.S. diploma
$22,069/
$41,787**
$7.69/$13.04
2.0%
627
11
2.3%
11.1%
458
173
9
9
Baccalaureate
degree or higher
Less than H.S.
H.S. diploma
$22,755/
$43,971**
$5.72/$8.13
$7.05/$9.21
7.2%
2.0
1.7%
2.3%
213
514
525
406
9
9
8
8
H.S. diploma
Some postsec.
Less than H.S.
Some postsec.
$5.65/$8.31
$7.98/$10.11
$5.88/$10.08
$9.49/$15.63
Annual
Growth
Educational
level
82
Less than H.S.
Entry/
Skilled hourly
wage*
$5.30/$6.43
67
54
H.S. diploma
Less than H.S.
$5.56/$8.49
$5.30/$7.78
Chelan/Douglas and Okanogan Sub-Areas
Occupation Title
Annual
2006
Growth employment
Rate
Combined Food
3.0%
1,319
Preparation and Service
Salesperson, Retail
3.7%
2,491
Cashier
3.2%
2,185
11
General Manager and
Top Executive
Teacher, elementary
Hand packer/packager
Carpenter
Waiters and Waitresses
Truck Driver: Heavy/
Tractor-trailer
Maintenance Repairer,
general utility
Teacher, Secondary
School
Teacher aide
Food Preparation Worker
Grader/Sorter:
Agricultural product
First line supervisor,
sales and related
General office clerk
Registered nurse
Cook, Restaurant
Child care worker
Industrial Truck/Tractor
Operator
First Line Supervisor,
clerical
Nursing Aide/Orderly/
Attendant
Personal and Home Care
Aide
Food service and lodging
manager
Other Labor
Other Managers and
Administrators
Instructor/coach, sports
Janitor/cleaner
Emergency medical
technician
Farmworkers, Food/Fiber
1.7%
1,7788
26
Baccalaureate $11.43/$26.01
degree or higher
Baccalaureate
$22,069/
degree or higher
$41,787**
Less than H.S.
$5.72/$8.13
Some postsec. $10.36/$17.53
H.S. diploma
$5.30/$5.81
H.S. diploma
$9.31/$14.15
2.7%
1,240
26
1.9%
2.9%
2.2%
1.8%
1,563
1,031
1,139
1,289
25
23
21
20
2.4%
1,030
20
Some postsec.
$7.67/$12.56
2.7%
923
20
2.7%
3.3%
1.2%
917
736
1,510
19
18
16
Baccalaureate
degree or higher
Some postsec.
Less than H.S.
Less than H.S.
$22,755/
$43,971**
$7.98/$10.11
$6.39/$8.32
$6.56/$7/16
2.2%
870
15
Some postsec.
$7.26/$15.10
1.5%
1.6%
3.0%
5.0%
2.0%
1,058
991
592
391
645
14
14
14
13
11
H.S. diploma
Some postsec.
Some postsec.
H.S. diploma
H.S. diploma
$6.75/$10.51
$13.99/$19.17
$6.85/$9.24
$5.65/$8.31
$7.69/$13.04
2.0%
662
11
Some postsec.
$9.49/$15.63
1.9%
595
10
H.S. diploma
$6.96/$9.43
8.5%
226
10
H.S. diploma
$7.05/$9.21
3.4%
392
10
Some postsec.
$8.56/$12.83
0.9%%
2.5%
1,006
448
9
9
Less than H.S.
Some postsec.
$7.01/$11.41
$7.61/$21.15
3.8%
1.0%
5.1%
306
903
223
9
8
8
Some postsec.
Less than H.S
Some postsec.
$7.38/$14.40
$5.88/$10.08
$7.52/$19.75
-.06%
8,455
-51
Less than H.S.
$4.99/$5.87
*wages not adjusted for mandated increase in minimum wage; ** annual wage
Many of the occupations that will require large numbers of workers in the future, with the
exception of teachers and top managers, do not require postsecondary education. Graduation
12
from high school with on-the-job training or specific work experience is sufficient for entry into
many fields. However, for wage progression in almost all fields continuing education is
essential. To become more effective the workforce development system must find innovative
ways of serving not only the unemployed but employed workers who are desire to progress with
the burden of trying to hold down a full-time job while studying to build new skills.
Local employers’ views of the future workforce skill needs
Interviews and focus groups with employers in the area indicate that critical thinking skills, basic
skills, interpersonal/team skills, and workplace ethics are the essential skills that are often
lacking in the workforce as individuals enter the world of work. A number of employers stress
that basic computer literacy is essential in the workplace. While most employers are not seeking
computer programmers or technicians, they expected workers to be comfortable with the
computer and able to perform basic operations. Specific tasks can be taught on the job. This
parallels a statewide report that indicates that 91% of employers report difficulty in finding
workers with occupational-specific skills, as well as problem-solving skills (88%),
communications skills (84%), positive work habits (84%), computer skills (68%), and
adaptability to change (82%).
The Washington State Workforce Training Needs and Practice Survey, 1999 of Washington
State Employers noted the following future skill needs for employees through 2005:
EMPLOYEES WITH:
Neither a high school diploma or GED
GED or high school diploma
High school diploma only
Some college course work beyond
H.S.
Vocational diploma or certificate
Vocational associate degree
Academic associate degree
Baccalaureate degree
Masters or higher degree
%
expecting
need to
stay about
the same
% expecting
need to
decrease
employees
% of
current
employees
in job
requiring
educational
levels
48.2
18.5
14.9
5.5
%
expecting
need to
increase
employees
11.15
12.34
12.50
41.07
70.10
78.07
79.94
57.35
18.75
9.59
7.56
1.58
2.6
1.5
1.8
3.9
2.9
32.14
33.50
36.52
32.42
22.65
63.34
64.73
62.90
64.44
73.25
4.51
1.76
0.59
3.14
4.10
Occupations that will experience a shortage of skilled workers: The Washington Occupational
Outlook, which projects employment through 2006, anticipates the following occupations to
have a rapid growth rate:
13
High Growth Occupations (over 6% growth), within the workforce investment area:
Occupation Title
Personal and Home
Care Aide
Child care Worker
2006
Employment
399
604
Computer system
analyst
Correction Officer
and jailer
Numeric Control
Machine tool
operator
Computer support
specialist
Paralegal
158
Other computer
scientist
Electronic
pagination system
operator
Other therapists
115
76
Annual
Educational Level
Openings Due
To Growth
19
High school
diploma
12
High school
diploma
7
Baccalaureate or
graduate degree
5
High school
diploma
4
Some
postsecondary
49
3
43
2
13
1
13
1
22
1
Entry/
Skilled Hourly
Wage*
$7.05/$9.21
$5.65/$8.31
$14.41/$23.58
$13.98/$17.90
$8.93/$14.75
Some
postsecondary
Some
postsecondary
Some
postsecondary
Some
postsecondary
$10.51/$20.96
Baccalaureate or
graduate degree
Management
24
1
Baccalaureate or
Analyst
graduate degree
Curator/archivist,
4
0
Baccalaureate or
museum technician
graduate degree
*wages not adjusted for mandated increase in minimum wage
$12.35/$22.80
$10.97/$16.97
$12.22/$22.46
$8.00/$15.68
$17.53/$26.47
$5.30/$9.81
It is important to note that a rapid growth rate does not necessarily mean there will be a large
number of job openings in a given occupation. Occupations that already have a large number of
jobs, such as waiters and waitresses, may experience slower growth, but many more job
openings. High growth occupations parallel those which economists say will have the greatest
hiring difficulties statewide (professional-technical and management-administration). In most
areas of the state and nation, the demand for high technology workers far outstrips the supply.
Projections based on the current economy of the region anticipate few openings in these fields,
and it is not clear if the local workforce exists to fill them. Two occupations, home care aide and
childcare worker, have both high growth rates and numerous anticipated openings, but are
among the lower-paying occupations.
14
A Washington State survey of employers in the fall and early winter of 2001 with two or more
employees (excluding the federal government), indicates firms had difficulty locating qualified
employees.
Skill shortages by education level:
Education Level
GED/high school diploma
A vocational credential
A baccalaureate degree
North Central
36%
87%
93%
Statewide
37%
83%
81%
In general the difficulty in finding qualified applicants increases the higher the level of education
required by the employer. From a high school degree or GED through a bachelor degree
employers in the North Central workforce development area report hiring difficulty that exceeds
the statewide averages. A further look at the survey results shows skill shortages.
Skill shortages by type of skill:
Skill Type
Occupational-Specific
Problem Solving
Communication skills
Positive work habits
Ability to Adapt
Team Work
Accept Supervision
Computer
Math
Writing
Reading
North Central
88%
92%
85%
86%
87%
72%
70%
80%
80%
77%
56%
Statewide
91%
88%
84%
84%
82%
76%
72%
68%
68%
64%
39%
For most skill types, firms reported more acute shortages in North Central Washington than was
reported by employers in the rest of Washington State. Occupational skill shortages are reported
by about 9 out of 10 employers throughout the state. Soft skills including work ethics continue
to show up prominently in employer surveys as a critical improvement need for the workforce
development system. The Council concurs that worker soft skills are of strategic importance to
employers. Basic skills in math, writing and reading have not abated either and will require
continued collaboration, investment, and innovation particularly with respect to assisting
incumbent workers.
15
Skill Shortages by Industry:
Industry
Eastern
Region
Puget Sound
Region
Western Balance
Statewide
Agriculture &
Food
58%
80%
60%
66%
Services
51%
72%
50%
63
Manufacturing
70%
56%
60%
60%
Trade
47%
65%
51%
58%
Construction
42%
48%
52%
48%
High-Technology
n.a.
51%
24%
47%
Variations in the economy throughout the area
The historic economic base of each of the counties has structured the variations in the current
economy. While much of the region has sustained modest economic growth, Okanogan County
continues to suffer from decline in its traditional industries.
Change in Average Wage: 1989-1997 (adjusted to 1997 dollars):
Change
Adams
Chelan
Douglas
County
County
County
5-9.9%
5-9.9%
Increase of
increase
increase
10% +
Source: U.S. Bureau of Labor Statistics
Grant
County
5-9.9%
increase
Okanogan
County
decrease
The increases disguise some real differences between the counties. In 1997, the average annual
wages in Adams County was $18,056, ranked 38 out of Washington’s 39 counties; Grant
County’s average annual wages for the same period was $21,162, ranked 13. Wages are
depressed in the region largely because of the large role that agriculture plays in the local
economy. Agricultural jobs are seasonal in nature.
The differences in wages has led to differences in the median household income, with Okanogan
County lagging behind the other counties in income growth.
Median Household Income: 1989-1999
Wash. State
Adams
County
1989
$31,183
$24,604
1997
$43,280
$27,508
1999 est.
$47,897
$29,664
Source: Employment Security Dept.
Chelan
County
$24,312
$33,264
$33,960
16
Douglas
County
$27,054
$33,102
$34,146
Grant
County
$22,372
$29,422
$32,336
Okanogan
County
$20,303
$23,645
$25,123
Wages, Employment, and the Quality of Life
Wages in the five counties lag behind those of the state as a whole. This observation is
somewhat misleading. The explosive economic growth in King County, with wages soaring in
the high technology industries, has a significant impact both on the average wages and median
household income calculations in the state. A better comparison might be to Spokane County:
Median household income (1999)
Spokane
$38,580
King County
$61,604
Washington State
$47,897
While all five counties, particularly Okanogan (-54%), lag behind Spokane, the wage gap is
considerable. One issue that arises, what does the lower wages buy in the local economy, and
how do the wages impact the local standard of living and the overall quality of life. One
indicator is the capacity of families to purchase a home. Home prices in the area are lower than
those in King county and are closer to Spokane where the average home price in 2002 was
$109,700.
Median Home Prices:
Wash.
Adams
Chelan
State
County
County
1998
$160,700
$104,700
$130,900
2002
$179,900
$92,800
$131,400
% change
11.9%
-11.4%
<1%
(Source: WSU Center for Real Estate Research)
Douglas
County
$130,900
$131,400
<1%
Grant
County
$104,700
$92,800
-11.4%
Okanogan
County
N/A
N/A
N/A
Local Economic Development Strategies
Economic development strategies
A variety of organizations serve the economic development interests of the five counties.
Chambers of Commerce serve member’s marketing interests, port districts provide properties
for business relocations or expansions, and economic development councils promote business
recruitment and retention. Overall, strategies in each labor market have focused on preventing
business closures and diversifying the economy in order to mitigate the cyclical nature of an
agricultural economic base.
The Adams County Economic Development Council has emphasized adding value to local
products prior to shipment, as well as opening international markets to the agricultural products
of the region.
The Grant County Economic Development Council works closely with existing industries to
promote business expansion and retention. Grant County International Airport is a major asset
with the second longest runway west of the Mississippi River. It has stimulated growth of
industrial parks geared to attract new business. Ten port districts throughout the county
coordinate efforts with the Grant County Economic Development Council to attract new
industry.
17
The Okanogan County Council for Economic Development (OCCED) and Alliance 2005
merged in the summer of 2000 to be the principle source of economic and business assistance in
the county. Alliance 2005 administers the State’s Local Economic Development Assistance
Program, as well as serving as the local Small Business Development Center. They have taken
an active role in promoting new ventures, with some job creation success. Alliance 2005, which
is chartered as a private sector led non-profit organization, has identified tasks to be
accomplished by 2005:
•
•
•
•
•
•
Develop Omak Airport into a regional transportation facility
Enhance recreational areas
Establish and support business incubators
Create at least 500 jobs
Decrease business failure
Vocational training and entrepreneurial education
Quest for Economic Development
(Chelan-Douglas counties) provided an extensive range of services for area economic
development until its dissolution in 2001. Quest has targeted manufacturing and high technology
companies for expansion/relocation to the Chelan/Douglas area. They provided extensive
information about the area through their website, and a nine-minute video showcasing the quality
of life in the area.
Their efforts met with recognition and some success. An issue of
Washington CEO highlighted Wenatchee’s growth and potential, citing the value of Pangborn
Memorial Airport’s multiple daily flights connecting the region to Seattle. This makes it
possible for companies to relocate to the area while remaining competitive in national and
international markets. The article described a number of firms that have relocated to Wenatchee.
Tourism is also a growing industry with considerable development and promotion of outdoor
recreation in the area.
Technology and Economic Development
While Wenatchee is developing broadband access, the more remote rural towns are still
somewhat isolated. Rural areas do not have the “bulk economics” that make it attractive for
either a telco or cable suppliers to upgrade their operations. A recent report by the Washington
Technology Alliance warned that rural areas in particular will be unable to retain and attract
business or bolster health and education services unless fiber-optic telephone lines are extended
beyond urban centers. In Douglas County, the Public Utility District is working to change this.
Are the five counties experiencing a skill gap? Many employers noted that entry-level
employees do not have the core competencies/soft skills needed for the workplace. While there
are a large number of entry-level jobs in the community, new entrants into the workforce are
unprepared for them. Still others felt that businesses did not relocate to the area because of the
lack of skills in the workforce. Thus, the idea of a skills gap is tied as much to the projected
future for the counties as it is to the availability of a skilled workforce at the present time.
Additionally, some of the cause of a skills gap lies outside of the available education and training
resources. It is impossible to address the skills gap without framing it in terms of the area’s
wage structure. As the data above indicates, the area’s wages lag behind other labor markets,
particularly in the Puget Sound area. Highly trained workers, even if they receive their training
18
within the area, frequently leave the area for higher wages and the perceived amenities of other
cities.
In some cases, those interviewed felt the skills were adequate for the work required. Fred Meyer
found over three hundred new hires from among the one thousand who applied to work at their
new East Wenatchee store. Pacific Aerospace and Electronics found people with the right skills
living in the community who were employed in other fields. For some, the availability of
customized training meant that the skills would be there when needed.
What are the implications of these economic development strategies for workforce
development? One of the implications for the workforce development system lie in the mixed
signals that education and training organizations receive about future demand skills. On the one
hand, some research indicates that simply finishing high school with the core competencies, or
perhaps targeted, practical vocational-technical training is of most benefit to the local economy.
On the other hand, some local leaders assert that the area needs to develop a
technical/professional workforce with two and four-year technical degrees to foster the kind of
business presence that will stimulate, high wage economic growth.
Both objectives are important, and are not mutually exclusive. The Workforce Council will
promote solid secondary education or equivalent with graduates competent in SCAN skills.
Information workers must have extraordinary reading. thinking and writing skills, besides
understanding computer operating systems, etc. But the Workforce Council will also promote
efforts to develop “computer fluency” capabilities, particularly among school dropouts and other
educationally disadvantaged workers. This balancing is a “tight rope act.” The local area must
invest enough resources to make sure all workers have the computer fluency employers want,
and be prepared to quickly provide the advanced learning required by a new company or an
existing company implementing a new technology.
What are the implications of the assessment of the local economy for needed skills in the
future? There is a need to train workers for employment with high wage potential, and within
growing occupations in the area. Often the fastest growing occupations have few projected job
openings, or are relatively low paying, such as home health and child care worker. Employees
trained for those positions must understand that career tracks in education and health care leading
to higher wages require further training.
Further, projections of skill needs in the future are made based upon the economy’s current state,
and its likely direction. They do not include the efforts of economic development organizations
to improve the local economy by expanding existing businesses and recruiting new employers.
In its present state, the local economy will demand improved basic and vocational skills. The
community must continue to support and expand the range of alternative and creative secondary
education approaches in order to produce graduates with the basic skills employers want. High
Schools must embrace and adopt employment skills in every class, putting an emphasis on core
competencies for basic skills and work maturity and integrated into the entire school curriculum.
Continuing to require but one single vocation credit, and failing to learn how to write a resume in
English class will assure that high school graduates may be able to find Paris on a world map but
not a job in their home town! However, if the workforce demands of the desired future economy
19
are taken into account, local counties will have to recruit – and retain – workers with higher-level
technical and professional skills.
SECTION 2: The Area’s Current and Future Workforce
Demographic characteristics of the current workforce
The current workforce includes those who are presently employed, and the unemployed seeking
work. It is not the total population of the area, and does not include those below working age,
retired, or otherwise not seeking work. The following data gives the population of the civilian
labor force by county.
Resident Civilian Labor Force: 2000
Labor Force
Employed
Unemployed
Unemp
rate
5.2
Washington state total
3,045,200
2,887,500
157,700
Grant/Adams
Sub-Area
Adams County
8,270
7,420
850
10.3
Grant County
37,150
33,380
3,770
10.1
Total
45,420
40,800
4,620
Chelan/Douglas
Sub-Area
Chelan County
34,330
31,290
3,050
8.9
Douglas County
19,210
17,780
1,430
7.5
Total
53,540
49,070
4,480
Okanogan
10.9
Sub-Area
20,860
18,580
2,280
The data can also be broken down by sex and minority status, to better understand how
employment affects various groups:
20
Resident Labor Force Employment and Unemployment by Gender and Minority Status,
1997 averages (Source: Employment Security Department)
GRANT/ADAMS SUB-AREA
Adams County
Labor Force
Both Genders, Total
8,610
White
5,110
Black
30
Native American
30
Asian/Pacific Islander
60
Hispanic
3,380
Female only total
3,480
White
2,120
Native American
20
Asian/Pacific Islander
20
Hispanic
1,320
Employed
7,730
4,830
30
20
50
2,800
3,170
1990
10
20
1,150
Unemployed
880
280
<10
10
10
580
310
130
10
<10
170
Unempl. Rate
10.2%
5.5%
--33.3%
16.7%
17.2%
8.9%
6.1%
50.0%
--12.9%
Grant County
Labor Force
Both Genders, Total
36,360
White
25,940
Black
310
Native American
540
Asian/Pacific Islander
360
Hispanic
9,210
Female only total
15,220
White
11,350
Black
110
Native American
240
Asian/Pacific Islander
170
Hispanic
3,350
Employed
33,260
24,270
250
390
330
8,020
13,950
10,710
100
190
140
2,810
Unemployed
3,100
1,670
60
150
30
1,190
1,270
640
10
50
30
540
Unempl. Rate
8.5%
6.4%
19.4%
27.8%
8.3%
12.9%
8.3%
5.6%
9.1%
20.8%
17.6%
16.1%
Employed
32,470
27,600
70
410
260
4,130
14,720
12,810
Unemployed
2,780
1,700
10
30
20
1,000
1,210
800
Unempl. Rate
7.8%
5.8%
12.5%
6.8%
7.1%
19.5%
7.6%
5.9%
CHELAN/DOUGLAS SUB-AREA
Chelan County
Labor Force
Both Genders, Total
35,230
White
29,300
Black
80
Native American
440
Asian/Pacific Islander
280
Hispanic
5,130
Female only total
15,930
White
13,610
21
Black
Native American
Asian/Pacific Islander
Hispanic
30
210
150
1,930
20
180
130
1,580
10
30
20
350
33.3%
14.3%
13.3%
18.1%
Douglas County
Labor Force
Both Genders, Total
19,260
White
15,350
Black
30
Native American
220
Asian/Pacific Islander
140
Hispanic
3,520
Female only total
8,120
White
6,730
Black
10
Native American
90
Asian/Pacific Islander
70
Hispanic
1,220
Employed
18,010
14,640
20
200
120
3,030
7,680
6,350
10
90
70
1,160
Unemployed
1,250
710
10
20
20
490
440
380
<10
<10
<10
60
Unempl. Rate
6.5%
4.6%
33.3%
9.1%
14.3%
13.9%
5.4%
5.6%
------4.9%
Employed
21,170
15,360
40
1,530
210
1,450
9,240
6,970
20
710
90
1,450
Unemployed
2,210
1,230
<10
350
10
140
760
510
<10
110
<10
140
Unempl. Rate
9.5%
7.4%
--18.6%
4.5%
8.8%
7.6%
6.8%
--13.4%
--8.8%
OKANOGAN SUB-AREA
Labor Force
Both Genders, Total
23,380
White
16,590
Black
40
Native American
1,880
Asian/Pacific Islander
220
Hispanic
1,590
Female only total
10,000
White
7,480
Black
20
Native American
820
Asian/Pacific Islander
90
Hispanic
1,590
Education and literacy levels
Whether the area has qualified workers to fill future job openings depends upon whether the
workforce development system produces applicants with appropriate skills, and whether those
workers remain in the area, or other similarly trained employees migrate in. A number of reports
on economic development indicate that providing a readily available labor pool is probably the
best investment that state and local governments can make. One concern of workforce
preparation, is the high drop-out rate from secondary education. High school completion is
increasingly critical for employment, even areas such as child care and home health aide, where
on-the-job training provides specific work skills. High school completion is also critical for
advancement into postsecondary education and higher wage employment.
22
School Year Drop-Out Rates, Grades 9-12 (1996-97 School Year) Source: OSPI
Wash.
Grant/Adams Chelan/Douglas Okanogan
State
Sub-Area
Sub-Area
Sub-Area
October 1996 Enrollment
287,059
5,574
5,596
2,269
Reported Drop-Outs
11,935
250
391
107
Rate
4.2%
4.4%
7.0%
4.7%
Status Unknown
13,580
259
272
115
Rate
4.7%
4.6%
4.9%
5.1%
Total school leavers*
8.9%
9.0%
11.9%
9.8%
*Many have noted that the school drop out rates recorded by the Office of the Superintendent of
Public Instructions Office seem low when compared with the number of known school leavers
from specific high schools in the region. OMB, for example, reports a cumulative four year loss
of 23.54%, a number that has been relatively consistent from 1993 through 1998.
In-migration and out-migration issues
All five of counties experienced significant growth in the past decade, with three of the counties,
led by Grant county, growing faster than the state rate.
Population Change by County: 1990-1999
Wash.
Grant/Adams
State
Sub-Area
1990
4,866,663
68,401
5,685,300
85,300
1999
18.3%
24.7%
Percent change
705,108
13,745
Births
360,580
5,264
Deaths
344,528
8,481
Natural Increase
546,209
9,618
Net migration
Source: OFM
Chelan/Douglas
Sub-Area
78,455
Okanogan
County
33,350
94,000
19.8%
12,676
6,883
5,792
10,453
38,400
15.1%
4,916
3,025
1,891
3,159
In all but Adams county, migration played a greater role in population growth than natural
increase (deaths subtracted from births). Much of that in-migration has been of individuals with
minority status.
% Population by Gender, Race, Hispanic Origin, April 1, 1999
Total
Male Female White Black Indian/
Pop.
Esk.
Washington
5,685,300 49.8% 50.2% 93.5% 3.2%
1.6%
Grant/Adams
Sub-Area
Adams
Grant
Total
15,900
69,400
85,300
50.7%
51.2%
49.3%
48.8%
56.4%
70.4%
23
0.3%
1.0%
0.5%
1.1%
Asian/
Pac. Isl.
5.6%
Hisp.
0.8%
1.2%
42%
26.3%
6.0%
Chelan/Douglas
Sub-Area
Chelan
Douglas
Total
Okanogan
Sub-Area
62,600
31,400
94,000
49.5%
50.6%
50.5%
49.4%
82.0%
81.0%
0.2%
0.2%
0.9%
0.8%
0.9%
0.7%
16.0%
17.3%
38,400
50.5%
49.5%
71.9%
0.2%
8.9%
0.9%
18.2%
Source: OFM
Out-migration is more difficult to identify. Anecdotally, it is often said that the area’s best and
most educated leave for higher wages and other amenities outside of the local counties.
How are the area’s demographics changing? The most dramatic demographic shift within the
five counties is the rapid growth of the minority population, fueled both by migration and births.
The growing Hispanic population is evident in the increased school enrollment, as well as, less
formally, the growth in Hispanic-owned businesses. In addition, in some areas of the five
counties there has been a significant growth of linguistic minorities, particularly Russians.
The population of the five counties (as is the case throughout the U.S.) is also aging. The rising
median age is an indicator of this population shift. Additionally, in all but Chelan county, the
population of those age 65 and older has experienced substantial growth.
State and County Population Age 65 and Over, 1980-1999
1980 census
Washington state
431,562
Grant/Adams
5,908
Sub-Area
Chelan/Douglas
9,093
Sub-Area
4,039
Okanogan Sub-Area
1990 census
571,403
1999 estimated
651,842
8,457
10,169
11,301
4,602
10,946
5,216
Characteristics of those who live and work in the region:
County population by age, estimated 1999
Washington
Grant/Adams
Chelan/Douglas
State*
Sub-Area
Sub-Area
0-4
403,369
7,223
7,113
5-9
444,211
7,826
7,698
10-14
446,717
7,697
5,611
15-19
420,534
6,969
6,582
20-24
373,972
4,584
4,433
25-29
364,789
5,343
5,610
30-34
410,297
5,567
5,992
35-39
483,615
6,463
7,516
40-44
497,778
6,493
7,881
45-49
454,728
5,649
6,784
50-54
386,517
4,942
5,840
55-59
288,350
3,974
4,870
24
Okanogan
Sub-Area
2,819
3,085
3,279
2,915
1,966
1,951
2,250
2,956
3,178
2,831
2,511
2,017
60-65
65-69
70-74
75-79
80-64
85+
Total
211,601
178,339
162,857
142,220
95,207
84,792
5,849,893
Median
Age
Median
Age,
1982
3,341
2,994
2,697
2,265
1,400
1,072
86,500
3,837
3,469
3,132
2,795
1,878
1,704
94,700
(Grant County)
(Chelan County)
33.71
36.26
(Adams County)
(Douglas County)
31.15
37.11
(Grant County)
(Chelan County)
29.41
33.50
(Adams County)
(Douglas County)
28.19
30.96
1,648
1,356
1,211
1,031
747
650
38,400
36.58
31.87
*State totals, estimated for Year 2000
Individuals 15-19 are prospective new entrants to the labor force, those 20-24 are the
community’s new workers. Individuals 25-44 are young workers in their prime productivity,
while those 45-64 are mature workers with years of accumulated experience. The increasing age
of the population means that more workers have entered their prime years of productivity.
A further characteristic of the counties is their relatively sparse population in terms of population
density per square mile.
Persons per square mile:
GRANT/ADAMS SUB-AREA
Adams County
8.4
Grant County
30.7
CHELAN/DOUGLAS SUB-AREA
Chelan County
21.5
Douglas County
17.2
OKANOGAN SUB-AREA
Okanogan County
7.3
The sparse population is an attractive feature for those who might want to settle in the area and
enjoy its natural and uncrowded beauty. At the same time, the low population density makes it
more difficult to provide infrastructure to more remote families and communities, eliminating the
economies of scale which occur in more densely populated areas.
Demographic picture for youth
Youth are the emerging workforce, their efforts will fuel the economy of the five counties in the
future. The school system, K-12 through college, has the first impact on the workforce that will
be available to the area’s employers.
25
Public/Private School Enrollment by Race/Ethic Origin
Wash. State
Grant/Adams
Chelan/Douglas
Sub-Area
Sub-Area
Black 1990-91
Black 1998-99
Asian 1990-91
Asian 1998-99
Indian 1990-91
Indian 1998-99
Hisp. 1990-91
Hisp. 1998-99
White 1990-91
White 1998-99
Overall Enrollment Growth,
1990-1999
% of Change, Minority
Enrollment 1990-99
176
223
204
224
445
584
4,207
7,893
11,793
11,962
57
81
166
204
205
224
2,172
5,527
13,125
14,287
(Grant County)
(Chelan County)
28.5%
29.7%
(Adams County)
(Douglas County)
7.7%
26.0%
(Grant County)
(Chelan County)
96.1%
135.2%
(Adams County)
(Douglas County)
36.7%
126.1%
Okanogan
Sub-Area
15
32
42
64
1,005
1,073
776
1,677
5,253
5,093
12.0%
54.8%
Source:OSPI
While overall enrollment has grown, the growth of minority enrollment in the past nine years has
been dramatic.
Participation in higher education prepares the workforce with the skills needed in new industries.
Despite the lack of a four-year college in the area, participation in a four-year postsecondary
education is somewhat higher than the state as a whole in two of the counties. No record is
available of where these students attended the institution of higher education, or whether they
returned to live and work within the counties.
Participation Rates of Public Higher Education by County for Enrolled Students Who
Applied from Within the State of Washington, Fall 1998
1998 Pop. Two-year
Four-Year
Masters +
Grant/Adams Age 17+ Fall Enr.
Rate
Rate
Rate
Sub-Area
Adams
10,720
357
3.33
203
1.89
16
0.15
Grant
49,089
1,666
3.39
848
1.73
72
0.15
Total
59,809
2,023
1,051
88
Chelan/Douglas
Sub-Area
Chelan
45,679
2,372
5.19
877
1.92
98
0.21
Douglas
23,217
205
0.88
354
1.52
22
0.09
Total
68,896
2,577
1,231
120
Okanogan
27,848
792
2.84
428
1.54
37
0.13
Sub-Area
3.94
74,170
1.75
8,471
0.20
Wash. Total 4,245,331 167,619
26
Demographic picture for adults in transition
Adults in transition include those moving from welfare to work, the unemployed, dislocated
workers, injured workers, and other adults seeking employment. They may also include those
seeking work for the first time. Our figures do not include discouraged workers (those who are
capable of working but have given up the search for work), as data for this group is unavailable.
Characteristics of the Insured Unemployed Registered with the Employment Security
Department, July 1, 1998-June 30, 1999
Five-County Area
Washington State
Total # of Claimants
27,680
369,331
Male
16,922
233,122
Female
10,758
136,209
RACE/ETHNIC ORIGIN
White
16,017
278,048
Black
159
14,951
Hispanic
10,673
44,552
American Indian
580
5,431
Asian
125
14,544
Unknown
127
11,805
EDUCATION
Less than high school
10,626
63,735
High school
8,716
142,834
More than high school
5,688
135,900
Unknown
2,650
25,862
Five-County Area
Washington State
WEEKS CLAIMED
1-5
10,747
156,786
6-10
5,787
74,618
11-15
3,897
48,671
16-20
3,455
38,344
21-25
2,182
25,728
26+
1,602
25,184
INDUSTRY
Agriculture
7,901
25,560
Forestry and Fishing
72
3,217
Construction and Mining
3,450
62,717
Manufacturing
4,791
74,251
Transp., Communic., and Utilities
1,073
20,856
Trade
4,974
65,667
Finance, Insurance, Real Estate
321
11,004
Services
4,038
84,257
Public Administration
739
13,043
Unknown
321
8,759
Source: LMEA
27
Workers who register with the Employment Security Department are both employed and
unemployed, and include those entering the workforce for the first time, seeking higher wage
employment, or meeting the obligations of TANF. A significant number of those registering with
ESD in each county have less than a high school education.
Characteristics of Job Applicants Registered with the Washington State Employment
Security Department, July 1, 1997 through June 30, 1998 (as % of total)
Adams
Chelan
Douglas
Grant
Okanogan
AGE
15 and under
0.1
0.0
0.1
0.0
0.0
16-19
4.7
3.9
4.8
5.5
4.4
20-21
6.3
5.8
5.9
6.8
3.8
22-39
59.9
51.9
51.8
54.9
45.9
40-54
21.5
28.8
27.8
24.7
30.7
55 and over
7.5
9.5
9.7
8.0
15.2
GENDER
Male
59.9
59.7
56.4
57.1
58.5
Female
40,1
40.3
43.6
42.9
41.5
RACE/ ETHNIC GROUP
Caucasian
31.9
70.2
75,2
65.8
69.7
African American
0.6
0.5
0.4
1.7
0.3
American Indian/Ntv.
0.4
0.6
0.8
1.0
9.5
Alaskan
Hispanic
61.9
26.1
21.0
25.2
16.4
Asian and Pacific Islander
0.2
0.5
0.5
0.4
0.3
Information not avail.
5.0
2.1
2.2
6.0
3.8
VETERAN
Veteran
8.3
8.7
9.4
8.7
Vietnam Era Veteran
4.0
4.0
4.0
3.7
4.4
Disabled veteran
0.1
0.3
0.2
0.6
0.3
EDUC. Less than High
62.9
36.2
32.9
36.0
35
school
OTHER
Public assistance recipients
7.1
4.7
5.3
11.2
7.2
Persons with disabilities
0.8
2.3
2.1
2.0
1.8
Seasonal farmworkers
15.4
4.5
4.2
4.1
3.3
Migrant farmworkers
3.0
6.6
2.1
1.2
0.8
One interesting observation from this table is that job-seekers in Okanogan County are
significantly older than those in other counties, perhaps because of dislocation of mature workers
from traditional industries.
In 1996, approximately 30% of Washington’s unemployed workers were dislocated workers.
Additionally, many of those who are underemployed were previously dislocated workers.
Dislocated workers are those who have been terminated, are eligible for, or have exhausted,
28
unemployment insurance, and are unlikely to return to work in their previous industry or
occupation due to diminished demand for his/her skills. Dislocation is a local event reflecting
local economic conditions.
Dislocated Workers in Declining Industries, Declining Occupations, or Both, and % of
Total UI Beneficiaries (1995)
Wash.
Adams
Chelan
Douglas
Grant
Okanogan
State
County
County
County
County
County
Declining
43,426
146
492
190
394 (8.7%)
143
Industries only
(17.7%)
(7.3%)
(8.6%)
(7.1%)
(4.0%)
Declining
27,082
75
464
203
211 (4.6%)
326
Occupations
(11.0%)
(3.7%)
(8.1%)
(7.6%)
(9.1%)
only
Both DI & DO
7,173
5
125
19
18
12
(2.9%)
(0.3%)
(3.8%)
(0.7%)
(0.4%)
(0.3%)
31.7%
11.3%
17.7%
15.4%
13.7%
13.4%
Total of All
above as % of
UI Beneficiaries
Source: LMEA
Poverty is a significant factor in the transitional workforce. Poverty is greater in the five
counties than in the state as a whole. Grant, Adams and Okanogan counties have particularly
high rates of poverty. Census data indicates that more than 36,000 people in our five county
region are living below the poverty level. Overall 36,858 people (16.3%) out of about 225,000
citizens are poor.
U.S. Census County estimates for people of all Ages in poverty 1999:
County
Number of people in poverty
Percentage of county pop.
Adams
2,951
18.2%
Grant
12,809
17.4%
Chelan
8,147
12.4%
Douglas
4,640
14.4%
Okanogan
8,311
21.3%
Washington State
612,370
10.6%
Source: U.S. Bureau of Census 2000
The impact of poverty affects populations within the region differently:
Residents Receiving DSHS Services: SFY 2000
Residents served by DSHS
County
(all programs and services)
Adams
6,431
Grant
26,811
Chelan
19,813
Douglas
8,764
Okanogan
13,688
29
Percentage of county pop.
38.7%
35.3%
29.5%
26.7%
43.4%
Economically Disadvantaged Population for 1997 by age, gender, and race:
#
AGE
14-15
1,504
16-21
3,955
22-72
19,902
0-13 & 73+
18,305
GENDER
Male
20,021
Female
23,645
RACE/ ETHNIC GROUP
Caucasian
23,937
African American
369
American Indian/Ntv. Alaskan
1,553
Hispanic
17,481
Asian and Pacific Islander
325
Many of those who live in poverty, as well as other members of the transitional workforce,
receive public support to maintain themselves and their families.
State Public assistance recipients by program, gender, age, race/ethnic group: 1998
TANF
Refugee
General
Total All
Percent
Recipients
Assistance
Assistance
Programs
of Total
GENDER
Male
1,194
1
228
1,423
30.7%
Female
3,031
3
173
3,207
69.3%
AGE
14-15
541
0
0
541
11.7%
16-19
614
0
14
628
13.6%
20-21
271
0
13
284
6.1%
22-44
2,532
2
228
2,762
59.7%
45-54
228
2
103
333
7.2%
55 and over
39
0
43
82
1.8%
RACE/ETHNIC
White
2,852
0
319
3,171
68.5%
Black
55
0
6
61
1.3%
Native American
227
0
21
248
5.4%
Asian & Pacific Isl.
12
0
2
14
0.3%
Hispanic
864
0
45
909
19.6%
Other
96
0
5
101
2.2%
Unknown
119
4
3
126
2.7%
People with disabilities are also often part of the transitional workforce. Their employment is
often lower than their percentage in the workforce, and they often are underemployed.
30
Non-Institutional Persons age 16 & Over by Work Disability Status (1990 Census)
Wash. State
Grant/Adams
Chelan/Douglas
Okanogan
Sub-Area
Sub-Area
Sub-Area
Total Pop. Age 16+
3,623,143
48,204
58,195
24,411
Pop. W/ work-rel.
452,760
6,364
8,088
4,218
Disability
(Grant County)
% of total population
# of those w/ work
disability in
labor force
% of labor force
12.5%
138,297
13.8%
14.4%
(Adams County)
(Douglas County)
10.6%
1,454
12.9%
2,142
(Grant County)
(Chelan County)
17.3%
1,005
5.3%
5.9%
(Adams County)
(Douglas County)
260,174
2.9%
4,910
4,268
5.2%
5,946
4,828
2,833
54,289
642
1,118
380
5.7%
Not in Labor Force
# prevented from
working
NOT prevented from
working
Source: LMEA
(Chelan County)
6.6%
Demographic picture for the incumbent workforce: The five counties will continue to have an
unemployment rate double the state average in the next five years:
Civilian Labor Force Employment and Unemployment (1998-2005)
Grant/Adams
Sub-Area
Adams County
Grant County
Total
Chelan/Douglas
Sub-Area
Okanogan
Sub-Area
Washington State
1998
Labor
Force
1998
Employ
ment
1998
Unempl
oyment
Unemp.
Rate
2005
Labor
Force
2005
Employ
ment
2005
Unemplo
yment
Unemp
Rate
8,800
36,980
45,780
54,490
7,860
33,590
41,450
50,070
940
3,390
4,330
4,420
10.7%
9.2%
8,530
37,230
45,760
55,410
1,320
4,760
6,080
6,180
13.4%
12.9%
8.1%
9,850
41,990
51,840
61,590
22,800
20,340
2,460
10.8%
26,640
23,200
3,440
12.9%
3,039,920
2,895,330
144,590
4.8%
3,385,500
3,182,600
202,900
6.0%
10.0%
Source: LMEA
What are the demographic implications for the expected needs of the future workforce?
The demographic profile within the five counties has a number of implications for the future
workforce in the region:
•
The growing minority population is both a challenge and an opportunity. The challenge is to
provide appropriate bilingual materials to integrate limited English proficient persons into a
31
variety of workplaces. This includes both vocational training, and support for
entrepreneurship and minority business growth.
•
A significant number of those registering with ESD in each county have less than a high
school education. There are large numbers of unemployed, under-employed individuals who
need basic education to advance in the economy, or conversely, to advance the economy.
•
The aging population will require more opportunities to receive skill enhancement outside of
the K-12 environment to increase their wages and standard of living. Those seeking to
change careers or increase wages will need training geared to working adults. Modular
curricula structured around family and employment obligations, and targeted skills programs
leading to vocational certificates and job-specific credentials. Child care will be necessary
for single parents to enter the workforce or improve their wages.
•
Many individuals over age 65 will retire, creating openings in the workforce for younger
workers. Increasingly, older workers will remain in the workforce, engaging in second
careers, or working part-time. These workers may be willing to work for lower wages if their
employment is a supplement to Social Security or a pension.
•
The aging population, particularly those over age 65, will demand medical services which
may open jobs in health care and related industries.
SECTION 3: The Area’s Workforce Development System
Components of the Workforce Development System
The workforce development system is composed of services for the emerging, transitional, and
incumbent workforce. Each part of the workforce has special needs met by varied programs
throughout the five county region. The workforce development system thus consists of the K-12
system, higher education, adult basic education, federally funded training, specialized training
programs, and even less formal on-the-job training provided by employers.
Workforce development agencies receive financial support from both public and private sources.
Tuition payments may come from individuals, or from financial aid. Employers may pay the
cost of specialized training, whether they send employees off-site, or have a vendor come in.
Critical to workforce development in the five counties are the community colleges. The
community colleges provide programs for all three populations within the workforce: degree and
transfer programs for the emerging workforce; worker retraining and adult basic education for
the transitional workforce; and certificate programs and continuing education for the incumbent
workforce. The workforce development area is served by two public community colleges and
one satellite campus.
•
Wenatchee Valley College (WVC), established in 1939, is one of the oldest community
colleges in the state. The college’s service area consists of Chelan, Douglas, and Okanogan
counties. In addition to more than twenty technical and professional degree and certificate
32
programs, WVC offers a wide array of continuing education and worker retraining programs
throughout the region. The college has a satellite campus, Wenatchee Valley College North
(WVCN), located in Omak in Okanogan County to serve the remote rural population and the
Native American Indians of the Colville Confederated Tribe.
Occupational professional and technical programs include Accounting, Tree Fruit
Production, Orchard Business Management, Hispanic Orchard Employee Education
Program, Allied Health Programs, Automotive Technician, Business, Business Information
Technology, Chemical Dependency Studies, Computer Technology and Systems, Early
Childhood Education, Environmental Systems and Refrigeration Technology, Fire Command
Administration, Fire Science, Health Care Assistant, Manufacturing Technology, Medical
Laboratory Technology, Nursing, Radio logic Technology, and Residential Construction.
•
Big Bend Community College (BBCC), founded in 1962, serves Adams, Grant, and part of
Lincoln County. Adjacent to Grant County International Airport, the college offers a wide
selection of transfer, technical/professional, developmental, and community education
programs. The school is nationally known for its commercial pilot program. Offices and
classes of Central Washington University, Embry-Riddle Aeronautical University, and
Heritage College are located on BBCC’s campus, providing opportunities for a four-year
degree. BBCC offers employers customized training programs in basic skills, supervision,
computer literacy, English-As-A-Second-Language (ESL), and other customized programs
requested by the business or industry sector(s). These programs may be offered on campus
or on-site at the employer’s location.
Big Bend Community College’s professional and technical programs include A+
Certification Course, Accounting, Automotive Technology, Aviation (Commercial Pilot),
Aviation Maintenance Technology, Chemical Lab Technology, Child and Family Education,
Commercial Driver’s License, Data Management (CSC), Early Childhood Education,
Engineering/Drafting, Farm Management, Industrial Electrical Technology, Maintenance
Mechanics Technology, Nursing, Office Information Technology, PEP2, Supervisory
Certificate, Welding Technology.
33
DEGREES AND CERTIFICATES AWARDED BY COMMUNITY
COLLEGES, AND TRANSFERS, 1998-99
Academic Associates Degree
Vocational
Less than one yea
One year or more
Voc. Associates Degree
Apprenticeship
1995-96 transfers*
1998-99 transfers
Big Bend Community
College
188
Wenatchee Valley College
24
15
64
0
139
127
0
69
122
2
180
230
295
*Transfers are to public or private Washington state four-year colleges and universities
In addition to the two-year colleges, three private vocational schools are registered with the State
of Washington for operation in the five county area:
Downtown Learning Center (Wenatchee)
National Transportation Training and Consulting (East Wenatchee)
Progressive Health Care Education Center (East Wenatchee)
Programs that provide workforce development services and training for youth
Twenty eight public school districts in the five counties provide occupational and vocational
education programs to the emerging workforce. Some schools have begun processes to show the
relevance of academic programs to skills needed in the world of work. Other examples of
programs or facilities that provide workforce preparation for youth are shown here. These
programs target general student populations in the K-12 school system, out-of-school youth, and
incarcerated youth.
•
North Central Washington Tech Center of Wenatchee offers vocational education to area
high school students. It complements regular high school offerings, serving eight school
districts throughout Chelan and Douglas Counties. The Tech Center provides opportunities
for students ages 16-21. Programs available include Automotive Technology, Bilingual
Specialties, Cosmetology, Computer Technology, Manufacturing Technology, Office
Procedures & Professions, Public Safety/Fire Science, and TV/Video Production.
•
Columbia Basin Job Corps Center, located in Moses Lake, is one of twelve centers in the
Northwest Region of the States of Alaska, Idaho, Oregon, and Washington. The program is
for individuals ages 16-24 who meet income and program eligibility. Job Corps offers
training to earn a GED or high school diploma, School-to-Work Opportunities, English as a
Second Language and trade-specific career training. At Columbia Basin, vocational courses
include Building and Apartment Maintenance, Business Occupations, Carpentry, Cement
34
Masonry, Culinary Arts, Nurse Assistant, Painting, Plastering and Welding. The center also
works in partnership with Big Bend Community College offering advanced training in the
ACT program. The center has a proposed course in pharmacy technician planned to begin
July 2000. Eligible youth receive room and board and basic healthcare. Students who live
near the Job Corps campus may train as a “non-resident”.
•
SkillSource (formerly the Private Industry Council and PENTAD) with offices in
Wenatchee, Moses Lake and Omak provide school to work services for disadvantaged youth.
Youth may train to earn a GED or self-paced high school completion program. All programs
provided build the students’ skills in utilizing basic computer programs and keyboarding.
Students may access other intensive services, which may include individual counseling,
comprehensive assessments, work maturity skill development and employment planning.
Characteristics of SkillSource school to work youth, July 1997-June, 1998
Female
Minority
Receiving Public Assistance
Limited English Skills
Were a Single Parent
Highest grade 10th grade or less
Highest grade 12th grade or more
Aged 14-18 at registration
Age 17 or more at exit
Age 19 or more at exit
59%
45%
42%
9%
25%
80%
5%
87%
92%
37%
As shown above many of the youth served were truly disadvantaged. A snapshot of the student
characteristics indicates that many were female, a racial (non-Caucasian) minority, on public
assistance, were single parent(s), or had limited English skills. Most eligible students were aged
14 to 18 at registration with less than a 10th grade education.
Programs that provide workforce development services and training to adults
in transition
Adults who are unemployed, have exhausted unemployment benefits, or are emerging from the
welfare system are referred to as adults in transition. These adults have opportunities to train in
vocational programs at the community colleges or through the SkillSource locations. These
programs address both training needs and time constraints in order to allow workers to return to
the workforce as soon as possible. Courses are developed in response to labor market demands,
skill upgrades, and general training programs. The five County region has a number of programs
that address the needs of the transitional workforce.
WorkFirst provides a variety of services for low-income individuals on Temporary
Assistance to Needy Families (TANF). The WorkFirst system serves those moving from
public assistance to employment. Services include assessment, job readiness skills (resumes,
interviewing, etc.,), job search, job retention, wage progression assistance, basic computer
35
skills, work experience (WEX), placement, and retention support. WorkFirst participants are
served by a variety of agencies, both governmental and community-based organizations.
Programs are also known as Pre-employment Training, Washington Post-employment Labor
Exchange (WPLEX),Washington Workers, Community Jobs, and Welfare-to-Work.
Trade Adjustment Act Services are designed to assist those displaced because of the
impacts of foreign imports on their industries. Once certified, the displaced workers are
eligible for services and benefits to help them prepare for and enter new employment.
Services include retraining, job placement, on-the-job training, and, if necessary, relocation
assistance.
Worker Retraining is a program providing tuition assistance and support services to
community college students who have exhausted their unemployment insurance funds and
are seeking retraining for re-employment. Employment Security grants the funds to
community colleges. This source of funding has grown at Wenatchee Valley College from
30 FTEs in its first year, 1993-94, to 144 FTEs in 2003.
Migrant and Seasonal Farmworkers Programs at Washington State Migrant Council in
Wenatchee and at Yakima Valley’s OIC provides training to agricultural workers. From
basic skills to vocational advancement for employment in non-agricultural jobs less subject
to cyclical unemployment are provided to farmworkers.
WorkSource now located in Okanogan County with plans to expand to locations in Chelan
and Grant Counties. WorkSource provides opportunities for employers to locate or train
qualified workers. Employers may list job openings, review resumes, and interview
prospective employees. They may access current labor market information, education and
training information. Employers can access information or services regarding training
prospective or incumbent workers, small business development assistance, educational
seminars, marketing to job seekers, announcement of hiring events, and receive information
or assistance with emerging business or workforce needs.
Veterans Services are available through Employment Security to promote and develop
employment opportunities, with special consideration given to disabled veterans. Counseling
and other assistance is available to newly discharged veterans making the transition from the
military to the civilian workforce. On a case-by-case basis, programs are also available for
on-the-job training or apprenticeship training or for full-time schooling.
The Confederated Tribes of the Colville Indian Reservation, the largest employer in
Okanogan County, has businesses running casinos, a recreational boating operation, a lumber
mill, and building manufactured homes. Tribal leaders report that technical skills are lacking
among the tribal workforce. A new program requires workers to have a high school diploma.
The Tribe contracts with public entities such as Wenatchee Valley College and private inhouse trainers to expand current skill levels among tribal members.
People with Disabilities, both youth and adults, have access to a variety of services. Public
school systems throughout the five counties accommodate students with cognitive and
36
physical disabilities. Through special education classes and mainstreamed in the regular
classrooms; programs such as the NCW Tech Center focus on vocational training and
community experience. Many special education students remain in school until age 21,
though some opt to leave earlier. Workforce development for young people with disabilities
is almost entirely focused around public schools.
Adults with Disabilities have access to assistance from many quarters. Services are
administered by governmental agencies and delivered to a large extent by a variety of
providers. In this five county region, Vocational Rehabilitation, Department of Social and
Health Services, Department of Mental Health, WorkSource, and Veteran’s Employment all
serve the needs of the adult with disabilities. The Ticket-to-Work program is scheduled to be
implemented by October 2003 which will provide incentives and resources for individuals
receiving SSI and SSDI payments to work if they are able.
Rapid Response services are provided to the companies and workers experiencing large
layoffs. The response utilizes a coordinated approach including representatives from
Unemployment Insurance, Wagner-Peyser placement services, training programs, and
Dislocated Workers Program services.
Apprenticeships can provide an excellent combination of structured classroom and on-thejob training for a variety of occupations. This area has several apprenticeship programs
available for new trainees. Students receive classroom training, but also work in a supervised
setting where they are paid for their labor. Most trades-related apprenticeships entail from
3000 to 8000 of training leading to successively higher wages tied to skill development. A
recent state report indicates that apprenticeship programs, while underutilized, are successful
in terms of placement and wage progression.
Employer-sponsored training and other public and private programs that
provide workforce development services to incumbent workers
The Washington State Workforce Training Needs and Practices of Washington’s Employers,
interviewed 5,861 employers across the state. Of those more than five thousand employers, 210
employers were located in the five County Pentad jurisdictions. Data presented here is for the
sampling of these local 210 employers. According to the survey, 39% of local area employers
provided or paid for classroom training, workshops, or seminars for one or more of their
employees in the last 12 months. For those who had not provided such training, by far the most
common reason (93.7%) was that on-the-job training satisfied their worker needs. Time, cost,
and the availability of workers with appropriate skills were cited as reasons for not providing
training, just over 40% of the time.
Formal training was provided primarily to managerial and administrative personnel (53.3%),
and, to a lesser degree, to clerical/administrative support staff, technical and professional
occupations (39.4%). Employers said that some employees would benefit from formal training
at a community college or vocational program. Technical and paraprofessional occupations
(27.5%), clerical and administrative support (23.2%), and managerial and administrative
occupations (21.9%) were listed most for benefiting from training in a college or vocational
program.
37
Almost a third (31.1%) of area employers’ report that the percentage of employees who receive
classroom training has increased, 64.4% say the percentage has stayed the same, and only 4.4%
say they have decreased such training. The top four reasons for increasing training were to
promote personal or career development of employees, improve quality of output, stay
competitive with changes in technology, and to develop a more flexible and versatile workforce.
Eleven percent (11.7%) of the local firms that sponsored or provided formal training, reimbursed
employees for attending community college courses. The top reasons cited by employers for not
having an arrangement with a community college to provide training were that organization does
its own training (64.4%), and that public community colleges do not offer the type of training
their employees need (58.2%). Interestingly, a 1999 study for Big Bend Community College
found that the primary reason that employees did not take classes at the college was flexibility
and timing of classes.
Among local firms providing classroom training, 86.8% provided or paid for job-specific skill
training for an employee in the last 12 months. Most common trainers used were: private
training contractors or consultants (67.9%), the firms’ own personnel (67.4%), industry or trade
associations (47.1%), and equipment suppliers or buyers (38.8%). When these types of training
were provided half (50.1%) of the local firms paid the tuition for employees taking these specific
classroom training in the past six months. The majority (66.2%) of local employers stated that
such training was restricted to job-related skills. Types of classroom training offered in the last
12 months were:
Work-place practices
Basic skills
63.2%
20.7%
More business (82.9%) reported providing on-the-job training where a worker learns from
someone else the duties that the job requires while performing the work. Such training was
spread almost equally among classifications of employees, with clerical/administrative support
receiving slightly more of such training (31.7%), and professional and sales-related occupations
receiving somewhat less.
Major changes underway in the area’s workforce development system
A number of changes seem apparent in the local workforce development system:
•
The K-12 system is responding to state and federally mandated educational reform and
competency-based testing by reforming the curriculum through all grade levels. This
program is referred to as Outcome-Based Learning and the Certificate of Mastery.
•
Community colleges are recognizing the need for computer technology graduates. As such,
Wenatchee Valley College now has trained instructors who can teach the MicroSoft
Certification Program.
•
Big Bend Community College contracted for an independent study of local area farmers from
Grant, Adams and part of Lincoln counties two years ago. The report Agri-Business Needs
38
Assessment led to many college departments at Big Bend Community College changing,
revising and improving programs offered. These changes have increased their articulation
with the business and agricultural communities.
•
There is the beginning of a movement toward contextual education, in which teachers in the
K-12 system are becoming aware of the relevance of subject matter to the world of work.
Teachers visit work sites, and integrate their observations into their curriculum materials.
•
Wenatchee Valley College conducted an independent study of local area orchardists and
agricultural support industries located throughout Chelan, Douglas and Okanogan counties in
1999. The report Occupational Assessment of Agriculture and Agri-Business led to the
college’s agriculture departments creating program improvements to be more responsive to
the agricultural economy. The project increased communication and articulation with
business and agricultural entities.
•
Learning Centers from Omak to Othello are unique arrangements of secondary and postsecondary education collaborating with the community-based sector to provide dropouts of
all ages another opportunity to learn the skills employers want, such as math, English,
communication, problem solving and technology. Instruction is integrated and students learn
computers as they study math, English and other subjects.
•
A new skills center is proposed for the Columbia Basin. Moses Lake School District is
leading the effort to construct a Technical Skills Center in the fall of 2000. Classes are
planned in TV & video production, cosmetology, and bilingual specialties.
Major system-building efforts
•
The local One-Stop has provided a forum for dialogue between various sectors of the local
economy, government service providers, training organizations and workforce development
providers. The One-Stop concept has improved communications and planning efforts to
provide an effective mechanism for service delivery, which impacts both employers and job
seekers. Services include on-site integration of programs and resources, as well as online
access to current resources, information and linkages.
•
WorkFirst moves TANF recipients into employment. WorkFirst provides training and
information to the Welfare-To-Work sector of the population, connecting them with
community resources.
Private sector workforce initiatives that are under way
•
It is difficult for incumbent workers to get additional training on their own time. Some
progressive companies will pay for their employees’ work-related training, and/or will tie
wage increases to the training completion. By spreading the word of these effective
practices, more companies should promote work-related training for incumbent workers.
•
Entry-level workers need to understand the importance of educational performance and its
relationship to job performance. In an effort to help young people make this important
connection, local school districts are encouraging employers to ask students for a copy of
39
their school transcript. This document would help demonstrate to the employer the students’
competency, class selection, and attendance records. Many progressive companies have
committed to ask the student for transcripts from their secondary and post-secondary school
records.
•
Through the process of developing this strategic plan, new cooperative efforts have been
established for all the partners in the workforce development system. Many on-going
challenges have been resolved among various public and private worker support
organizations. Also through the process of developing this plan, improvements have been
made in communication with the business sector and economic development organizations in
the region. Opportunities for new programs, stronger articulations, better collaborations and
improved feedback from these new relationships will create a proactive environment for a
stronger workforce development system.
SECTION 4: Performance Accountability and Continuous Improvement
System Performance Information
Results of Workforce Development Programs and Projected Performance Levels:
The following is a summary of the NCW Workforce Development Area’s performance results
using state and federal indicators for WIA Title I in addition to performance information for
other workforce development programs. It also specifies the adjusted level of performance on
the federal and state core indicators that the area will achieve for each of the first three years of
the plan.
WIA Title I Performance
For WIA Title I, the Department of Labor is proposing that the results for PY2000 will be for
participants who left JTPA or WIA Title I services between October 1, 1999, and September 30,
2000. The performance of WIA Title I during this initial year will, therefore, be based almost
entirely on participants who started under JTPA before WIA becomes effective on July 1, 2000.
Additionally, when considering the measures of Educational and Credential attainment rates,
participants entering such programs, even new shorter-term credentialed training programs
starting as early as July, 2000 under the Workforce Investment Act, few if any individuals will
be completing such programs in time to be counted for the 2000-2001 year. Hence, performance
increases for these measures should not be anticipated until the 2001-2002 year.
Since WIA Title I will be new on July 1, 2000, it is difficult to predict how the participant
population will change from the population benefited under JTPA. If the demographics of actual
participants are substantially different than those enrolled under JTPA, then that will be a
justification for modifying the adjusted levels of performance.
The State’s baseline levels for the local area have been set based on PY97 actual performance
data, outcomes which far exceeded the adjusted national performance standards for 97-98.
40
Local baselines should be set at adjusted levels to account for all participants and variables such
as: the area’s high percentage of individuals with multiple barriers, double drop out youth, an
unemployment rate double the state average and the Local Council’s continuing focus to
prioritize services to the least qualified, “hard to train” workers in the area.
As outlined in the following table, the local baseline was adjusted taking into account the large
number of local participants enrolled into 2E, 2I and 2H which were not included in the State
performance data.
Adults: Between July 1, 1997 & June 30, 1998, a total of 384 economically
disadvantaged adults were termed. Of these, 125 (33%) were enrolled in 2H and 2E
independent of 2A. Participants enrolled into the 2H (5%-incentive) and 2E (8%education coordination) titles face multiple barriers to employment; basic skills deficient,
dropouts, offenders and individuals with limited English. Placement into unsubsidized
employment for this population was 44% compared to a placement rate of 80% for 2A.
Youth: Between July 1, 1997 & June 30, 1998 a total of 251 year round youth were
termed. Of these, 54 (22%) were enrolled in 2I and 2E independent of 2C. Participants
enrolled into the 2I (5%-incentive) and 2E (8%-education coordination) titles face
multiple barriers to employment; basic skills deficient, dropouts, offenders, and
pregnant/parenting youth. Placement into unsubsidized employment for this population
was 40% compared to a placement rate of 67% for 2C. The Area has and will continue to
focus on providing training and educational services to out-of-school youth.
In addition, DOL requires that individuals must be registered when the services they receive
are more than general information. Entry has a great deal to do with exit considering many
individuals, more than we’ve had in the past, will be entering for quick services only. The
impact on funding and staff time resources available is proving to be significant as more
individuals seek to benefit from more information rich, unregistered core services
The NCW Workforce Council has prioritized services to the area’s least qualified workers. It is
unreasonable to believe a low qualified person taking a 3 hour seminar, or attending a 3 day
workshop, or even a 3 week class is going to substantially change their employability.
Minimally, it takes 3 months and in many cases 3 years to significantly remediate years of
“learning neglect.”
For these reasons, baselines and three-year targeted goals have been adjusted to account for the
variables and unknowns which will impact performance outcomes in this local area.
BASELINE MEASURES and PERFORMANCE GOALS are included as Attachment I
41
Other Workforce Development Program Performance
The following performance information was provided by the State Workforce Board. To
accomplish this, the Workforce Board has ensured that participant data from the workforce
development programs have been matched with administrative records for the purpose of
measuring the PCMI common indicators related to earnings, employment and education
outcomes.
State Core Indicator Secondary
Voc-Tech Ed
Post Secondary Private Career
Voc-Tech Ed
Schools
Apprenticeship Adult Basic
Programs
Education
(1) Educational
Attainment
94%
63%
90%
50%
24%
(2) Employment
71%
75%
NA
89%
72%
$8,296
$17,287
NA
$15,725
$17,642
(3) Median
Earnings
Note: The percentage figures for Secondary Vocational completers and Adult Basic Education
are for the percent employed or in school during the quarter. The figures for Post-Secondary
Voc-Tech, Private Career Schools, and Apprenticeship Programs are the percent employed of
those who are not enrolled in school during the quarter. The earnings figures are for
participants who where not enrolled in school during the quarter.
Data Collection
The Services, Knowledge and Information Exchange System (SKIES) will serve all the data
collection needs of WorkSource an WIA Title I-B performance accountability.
Performance-based Intervention
The Workforce Council will be held accountable for the results of WIA Title I through a system
of performance-based interventions, and will share in accountability for vocational education and
adult education results through a system of incentives.
WIA authorizes incentive funding for states that exceed the “adjusted levels of performance” in
WIA Title I, adult education and family literacy, and vocational education. A state that achieves
100 percent on the average of all the federal core indicators will be considered to have exceeded
the “adjusted levels of performance.”
If Washington receives such an incentive award, the Workforce Board will allocate the funds to
local areas that exceeded their expected level of performance in these programs. Washington
will use the same 100 percent formula for determining whether or not areas have exceeded their
expected levels of performance, except that Washington will include performance on the state
core indicators as well as the federal core indicators. While the local councils may use the funds
for any purpose authorized under any of the acts, the funds must be used for system-building
42
activities, not activities that pertain only to a particular program, i.e., WIA Title I-B, Adult
Education and Family Literacy, or Vocational Education.
For WIA Title I-B, the state will earmark a portion of the state set-aside to reward local areas
that exceed 100 percent of the average of the expected levels of performance for the state and
federal core indicators. ESD will allocate these funds to local areas.
If the state fails to meet the “adjusted levels of performance” on the federal core indicators for
WIA Title I-B for two consecutive years, DOL will withhold up to 5 percent of the state’s WIA
Title I-B funds. DOL will consider states to have failed to meet the level if the average level of
performance across the indicators falls below 80 percent.
If a local area fails to achieve 80 percent average performance across the state and federal core
indicators for WIA Title I, ESD will require the local council to submit either a performance
improvement plan or a modified local plan to the state. If such failure continues for a second
consecutive year, the Governor may require the development of reorganization plan. If the state
is sanctioned by DOL for poor performance, ESD will withhold a proportional amount of funds
from local areas based on their average performance across the state and federal core indicators.
Provider Performance
The area’s criteria and process for approving applications for eligibility to provide training
funded by WIA Title I-B will initially be a continuation of policies currently in place.
During the initial year of the plan, entities eligible to provide training funded by WIA Title I will
be those entities grandfathered in under the act, and providers that meet criteria in place for the
JTPA system. Public community and technical colleges and universities, registered
apprenticeship programs, as well as private vocational schools licensed by the Workforce Board,
the Higher Education Coordinating Board, or the Department of Licensing, or by a comparable
agency with in another state are presumed eligible. Also, private colleges and universities that
are eligible to receive federal funds under Title IV of the Higher Education Act of 1965 are
presumed eligible for Title I-B funding. For all other training providers, the local Workforce
Development Council must determine that the training provider is qualified for inclusion on the
list of eligible training providers. Elements that may be considered include: financial stability,
quality of instructors and administrators, quality of the facilities and training equipment,
curriculum, cost rate of student certification for a trade, job placement, wage rate at placement,
and completion rate.
For the initial year of eligibility, training providers that want to provide WIA Title I funded
training must submit the performance information and program cost information required by the
NCW Workforce Development Council. The Council will determine initial eligibility based
upon the local criteria, and place providers that satisfy the criteria on a list submitted to the
Workforce Board and the Employment Security Department (ESD). The local council will also
forward to the State relevant performance and cost information. The State Workforce Board,
working with ESD, will ensure that the areas’ eligible provider lists are compiled into a single
statewide list for dissemination through the WorkSource system.
43
During the second and subsequent years, provider eligibility will depend on meeting new
performance standards. By no later than April 1, 2001, the Workforce Board (on behalf of the
Governor) will identify performance levels that must be achieved in order for a provider used for
these standards will be consistent with the measures required under the Act.
The State Workforce Board is currently collecting data on training provider performance and by
the middle of the second plan year will have two years of data for most providers. This data will
serve as baseline information for the setting of standards. Training providers who meet the
standards and want to place a course of study on the list of eligible providers, will apply to the
North Central Workforce Development Council for approval. The Council will review these
applications and may require performance levels that are in addition to the state criteria. The
State Workforce board and ESD will ensure the dissemination of the state list of eligible
providers.
Continuous Quality Improvement
The Workforce Council is engaged in continuous quality improvement as evidenced in its
certification as an Enterprise Member and participation in Simply Better! self-assessment.
The Enterprise is a nationwide, voluntary membership network of best-in-class employment and
training organizations that serve the dislocated worker. Enterprise members are leaders with a
common vision of quality in operations and services. They are committed to superior
performance, customer satisfaction and continuous improvement in conducting the business of
preparing experienced workers for new jobs and equipping them with the skills to better manage
their life-long careers.
As a requisite to applying for the Enterprise Award, the Workforce Council completed the
Enterprise Continuous Improvement self-assessment based on the criteria of the Malcolm
Baldrige National Quality Award. The Baldrige Award integrates seven categories of
management excellence: Leadership, Strategic Planning, Customer and Market Focus,
Information Analysis, Human Resource Development, Process Management and Business
Results.
The Baldrige Criteria has provided a systematic approach to continually improve how the
organization functions and performs through three basic elements:
•
•
•
A Systems Framework that defines the organization, its operations, and results
Strategy and action Plans that guide resource decisions and drive the alignment of measures
for work activities to ensure customer satisfaction and overall success
Information and Analysis that are critical to effective management and a fact-based system
for performance improvement.
The Workforce Development Council will continue its commitment to continuous quality
improvement by conducting bi-annual self assessments using the Baldrige based Simply Better
assessment tool.
44
SECTION 5: The Area’s Vision, Goals, Objectives and Strategies
Vision : By 2005, the five counties will have a motivated, diverse workforce sustained by a
workforce development system that is customer-driven. Thriving, collaborative relationships
within the community will drive economic advancement, enhanced quality of life and increased
standard of living.
Goals, Objectives and Strategies: The goals, objectives and strategies of the Local Strategic
Plan are responsive to the four challenges cited in Executive Order 99-02 as updated in 2002,
and to the identified and specific needs of the five-county region. The four challenges the North
Central Workforce Development Council will address are:
1. Closing the gap between the need of employers for skilled workers and the supply of
Washington residents prepared to meet that need.
2. Enabling workers to make smooth transitions so they may benefit fully from the new,
changing economy. The Workforce Training and Education Coordinating Board shall
develop a coherent strategy for dislocated and incumbent worker training.
3. Assisting disadvantaged youth, persons with disabilities, new labor market entrants,
recent immigrants, and low-wage workers in moving up the job ladder during their
lifetimes by developing a wage progression strategy for low-income workers. Specific
progress should be made in improving operating agencies and reducing the earnings gap
facing people of color, people with disabilities, and women.
4. Integrating services provided by separately-funded workforce development programs so
we can provide the best possible service to our customers.
Local Area Goals, Objectives and Strategies
Goal 1: Close the gap between the need of employers for skilled workers and the supply of Local
residents prepared to meet that need.
OBJECTIVES
STRATEGIES
Objective 1.1: To establish the school to work
connection early in the K-12 curriculum.
1.1.a Emphasize practical applications of academic
material to help students understand the relevance of
material to the world of work.
1.1.b Provide high quality labor market information
to teachers and counselors to inform them about
current career opportunities.
1.1.c Increase mentor and work-based learning
opportunities for students and educators by working
with area businesses and industries.
45
1.1.d Provide information on career paths for noncollege bound youth.
Objective 1.2: To ensure that life skills, social skills,
critical problem solving skills, and workforce
maturity skills are acquired by students in their
educational process.
1.2.a: Inform educators about skill standards and core
competencies.
1.2.b Integrate core competencies into the curriculum
at all levels.
1.2.c Expand ethical decision-making training.
Objective 1.3: To develop curricula responsive to the
needs of employers.
1.3.a. Establish workplace/classroom collaborations
for the purpose of developing effective employeroriented curricula.
1.3.b Identify industry skill standards and ensure that
secondary and post-secondary vocational-technical
programs include these standards.
1.3.c Develop modular training programs that are
responsive to industry skill standards.
1.3.d Develop the capacity for “just-in-time” training
for workers to meet business needs.
Goal 2: Teach new or updated skills to dislocated or incumbent workers.
OBJECTIVES
STRATEGIES
Objective 2.1: To identify the availability of training
sites/programs for employers and employees.
2.1.a Make availability of education and training
opportunities widely known; market them to
employers and employees through various media and
personal contact.
Objective 2.2: To secure additional funding for
employers to create training programs as needed.
2.2.a Provide economic incentives for business to
implement training programs, both internal, and with
outside sources.
2.2.b Provide more information to employers about
training benefits and assist them to remove barriers
that hinder participation in training activities.
2.2.c Provide more options for accomplishing
46
training: sites, times, types of delivery.
2.2.d Identify employer and worker needs prior to
layoffs.
Goal 3: Establish an environment that fosters full participation by business, education, labor, and
government in solving workforce problems and improving productivity.
OBJECTIVES
STRATEGIES
Objective 3.1: To increase communication with all
workforce development entities.
3.1.a Provide opportunities for regular exchange of
information between education and training providers
and business.
3.1.b Develop the means of better integrating
linguistic minorities into both the workforce and the
workforce development system.
Objective 3.2: To expand opportunities to existing
and new businesses.
3.2.a Provide information about the workforce, labor
market, and training opportunities to existing and
new businesses.
3.2.b Provide multi-lingual information for new
business start-ups
3.2.c Develop a delivery system which provides
seamless access to job applicants.
Objective 3.3: To create a Workforce Development
Council that is the focal point for the workforce
development needs of the entire region, and is the
place where the community looks for ideas, support,
and guidance.
3.3.a Develop strong business leadership in each
labor market area as the convenor of public/private
partnerships.
3.3.b. Market the available services to employers and
job-seekers through the One-Stop locations.
Goal 4: Provide opportunities for wage progression, including ways for workers to build skills to begin
their careers, and then to obtain the skills to advance
OBJECTIVES
STRATEGIES
Objective 4.1: To keep youth engaged in learning
4.1.a Provide programs for out-of-school youth that
lead to high skills/high wages employment
47
4.1.b Increase the number of educational experiences
that provide “hands-on” learning.
4.1.c Research reasons for high drop out rates and
develop strategies to address the causes.
Objective 4.2: To increase opportunities for lifelong
learning and training for all workers.
4.2.a Expand apprenticeship programs to nontraditional fields.
4.2.b Offer learning opportunities at varied times and
locations.
4.2.c Provide access to distance education to help
overcome the barriers faced by rural residents.
Objective 4.3: To assist unemployed individuals to
gain and retain employment
4.3.a Reduce barriers to employment and training,
such as child care and transportation.
4.3.b Remove barriers and disincentives for people
with disabilities and other unique obstacles to
employment.
Objective 4.4: To provide opportunities for low
income workers to gain training and enhance their
skills
4.4.a Provide training targeted to high skill/high wage
jobs.
4.4.b Provide training programs at times and places
that are accessible to working people.
4.4.c Increase basic skills instruction in the
workplace.
4.4.d Provide career guidance for alternate paths to
better jobs.
4.4.e Research reasons for worker turnover and
develop strategies to address the causes.
48
Workforce development program contributions to entrepreneurial
development, business retention, and business recruitment
The need for an appropriately skilled labor force is critical to the recruitment and retention of
high wage employment in the region. Businesses in the area need to be able to recruit the
employees that they need in a timely manner. The workforce development system, as envisioned
in the goals, objectives, and strategies, will be focused on meeting the needs of present
employers to enable them to remain in the region. As economic development strategies identify
new industries to recruit to the region, the system will be capable of developing training
programs to meet the needs of these new employers. In addition, because fostering the growth of
new local businesses has been identified as a critical economic development strategy, the
workforce development system will identify sources of training and assistance to entrepreneurs,
as well as, assist them in identifying employees needed as they grow their business.
Outreach to small business
The Operations plan will include effective strategies to actively involve small employers.
Particular outreach will be made to the Hispanic community and other linguistic minorities so
that small businesses started by minority entrepreneurs can succeed and enrich the local
economy.
Information to be targeted to small businesses includes available training for
employee development; use of One-Stop to recruit new employees; and the availability of
specific training which might assist them in continuing to develop their business.
Plan for identification and response to employers needs
The workforce development system, must define its products in such a way that employers want
to use them, and thus perceive a need for their services. As such, the system must have
significant employer input in the design of services. This can be accomplished by customer
satisfaction surveys; surveys of employer skill needs, both present and anticipated. The
identification and response to employers’ needs will be an ongoing activity which feeds back
into the workforce development system for improvement of the system. Results of this ongoing
activity will be made available to organizations providing training so that they can use them to
refine their training efforts to better meet employers present and future workforce development
needs.
49
ATTACHMENT I
BASELINE MEASURES
AND
PERFORMANCE STANDARDS
(core indicators will be updated on the Council’s website at
http://www.skillsource.org when figures are available)
50
FEDERAL
CORE INDICATOR
STATE
LOCAL
Baseline
Baseline
Targets
Targets
97-98
99-00
00-01
01-02
97-98
99-00
00-01
01-02
Entered Employment
Adults
Dislocated
Older Youth
74%
74%
74%
75%
74%
74%
74%
74%
79%
79%
79%
80%
82%
80%
80%
80%
71%
71%
71%
72%
70%
70%
70%
70%
Employment Retention e
Adults
Dislocated
Older Youth
82%
82%
83%
85%
82%
82%
83%
84%
92%
92%
92%
92%
86%
89%
89%
90%
77%
77%
78%
79%
80%
80%
80%
80%
Earnings Gain / Replacement
Adults
Dislocated
Older Youth
$4,121
$4,371
$4,503
$4,638
$3,728
$4,000
$4,170
$4,350
93%
93%
93%
93%
90%
90%
91%
92%
$2,727
$2,900
$3,220
$3,545
$3,554
$3,700
$3,800
$3,900
Employment and Credential
Adults
Dislocated
Older Youth
69%
69%
70%
71%
63%
63%
65%
67%
70%
70%
71%
72%
66%
66%
67%
68%
52%
52%
53%
54%
31%
34%
42%
45%
Younger Youth Skill Attainment
42%
50%
60%
72%
25%
40%
54%
69%
Younger Youth Retention
61%
61%
64%
67%
61%
61%
64%
67%
Younger Youth Diploma or Equivalent
Attainment
59%
50%
51%
52%
51%
46%
47%
48%
Participant Satisfaction
75%
75%
75%
75%
75%
75%
75%
75%
Employer Satisfaction With Direct Services
59%
61%
63%
65%
66%
64%
65%
66%
51
STATE
CORE INDICATOR
STATE
LOCAL
Baseline
Baseline
Targets
Targets
97-98
99-00
00-01
01-02
97-98
99-00
00-01
01-02
29%
29%
32%
35%
30%
30%
32%
34%
28%
28%
31%
34%
19%
21%
24%
27%
32%
32%
35%
30%
31%
31%
33%
36%
69%
69%
69%
70%
70%
70%
70%
70%
78%
78%
78%
78%
74%
74%
75%
76%
63%
63%
65%
66%
64%
64%
65%
66%
$14,555
$15,441
$15,905
$16,382
$14,752
$15,650
$16,100
$16,600
$23,414
$23,884
$24,362
$24,850
$19,200
$19,600
$20,100
$20,600
$6,524
$6,920
$7,680
$8,480
$6,516
$6,900
$7,650
$8,470
Employer Satisfaction with Former
Participants
67.3%
67%
69%
71%
67%
70%
70%
70%
Participant Satisfaction
Adults
Dislocated
Youth
88.2%
89%
89%
89%
93.5%
89%
89%
89%
87.3%
87%
87%
87%
79%
87%
87%
87%
94.4%
94%
94%
94%
95.3%
94%
94%
94%
Educational Attainment
Adults
Dislocated
Youth
Employed, & Further Education or
Employment
Adults
Dislocated
Youth
Median Earnings
Adults
Dislocated
Youth
52
ATTACHMENT II
Inventory of Actions on Workforce System Strategies
The North Central Workforce Development Council has assembled an Inventory of
Actions on Workforce System Strategies. The inventory represents the responses of
partners to address workforce system goals, objectives and strategies for the
remaining two years of the five-year strategic plan. In addition, the inventory
creates a new resource that celebrates current and innovative efforts in serving
customers that can benefit partner strategic and operational planning efforts. The
scope of the partner responses also demonstrates alignment with High Skills, High
Wages. Lastly, the Council adopts, as a tenet of its area strategic plan, the intention
to continue and fulfill its role as a proactive partner and lead partner where
strategies so designate.
Challenge One: Skills Gap
Goal 1: To close the gap between the need of the employers for skilled
workers and the supply of Washington residents prepared to meet that need.
Objective 1.1: Create private-public partnerships to enable individuals to move up job and
career ladders throughout their lives.
(Strategies are shaded. Nine of the 40 strategies are framed and shaded
to flag the lead partner roles for the Workforce Council or Youth
Councils. )
1.1.1
Form industry skill panels especially in high demand economic clusters such as health
care and information technology, to assess emerging and declining skill needs and
develop training programs. LEAD: Workforce Training Education Coordinating Board
SKILLSOURCE, WENATCHEE WIA 1B ( under “SkillSource, Wenatchee WIA 1B” certain
points may apply to WIA 1B delivery throughout the region)
• The Automated Office Skills Advisory Panel guides the Office Technology training
program by advocating for the needs and skills of professions in Accounting Assistant,
Administrative Assistant and Computer Applications Specialist.
• Coordinating with employers to learn standards needed for basic skills and pre-vocational
skills.
EMPLOYMENT SECURITY, WENATCHEE AND MOSES LAKE
• Many of the Employment Security staff serve on advisory boards for selected programs
at Wenatchee Valley College and Big Bend Community College. Some of the advisory
53
boards are Worker Retraining, Accounting, Agri-Business and Healthcare. The
WorkSource Employer Committee advises in-house programs.
WENATCHEE VALLEY COLLEGE
• The Health Care Consortium (CREW) between Big Bend, Columbia Basin, Yakima,
Walla Walla, and Wenatchee Valley colleges relies on skill panel findings about health
care shortages. Working on sharing resources through distance learning, combining
programs, and articulation.
SKILLSOURCE, MOSES LAKE WIA 1B
• Coordinated with WorkFirst to place Health Care graduates into on-the-job training.
• In conjunction with the Northwest Food Processors Assn. and grants from Industries for
the Future, formed a Food Processing Industry Skill Panel. Ongoing maintenance
mechanic training is for lower-skilled workers to learn higher-demand maintenance
mechanic skills. Industry skill standards guide the training delivered by Big Bend
Community College.
BIG BEND COMMUNITY COLLEGE
• Currently relying on advisory boards for feedback on program success and performance.
All vocational programs have advisory boards. Will welcome enhanced sessions.
MOSES LAKE SCHOOL DISTRICT
• We work with Big Bend Community College and have joint advisory board meetings
with their vocational/technical program. Tech prep steering committee works with
Samaritan Hospital and local industry to try and meet their changing needs. PUD
partnership with computer classes. VIB, PUD and Northland Cable partner in the video
class.
1.1.2
Provide high quality labor market information that enables programs to respond to
changes in the labor market and informs students and customers about current career
opportunities, especially in high demand clusters such as health care and information
technology. LEAD: Employment Security
SKILLSOURCE, WENATCHEE WIA 1B
• Utilizing and marketing Employment Security labor market information for customers.
• Providing all customers, whether enrolled in Title 1B or not, high quality labor market
information from Employment Security. Customers can access information on-line at
resource centers in Omak, Brewster, Moses Lake SkillSource, WorkSource Moses Lake,
Othello, Wenatchee SkillSource, and WorkSource Wenatchee. Labor market information
presented in Job Hunter classes and Assessment for Career Excellence (ACE) workshops
to thousands of customers annually.
• Providing intensive labor market information services for youth, low-income adults and
dislocated workers for career planning. Basic Skills training at the Learning Centers is
integrated with work-based learning emphasizing preparation for occupations in demand.
• Area-wide Title 1B training services include labor market research into demand
occupations as a requirement to qualify for Individual Training Accounts (ITA).
• Title 1B training services include labor market research into demand occupations as a
requirement to support vocational education for youth.
• Provide internet access to the Employment Security website for all staff at the desk level
enabling them to stay informed on labor market changes and current career opportunities
54
especially in high demand clusters such as health care. Ensure annual participation for the
majority of staff in workforce development conferences which include the latest labor
market information.
EMPLOYMENT SECURITY, WENATCHEE AND MOSES LAKE
• The Employment Security Department’s labor market and economic analysis unit
(LMEA) provides the partnership with monthly updates for the Chelan/Douglas and
Grant/Adams labor market areas. The Labor Economist for our Workforce Development
Area has relocated to Eastern Washington and keeps in close touch with area partners,
Chambers, businesses and the local media. This information is shared regularly with
both the job seeker and business customer.
WENATCHEE VALLEY COLLEGE
• Labor Market Information establishes the need for each program. Sources are advisory
committees, Employment Security, SkillSource, and the State Board of Community and
Technical Colleges.
DVR (under DVR certain points may apply to Wenatchee, Moses Lake and/or Okanogan DVR
offices)
• Planning on acquiring access to SKIES in 2003 to improve labor market information.
SKILLSOURCE, MOSES LAKE WIA 1B
• WorkSource partners have quarterly job fairs.
• Partners meet monthly for “Labor Exchange Meetings”.
• Partners meet monthly for "Employer Outreach Committee”
MOSES LAKE SCHOOL DISTRICT
• We use the information from the High Demand, High Wages report. We bring in guest
speakers from industry to talk to students in the classes or theater for large groups.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Office meets with Economic Development groups and new employers. One employer is
preparing to open a call center and received a tailored four page detailed report
customized for his needs.
• Labor market information is provided to the local Economic Development Council.
1.1.3
Develop modular curricula and assessments that are linked to industry skill standards.
LEAD: State Board for Community and Technical Colleges and Office of
Superintendent of Public Instruction
SKILLSOURCE, WENATCHEE WIA 1B
• See 1.1.1 Industries for the Future maintenance mechanic training. Modular curricula
developed by Big Bend Community College that is training incumbent workers to skill
standards for upgraded positions in the food processing industry. Exploring the interest
of employers in assessments such as WorkKeys and NOCTI.
• Office Technology curricula founded on Professional Secretaries International skill
standards within each field—accounting, administrative assistant, computer specialist.
Training is competency-based, modular, self-paced and offered during three time periods
daily for maximum student choice.
EMPLOYMENT SECURITY, WENATCHEE AND MOSES LAKE
• Software and software tutorials in the Resource Center are purchased based on business
needs and industry standards. Self-service assessments are offered online at
55
go2worksource.com. Assessment and skills transference workshops are offered on a
weekly basis.
WENATCHEE VALLEY COLLEGE
• Every program is modularized. Skill Standards are incorporated into Early Childhood
Education, Automotive Technology, Industrial Electronics, and Refrigeration.
DVR
• Skills Transferable Analysis
• SkillTran and Choices CT assessments
• Specialized Assessments for clients with disabilities
BIG BEND COMMUNITY COLLEGE
• Designing programs to meet industry needs is paramount to BBCC. We need partners
and help in this area.
MOSES LAKE SCHOOL DISTRICT
• Woodshop—has several modules for students to progress through training modules in
electricity, roofing, masonry, plumbing.
• Manufacturing Technology—manufacturing of boats is linked to industry. Currently
working on a model curriculum for Office of the Superintendent of Public Instruction
(OSPI)
• Digital Design—built on industry standards
• Computer classes—Cisco, A+, web design
Objective 1.2: Increase the number of young people who understand and act on career
opportunities available through career and technical education and training programs,
including youth from target populations.
1.2.1 Form partnerships with industry to market career opportunities to youth and parents.
LEAD: Office of the Superintendent of Public Instruction
SKILLSOURCE, WENATCHEE WIA 1B
• Area-wide cooperation with private, non-profit, and public employers to provide youth
with up to 240 hours of paid or unpaid work experience. Youth demonstrate work
maturity and learn first hand about career opportunities.
• Summer career conference for area youth featuring industry presentations.
• Providing career development curriculum to each student including: interviewing skills,
using labor market info, preparing resumes, goal setting, completing applications, making
career decisions. Will introduce life skills this summer to include manners and habits.
WENATCHEE VALLEY COLLEGE
• Articulation with high school classes, Tech. Prep, bilingual and multi-cultural links,
Youth Council participation.
DVR
• Local Area Partnerships (LAP), chambers of commerce, high schools, employers and
public agencies
SKILLSOURCE, MOSES LAKE WIA 1B
• Youth Career Exploration-Mentoring at Samaritan Hospital.
56
•
Participating in volunteer and service learning activities with Moses Lake Food Bank,
Park & Recreation Dept. City of Moses Lake, Catholic Family Services.
• In coordination with Moses Lake Chamber of Commerce Education Committee,
comprised of representatives of Moses Lake High School, Job Corps, Moses Lake
Christian School, Youth Partnership Task Force and Chamber Commerce members, the
following events are planned: job shadowing activities, Career & Tech Education Week,
and a Job Fair at Big Bend Community College.
• Hold recurring recognition events that include youth and parents/family members
MOSES LAKE SCHOOL DISTRICT
• Tech Prep steering committee. All major industries in area are represented plus Grant
County Economic Development Council Director is a member guiding the group.
1.2.2
Develop individual career plans for all youth to ensure awareness of links between
learning and employment. Ensure all youth are aware of the range of career choices
available including high wage, high demand occupations, and non-traditional
occupations. LEAD: School Districts and Youth Councils
SKILLSOURCE, WENATCHEE WIA 1B
• All Title 1B youth have an Individual Service Strategy (ISS or IEP). Youth explore
careers with an emphasis on high skills and high wages as part of their Integrated Basic
Skills training in the five Learning Centers throughout the region.
• The Individual Service Strategy assesses barriers and outlines goals for each participant.
Occupational Outlook Handbook is provided with an explanation of local labor market
information.
• One stop centers offer core services for career awareness including information about
apprenticeships, Job Corps, and community college programs for careers.
WENATCHEE VALLEY COLLEGE
• Career Fair, Open House in April, Career Center
WENATCHEE EMPLOYER
• The banking industry has programs for schools mainly for handling personal finances.
SKILLSOURCE, MOSES LAKE WIA 1B
• Youth interests and aptitudes are assessed. Youth are matched to high demand, high wage
employment by exploring career opportunities i.e. health care careers; exploring other
post-secondary education in demand occupations; visiting local community colleges to
learn about financial resources and exploring non-traditional employment opportunities at
the local Job Corps campus.
• Youth Council ensures local business and youth organizations are represented.
BIG BEND COMMUNITY COLLEGE
• Maintaining several links with the K-12 systems through programs such as: College
Bound, Student Support Services, Tech Prep and High School Days.
MOSES LAKE SCHOOL DISTRICT
• New advisor/Advisee program. We offer several career tests and advising, but right now
it is fragmented and not consistent with the entire high school population.
57
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• All Title 1B youth have an Individual Service Strategy. Guest speakers tell youth about
opportunities and scholarships. Workforce Council and Employment Security cosponsored the 2002 Native American Education Summit in Omak, sponsored by the
Confederated Tribes of the Colville Reservation and the University of Washington. Omak
summer participants attended the two-day Native American career and cultural summit.
1.2.3
Enhance educational attainment of career and technical education students with LEP.
LEAD: Office of the Superintendent of Public Instruction
SKILLSOURCE, WENATCHEE WIA 1B
• All five learning centers have bi-lingual/bi-cultural staff to assist youth and adults.
• Limited English Pathway-- approx. 9% of student population in learning centers.
• Added computer based English Language Learning System for Limited English
Proficient students.
• Ongoing communications /relationships with school district counselors to retrieve
Limited English dropouts.
WENATCHEE VALLEY COLLEGE
• ABE, ESL, Transitions programs.
• Bilingual programs in Health Care, Early Childhood Development, Building Technology
DVR
• Vocational rehabilitation counselor provides case management and technical support for
clients with LEP.
SKILLSOURCE, MOSES LAKE WIA 1B
• Learning Centers in Moses Lake and Othello are staffed with bi-lingual instructors and
assistants. Educational courseware includes Sequoyah, Destinations, Reading Plus, and
ELLIS.
• The Othello Learning Center offers orientations in Spanish and English.
• The Othello Learning Center offers, in conjunction with Employment Security, a monthly
combined workshop which covers Assessment of Career Excellence and Employment
Security’s Job Hunter class.
BIG BEND COMMUNITY COLLEGE
• Recently opened the Opportunity Center purchased by the BBCC Foundation. The
Opportunity Center is dedicated to Adult Basic Education and English as a Second
Language.
MOSES LAKE SCHOOL DISTRICT
• Limited English students are provided extra time in careers center with recruiters from
colleges and programs.
• LEP students have field trips to Big Bend Community College and Job Corps
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Limited English Proficient comprise half of the students at the Brewster Main Street
Learning Center. Staff at this location are all bilingual Spanish. Students are working on
computer assisted learning programs and in special break-out sessions.
Objective 1.3 Expand mentor and work-based learning opportunities for all youth by
working with the employer community.
58
1.3.1 Provide support to employers in supplying work-based learning opportunities based on
individual career plans for youth. LEAD: Office of the Superintendent of Public Instruction
SKILLSOURCE, WENATCHEE WIA 1B
• Trainers and youth develop work-based learning positions based on individual interests
discovered in career exploration. Trainers strive to match with employers who provide
direct or related work experience so the youth can explore a particular field. Participating
businesses and agencies receive an employer handbook for working with the youth.
Regular monitoring and support services for youth allow the trainer to provide maximum
support.
• Participating employers receive information on the program goals. The business
community is invited to provide feedback on how our services may be more effective to
prepare youth for employment.
WENATCHEE VALLEY COLLEGE
• Have a Co-op work experience coordinator for internships and work study
DVR
• On-the-job training evaluations can be provided to support employers.
WENATCHEE EMPLOYER
• Would like to help but difficult in a small bank to bring inexperienced young people in
work environment.
• Time and funds also a problem.
SKILLSOURCE, MOSES LAKE WIA 1B
• Career Exploration Mentoring at Samaritan Hospital connects youth to mentors in health
care occupations. The activity enables youth to explore different positions within the
health care industry through job-shadowing and mentoring. Coordination with the local
Chamber of Commerce Education Committee expands the job shadowing offering youth
the opportunity to connect with local business community in other high demand careers.
• Different activities with local agencies i.e. City of Moses Lake Parks & Recreation, local
Food Bank, and Catholic Family Services offers the opportunity to learn the value of
doing volunteer work for the community.
MOSES LAKE SCHOOL DISTRICT
• Over 200 students in semester long work-based learning classes each year.
• Over 100 job shadows provided.
1.3.2 Increase adult mentoring of youth participating in workforce development programs.
LEAD: School Districts and Youth Councils
SKILLSOURCE, WENATCHEE WIA 1B
• The Downtown Learning Center offers formal and informal mentoring.
Mentoring is provided on either a one-on-one or group format with a focus on personal,
academic or career goals:
1) Young Mothers Mentoring- twice a month- group mentoring
2) Mentor/Tutor for low basic skill students - daily
3) "Work Matters" - weekly group support for students enrolled in Work based training
4) E-Mentoring - adult mentoring thru e-mail. Focus is personal/life skills
59
5) Job Shadow Mentoring,- 2-3 day job shadow . Connecting youth with local employers
for career exploration. This is a tech-prep consortium through Wenatchee High School
• Mentors are assisted by an assessment of individual youth goals and career interests.
COMMUNITY ACTION COUNCIL, Wenatchee
• Participate with local high schools by doing job shadows and mentorships.
• Participate in Tuesday Teacher Tours where teachers learn about individual businesses at
the worksite.
• Facilitate On-the-job training and internships
WENATCHEE EMPLOYER
• The Bank is willing to be part of a group or to send an employee to a classroom to share
what is needed to work in our industry.
SKILLSOURCE, MOSES LAKE WIA 1B
• Under the individual mentorship model youth will be paired off with local adult business
leaders involved and interested in youth development and youth issues.
• Career Exploration Mentorship—a partnership between Samaritan Hospital in Moses
Lake and SkillSource.
MOSES LAKE SCHOOL DISTRICT
• Mentoring facilitated during job shadows and Community Resource Training (CRT).
Objective 1.4: Increase the capacity of high schools, community and technical colleges, and
apprenticeship programs to provide high quality workforce education and training
programs.
1.4.1
Develop new programs and increase student enrollments in workforce training especially
in high demand industry clusters such as health care and information technology. LEAD:
State Board for Community and Technical Colleges and Office of Superintendent of
Public Instruction
SKILLSOURCE, WENATCHEE WIA 1B
• Learning Center students are guided and encouraged toward becoming fully involved in
school-to-work program.
EMPLOYMENT SECURITY, WENATCHEE AND MOSES LAKE
• Partnerships with the Community Colleges have increased enrollments in Health Care
coursework by over 50% in the past two years. Plans are currently underway to expand
the capacity further.
SKILLSOURCE, MOSES LAKE WIA 1B
• An initiative with Columbia Basin Youth Dynamics, a faith-based organization next door
to the Learning Center, will expand educational opportunities. Presentations about
apprenticeship, community & technical colleges and demand industry clusters will
explain these and other workforce training choices.
• Career Exploration Mentorship—a partnership between Samaritan Hospital in Moses
Lake and SkillSource for hands-on exposure to health care careers.
BIG BEND COMMUNITY COLLEGE
• The Center for Business and Industry Services (CBIS) is dedicated to short-term
industry-requested training and support to small business startup.
60
MOSES LAKE SCHOOL DISTRICT
• Big Bend Community College and WorkSource Moses Lake are working with the school
district to develop new programs in health care and information technology.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Partnering with Wenatchee Valley College to have Worker Retraining funds pay for prerequisites for dislocated workers. Title 1B pays for two-year technical programs.
Especially used with nursing and medial laboratory technician (MLT) programs.
WENATCHEE VALLEY COLLEGE NORTH
• Increased capacity of the Nursing program is possible due to the financial support of local
area hospitals in terms of providing qualified faculty and clinical sites.
• Technical and professional student numbers are up.
1.4.2
Partner with industries to provide facilities, faculty, and equipment in high wage, high
demand fields LEAD: State Board for Community and Technical Colleges and Office of
Superintendent of Public Instruction
SKILLSOURCE, WENATCHEE WIA 1B
• For a nominal fee, SkillSource offers computer applications classes to the general public.
Offerings begins with a week long Discovering Computers class providing a hands-on
overview of the Windows environment. From there individual course offerings include
Word, Access, Excel, and PowerPoint business applications. Instructors hold training
year round in well-equipped computer labs located in Omak, Brewster, Moses Lake,
Othello, and Wenatchee. Enrolled participants may attend without charge.
• SkillSource is an IC3 (Internet and Computing Core Certification) instruction and testing
site. Completion of the IC3 courses and national standardized testing is the first step to
higher industry standards in information technology competencies.
WENATCHEE VALLEY COLLEGE
• Allied Health Care (CREW) grant
• WVC accepts industry support in equipment, funding and internship/clinical sites.
SKILLSOURCE, MOSES LAKE WIA 1B
• Presentations and field trips to local industries in high wage, high demand fields are
planned to start spring 2003.
• Now offering the Office Technology certificate and diploma program for students who
need to attend evening classes.
MOSES LAKE SCHOOL DISTRICT
• The PUD and VIB T.V. have provided both facilities, equipment and their employees for
us to benefit from.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Partnering with branch campus of Wenatchee Valley College to offer bilingual health
care classes. Assisted the college with the recruitment, referrals and classes held in an
Employment Security meeting room during the evening Mon- Thursday.
1.4.5 Expand apprenticeship training in emerging fields and expand preparation programs for
apprenticeship in high demand clusters including construction. LEAD: Washington State
Apprenticeship and Training Council at the Department of Labor and Industries
61
WENATCHEE VALLEY COLLEGE
• Have two apprenticeship track programs.
• Courses for pre-apprenticeship
SKILLSOURCE, MOSES LAKE WIA 1B
• Field trips to Job Corps increases knowledge and awareness of construction trades.
• Emphasize Washington essential learnings to prepare youth for apprenticeship
opportunities.
• Participate on the Big Bend Community College Tech Prep committee.
BIG BEND COMMUNITY COLLEGE
• Apprenticeship training is an area BBCC would like to investigate with partners although
there are barriers.
MOSES LAKE SCHOOL DISTRICT
• Started “Trades Day” three years ago where the six major apprenticeship trades in our
area spend the entire day in the theater talking to students. They see over 600 students
each year. The construction union is always represented.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Sponsored a pre-apprenticeship class for dislocated workers. Taught by WVC-North in
cooperation with trade unions. Instructed by a journeyman carpenter. Several students
entered training-related employment.
Objective 1.5: Increase education and training for older workers and retired individuals
who want to return to work.
1.5.1 Encourage older workers and retired individuals who want to return to work, to pursue
education and specialized training, and improve access for seniors to take advantage of the
opportunities. LEAD: Aging and Long-Term Care Services
SKILLSOURCE, WENATCHEE WIA 1B
• The one week introductory Discovering Computers classes for seniors have been
advertised and well attended throughout the region.
• Employment Security in Omak has hosted the Senior Community Service Employment
Program Representative.
• Winter 2003 Office Technology program graduates included a seventy-year old. Office
Technology has been very popular with workers over 50.
EMPLOYMENT SECURITY, WENATCHEE AND MOSES LAKE
• Partners for services to older workers include: Aging and Adult Care of North Central
Washington, R.S.V.P. (Retired Senior Volunteer Program), the Wenatchee Valley Senior
Center and SCORE, and AARP in Moses Lake.
• WorkSource Wenatchee affiliate serves as a work site for senior work experience.
WENATCHEE VALLEY COLLEGE
• Seniors program is part of Continuing Education at WVC.
DVR
• Encourage older workers eligible for DVR services.
62
SKILLSOURCE, MOSES LAKE WIA 1B
• Refer seniors as appropriate the Senior Community Service Employment Program
sponsored locally through WorkSource providing opportunities to serve as Resource
Center greeters.
• Refer seniors to other services as appropriate:
1) Big Bend Community College - tuition waiver
2) The Senior Center offering basic computer classes free.
MOSES LAKE SCHOOL DISTRICT
• Encourage seniors as guest speakers or to be mentors in job shadows for youth.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Older workers are encouraged to attend the Omak and Main Street Learning Centers’
computer classes. One computer class was offered “for seniors only” and was very
popular. Older workers are encouraged to attend vocational programs, and many have
enrolled in the Office Technology certificate or diploma program. The self-paced and
competency-based class is very suitable for seniors and prepares them with up-to-date
computer skills that has helped several find suitable employment in business offices.
Challenge Two: Incumbent and Dislocated Workers
Goal 2: To enable workers to make smooth transitions so that they, and their
employer, may fully benefit from the new, changing economy, by putting in
place a coherent strategy for dislocated and incumbent worker training.
Objective 2.1: Increase economic competitiveness and prevent dislocation by expanding
customized incumbent worker training.
2.1.1 Increase publicly supported customized incumbent worker training, and provide incentives
to both employers and employees for this type of training. LEAD: Workforce Training and
Education Coordinating Board
SKILLSOURCE, WENATCHEE WIA 1B
• Food Processing Industry maintenance mechanic training has been the allowance for inkind contribution of employers’ match obligation. Employers send workers to class on
payroll. The Friday daytime classes work out well for the incumbent workers because
they are not confronted by conflicts with their work schedule.
WENATCHEE VALLEY COLLEGE
• Workfirst tax incentives (WOTC/WTW)
• Bilingual health care initiative
• Customer service training
DVR
• DVR can provide incentives through on-the-job training.
• Supplemental training can be provided if necessary for customer to gain or reinforce
skills of the job.
63
SKILLSOURCE, MOSES LAKE WIA 1B
• With the recent Advanced Silicon Materials, LLC (ASiMI) layoffs, the employer
identified an opportunity for their employees to become more employable through classes
in "Lean Manufacturing.” Lean Manufacturing is a method for utilizing the power of
work teams to eliminate waste, improve quality, and lower unit costs in production.
SkillSource contracted with Big Bend Community College to offer a four week course
teaching these techniques to our dislocated workers assisting them adding to the skills
they could offer their next employer.
BIG BEND COMMUNITY COLLEGE
• Counseling, advising and training are incentives.
• Dislocated workers programs provide incentives to employers and employees.
Objective 2.2: Enhance business expansion and retention strategies.
2.2.1
Market retention services to at-risk businesses and their workers. LEAD: Department of
Community, Trade and Economic Development and Employment Security Department
SKILLSOURCE, WENATCHEE WIA 1B
• As part of on-the-job training, participants who demonstrate financial need are eligible
for support services. This is marketed as a benefit to employers who normally would
experience early attrition from new employees not having enough resources to make the
transition to work successfully.
EMPLOYMENT SECURITY, WENATCHEE AND MOSES LAKE
• Rapid Response activities are provided for all businesses requesting the service whether
they come under the WARN provisions or not.
• Staff are also well versed in the sound economics of low turnover which is shared with
listing businesses.
• The Employment Security Tax Office regularly works one on one with area businesses to
develop strategies for helping them through tough economic times.
• Tax Specialists regularly educate and negotiate with partner taxing agencies to assist
taxpayers in bringing accounts up to date.
• Businesses are referred to the Small Business Center and SCORE, and in Moses Lake,
the big Bend Community College Center for Business and Industry Services (CBIS).
WENATCHEE VALLEY COLLEGE
• Partnership in the Small Business Development Council and business counseling
DVR
• Retention services are provided to customers that DVR has developed job placement
with.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• The Business Liaison is a member of the Job Creation/Retention, Business Recruitment
Committee for Alliance 2005. This committee addresses the needs of existing local
businesses assisting them in sustaining or expanding. The committee also works with
local and state agencies to recruit new businesses into the area.
• Employment Security provides Rapid Response to businesses facing closure or major
layoffs. Employment Security provides information and assistance with the Shared Work
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Program, Tax Credits and referrals to other services and agencies that may be able to
assist.
WENATCHEE VALLEY COLLEGE NORTH
• WVCN personnel are involved with Alliance 2005, the local economic development
entity in Okanogan County, serving as board members and committee chairs. One of the
main purposes of Alliance 2005 is business expansion and retention. The Education and
Training committee is working closely with the WSU energy conservation department on
a telework project to educate and attract western Washington businesses to hiring
employees residing in rural eastern Washington. Good progress is being made toward
this goal.
Objective 2.3 : Return unemployed workers to suitable work in a s short a time as possible.
2.3.1 Establish a coherent, flexible, and accessible dislocated worker service strategy and
continue best practices such as rapid response labor-management committees. LEAD:
Employment Security and the Workforce Council
SKILLSOURCE, WENATCHEE WIA 1B
• SkillSource cooperates with Employment Security to locate dislocated workers who need
• The dislocated worker units in all areas are constantly on the watch for impending
business layoffs or closures and cooperate with labor representatives. Field
representatives contact businesses to verify layoffs and arrange times to address
employees at the worksite about available services. The Unemployment Insurance
division normally will make a business site visit along with the rapid response team. In a
mass layoff the community college will also be available to provide answers about
retraining options locally. Bi-lingual staff present information to affected workers
whenever necessary.
EMPLOYMENT SECURITY, WENATCHEE AND MOSES LAKE
• Rapid Response activities include offering information to workers about continuing
health benefits, Unemployment Insurance, work search, labor exchange services
including a fully equipped and staffed resource center, Job Hunter workshops and job
referrals.
• Co-host annual North Central Washington Job Fair and the WorkSource Moses Lake
Annual Job and Career Fair. Additionally, WorkSource Moses Lake holds quarterly job
fairs for specific industries.
• Offer scholarships for continuing education through the WorkSource Employer
Committee.
WENATCHEE VALLEY COLLEGE
• Worker Retraining funding assists many students
DVR
• Individuals that apply for DVR services are afforded referral, application, eligibility, and
plan development in a timely manner to assist customers to achieve employment.
SKILLSOURCE, MOSES LAKE WIA 1B
• After conducting rapid response services partners offer an additional orientation to
dislocated workers. The orientation to services gives more detail on specific issues or
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needs of interest i.e. budgeting, credit services, health insurance resources. Agencies
cooperate to offer workshops requested by groups of dislocated workers.
BIG BEND COMMUNITY COLLEGE
• BBCC would like to be more involved in comprehensive strategic planning for dislocated
workers.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Several rapid response services conducted for fruit packing sheds and two mills closing
in the past year. Offered evening services to meet worker and employer needs.
• Employment Security utilizes the capabilities of the Services, Knowledge and
Information Exchange System (SKIES) to search for dislocated workers and
unemployment claimants that match the skills and experience required to fill open job
orders. Employment Security staff match job seekers and offer job referrals.
WENATCHEE VALLEY COLLEGE NORTH
• WVCN, as a district, has a strategic Worker Retraining program which meets state
scrutiny for disbursement of funds—both to program development and to appropriate
dislocated students in the form of tuition assistance.
• A close working relationship exists between WorkSource, WIA, and the College,
particularly at the north campus. This allows staff to better serve the needs of this
population.
2.3.2
Provide retraining in high demand fields. LEAD: State Board for Community and
Technical Colleges
SKILLSOURCE, WENATCHEE WIA 1B
• Title 1B Individual Training Accounts are provided for occupations in demand.
Occupations such as nursing are emphasized by special recruitment efforts among lowincome individuals. Trainers recruit students who are completing pre-requisites for
demand occupations and need the financial support of an Individual Training Account in
order to complete their vocational education. Dislocated workers are encouraged to select
retaining in high demand occupations that pay replacement wages.
WENATCHEE VALLEY COLLEGE
• Continuing Education tries to align on the requirements for occupations in demand.
• Programs must meet the wage floor for graduates.
DVR
• DVR provides customer choice to receive training in high demand fields.
BIG BEND COMMUNITY COLLEGE
• Training and degrees are provided at BBCC in high demand fields. More partner help
needed in rapidly responding to high demand fields and changing programs.
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Challenge Three: Wage Progression for Low-Income Workers
GOAL 3: To assist disadvantaged youth, persons with disabilities, new labor
market entrants, recent immigrants, and other low-wage workers to move up
the job ladder during their lifetimes by developing a wage progression
strategy for low-income workers. Specific progress will be made in improving
operating agencies and reducing the earnings gap facing people of color,
people with disabilities, and women.
Objective 3.1: Increase high school graduation rates.
3.1.1
Ensure all youth achieve the necessary core skills as established by industries in their
chosen career pathway, including the achievement of the high school diploma or entrance
into a postsecondary education or training program. LEAD: Office of the Superintendent
of Public Instruction
SKILLSOURCE, WENATCHEE WIA 1B
• All youth in learning centers receive Integrated Basic Skills instruction that links
academic instruction with workplace preparation following the Secretary’s Commission
on Achieving Necessary Skills (SCANS).
• All youth build upon an Individual Service Strategy which includes a career goal.
Exploration of the career requirements through tools such as the Washington Occupation
Information System (WOIS) provide information to students about career preparation and
post-secondary apprenticeship or formal education.
• Learning Center graduation celebrates student achievement and reinforces the message
about the importance of learning.
• GED graduates are encouraged to apply for ITA, Pell and scholarships to attend postsecondary vocational education.
• Provide internships to youth at entry-level wages. Youth behind in credits are provided
with a year-round means of earning credits toward high school graduation through the
Learning Center.
WENATCHEE VALLEY COLLEGE
• Asset testing
• Pre-100 level courses
• GED testing centers at both campuses
DVR
• Provide orientation information to all high schools for disabled students. Complete
application for DVR services prior to high school senior graduation.
BIG BEND COMMUNITY COLLEGE
• BBCC is actively involved with Central Washington State University, Washington State
University and local School Districts to ensure youth achieve core skills.
MOSES LAKE SCHOOL DISTRICT
• All students are taught “core work standards” that address soft skills or basic work skills
in their vocational classes.
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•
•
All students encouraged to continue their education and training past high school
All students have access in the Careers Center of postsecondary institutions across the
nation.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• 13 individuals earned the GED through intensive services at the Omak and Brewster
Learning Center between June of 2000 and Feb 2001-- most were youth. Calendar year
2001 – 23 receive GED (not duplicated with Jan/Feb above) Year 2002 to Jan. 2003 15
receive GED. To date we have had two youth go on to college. One graduated from
Skagit Valley Community College; another started at Skagit and is now at Eastern and
has passed LSAT – able to attend the University of Washington or Gonzaga law schools.
Other youth have taken and passed Certified Nurse Aide (CNA) courses.
3.1.2 Expand summer programs to address the education and employment needs of at-risk
students. LEAD: Employment Security and Youth Councils
SKILLSOURCE, WENATCHEE WIA 1B
• Summer activities target impoverished youth with outdoor hands-on, project-based, and
applied basic skills learning projects and work experiences.
• Career Quest is an acclaimed motivational experience attended by nearly 300 youth,
parents, and career representatives for government and industry.
• The summer design includes half-day classroom basic skills training and half-day paid
work experience. Special activities like the WSU/4H Challenge Course and Central
Washington University Business Week also enhance the variety of summer learning.
• Plans in process for 6 community work-based projects for at-risk youth with benefits to
several entities/resources/partnering agencies including Senior Housing complex at
Deaconness Apts. in Wenatchee (landscaping proposed)
WENATCHEE VALLEY COLLEGE
• Three one-week summer programs: Migrant Week; Impact Institute; Career
Opportunities.
BIG BEND COMMUNITY COLLEGE
• BBCC has summer school space available as well as food and housing services on
campus. Unlike the other quarters, BBCC is not operating at capacity during summer.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Summer program activities are planned for at-risk youth throughout the Okanogan
County. Have run “experiential projects” where students earn high school credit and
receive structured learning about the world of work in paid summer jobs.
Objective 3.2: Assist unemployed individuals to gain and retain employment.
3.2.1 Develop a more effective labor exchange to help individuals get jobs with the greatest
potential for wage progression. LEAD: Employment Security and the Workforce Council
SKILLSOURCE, WENATCHEE WIA 1B
• SKIES and public access to jobs on the Employment Security website have made great
strides toward a more effective labor exchange.
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•
•
Partners refer customers to the one-stop labor exchange for registration.
Partners are collaborating on employer services marketing strategies that promote the
increase use of the labor exchange.
EMPLOYMENT SECURITY, WENATCHEE AND MOSES LAKE
• The labor exchange offers more services than ever before. Resource Centers include 25
fully loaded computers with Windows application, internet access, resume software,
tutorials, printer, faxes, telephones, printed resource materials, a job finding library, labor
market information, local, state and nationwide job listings, Job Hunter workshops
consisting of 7 job seeking related topics, computer classes (basic), job referral, job
development, on site partner staff for training and retraining assessment and eligibility.
• All services are handicap accessible, offered in English and Spanish and at no charge to
the customer.
WENATCHEE VALLEY COLLEGE
• Employment Security staff are co-located at the college
DVR
• Utilizing information from the Washington Occupational System (WOIS) and
Employment Security labor market information.
• Will have access to the Services, Knowledge and Information Exchange System (SKIES)
in 2003 to provide more detail to customers of the local labor market.
SKILLSOURCE, MOSES LAKE WIA 1B
• Labor exchange job order is a source of on-the-job training opportunities for participants
to earn while they learn. Work-based learning is often coupled with formal training to
increase the potential for wage progression.
3.2.2
Sustain and expand programs with demonstrated success in enabling low-income
individuals to achieve wage progression. LEAD: Office of the Governor
SKILLSOURCE, WENATCHEE WIA 1B
• Apply 1B grant funds to on-the-job training, customized employer training, and
Individual Training Accounts (ITA).
• WorkFirst participants benefit from intensive and training service. For example, a
Certified Nurse Aide attends college to become an Licensed Practical Nurse through an
Individual Training Account.
WENATCHEE VALLEY COLLEGE
• Grants for bilingual health care, CNA to Medical Assistant, LPN to RN
DVR
• Assisting individuals with disabilities to achieve employment. DVR may assist a
customer who is working to acquire additional skills to maintain their employment or to
move into employment that is consistent with the customer’s interests and abilities.
SKILLSOURCE, MOSES LAKE WIA 1B
• Coordinate training opportunities for low-income and seasonal farm workers with
Opportunities Industrialization Center (OIC) working toward wage progression.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• All Employment Security personnel staff core service delivery in the One-Stop resource
area. This puts professional staff in touch with the general public enabling more informed
initial assessments and referrals.
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•
•
3.2.3
Core, intensive and training services information is provided in the Customer Options for
Re-Employment (CORE) orientation. This is approach is successful in that it provides a
comprehensive, concise overview of services as opposed to program-centric information.
Co-location with WorkFirst supports the goal of empowering customers who have
potential for wage progression and often need multiple services in coordination toward
reaching employment goals.
Expand access to support services, such as child care, especially for target populations.
LEAD: Division of Vocational Rehabilitation and the Workforce Council
SKILLSOURCE, WENATCHEE WIA 1B
• Budgets for Title 1B programs include support services to participants enrolled in
intensive or training services. Support services are provided to participants who 1)
demonstrate financial need; 2) need services to continue satisfactory progress.
• Providing supportive service information on community food banks, social service
agencies, domestic abuse centers, family planning, energy assistance programs, housing
assistance, mental health providers, child care providers and state funding programs, and
basic health. Referrals help extend available dollars.
• The SKIES system enables tracking of customer supportive service needs.
WENATCHEE VALLEY COLLEGE
• Early Childhood Education grant to provide childcare.
• Worker Retraining Training Completion Funds help dislocated workers with support
services to complete training.
DVR
• DVR looks for “comparable benefits” that can be provided to customers for support
services first.
MOSES LAKE SCHOOL DISTRICT
• Columbia Basin Alternative High School has a daycare for teen moms so that they can
attend school.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Customers benefit because many workforce services are co-located in the one stop in
Omak. Referrals to support is given to customers who inquire. Furthermore, staff
frequently suggest possible support services to customers who have needs and don’t
know of resources.
WENATCHEE VALLEY COLLEGE NORTH
• Under the Worker Retraining program, money is set aside to hold Career Transition
classes for students experiencing a lay-off. There is substantial support, assessment and
counseling available for these individuals to help them determine what their plan of
action will be—whether it is higher education or transition into another job field.
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3.2.4
Strengthen post-employment services for customers. LEAD: Employment Security
Department
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Regular outreach by Business Liaison is proving effective. Have instituted plan for
training staff to regularly call on on-the-job training completers and participating
businesses on a monthly basis.
WENATCHEE VALLEY COLLEGE
• The college placement office
• Employment Security labor exchange services are co-located on campus.
DVR
• DVR can provide post-employment services if necessary for the customer to maintain
employment.
Objective 3.3: Remove barriers for populations with unique obstacles to employment and
increase the number of employers who hire individuals with disabilities, women, and
people of color in high wage, high demand occupations.
3.3.1 Plan for and implement the Ticket to Work Program. LEAD: Division of Vocational
Rehabilitation and Department of Services for the Blind
SKILLSOURCE, WENATCHEE WIA 1B
• A new assistive technology workstation increases accessibility to Core information. The
hardware and software will be evaluated for use at other One-Stop locations.
WENATCHEE VALLEY COLLEGE
• WVC has a staff person assigned to address needs of students with disabilities.
DVR
• Planning for Ticket to Work. A PowerPoint orientation will be presented to customers
starting in the summer of 2003. DVR is co-sponsoring two Ticket toWork conferences in
April. Staff training will be in late spring 2003. Staff will receive additional training
before the official roll out of Ticket to Work in October 2003.
BIG BEND COMMUNITY COLLEGE
• Partner with AARP, Goodwill and Community Service on OJT programs for individuals
with barriers. Would like to know more.
3.3.2
Educate employers, especially employers from high wage, high demand industries about
the benefits of hiring individuals from target populations. LEAD: Employment Security
Department
SKILLSOURCE, WENATCHEE WIA 1B
• Sponsoring quarterly workforce luncheons with employers on employment topics such as
interviewing and retention.
• Field visits to employers in all areas each week to learn about employer needs and sell
services.
• Annual awards banquet for participants and employers educates employers who attend
about the possible benefits of hiring low income workers.
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EMPLOYMENT SECURITY, WENATCHEE AND MOSES LAKE
• Employment Security including Workfirst staff regularly contact area businesses to
explain WOTC (tax credits) and the positive ramifications of hiring TANF recipients,
Veterans, Migrant and Seasonal Farmworkers, disabled individuals, unemployed
individuals and other targeted groups.
DVR
• Vocational Rehabilitation counselors and the job developer for WorkSource Okanogan
contact employers and provide education about the benefits of hiring individuals from
target populations.
SKILLSOURCE, MOSES LAKE WIA 1B
• SkillSource staff are co-located at Employment Security One Stop Affiliate to promote
the placement of qualified individuals from target populations.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Employment Security staff market features and benefits of tax credits such as Work
Opportunity Tax Credit (WOTC) designed to create incentives to employ individuals
with disabilities, long term unemployed and other targeted groups.
3.3.3 Develop accountability and program improvement mechanisms for increasing employment
and earnings for target populations. LEAD: Workforce Training and Education Coordinating
Board
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Employment Security supports area chambers of commerce as a member. Staff regularly
address local chambers in order to market services available to business customers
through the WorkSource One-Stop system. Staff assist business customers in
understanding basic employment laws, steps to starting up a new business, and how to
access services. Staff refer employers to other agencies as appropriate.
EMPLOYMENT SECURITY, WENATCHEE AND MOSES LAKE
• Surveys are taken on a regular basis.
• Performance measures are tracked monthly.
• Process Improvement is implemented utilizing data elements.
• New or improved processes that test out well are implemented throughout the office.
WENATCHEE VALLEY COLLEGE
• Internal and external program evaluations including meeting the standards for the
Employment Training Provider List (ETPL).
• Meet extensive grant requirements.
DVR
• State office for DVR tracks employment and earnings of individuals with disabilities.
• Accountability is done through file and fiscal review of VRC processes.
SKILLSOURCE, MOSES LAKE WIA 1B
• Employment Security staff confer with employer associations and individual business
customers to assess their needs and assist with employee retention and recruitment.
Objective 3.4: Assist low-income individuals to move up a career ladder by increasing
training and developing career opportunities.
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3.4.1 Expand customized training, apprenticeship preparation and apprenticeship programs, and
other training opportunities for low-income individuals. LEAD: State Board for Community
and Technical Colleges, Employment Security Department, Washington State Apprenticeship
and Training Council at the Department of Labor and Industries
SKILLSOURCE, WENATCHEE WIA 1B
• Learning Centers throughout the region prepare students for passing the GED which is
nearly a universal requirement of apprenticeship programs. Students are predominantly
drop outs and low-income. Integrated Basic Skills training is designed to introduce
young people to skills needed to be successful in the world of work.
• Low-income individuals who have not had previous work experience may receive
assistance with a subsidized work experience of 240 hours. This option helps many
individuals build self-confidence and explore a career option.
WENATCHEE VALLEY COLLEGE
• WVC has ongoing programming for apprenticeship and the WorkFirst program interface.
DVR
• DVR participates in customized training and apprenticeship training with customers.
BIG BEND COMMUNITY COLLEGE
• BBCC would like to expand these programs not only for low-income individuals but for
all workers.
WENATCHEE VALLEY COLLEGE NORTH
• Counseling and assessment is available to Workfirst students who may be initially
starting out on their employment futures.
• WVC consistently examines short-term training that may benefit students who need to
enter the workforce quickly or obtain training to fit with their work schedules.
• WVC examines local labor market information when making training program decisions.
• Customized job skills training dollars are available to assist students in gaining the
specific job skills for which employers are looking.
3.4.2 Provide training programs at times and locations that are accessible to working people, and
provide support services to assist in overcoming barriers to training. LEAD: State Board for
Community and Technical Colleges
SKILLSOURCE, WENATCHEE WIA 1B
• Title 1B training providers offer English as a Second Language (ESL) and basic skills
training during and after business hours.
• Office Technology training and maintenance mechanic training for the local Food
Processing Industry is offered at times convenient for employed people.
WENATCHEE VALLEY COLLEGE
• Early Childhood Development is entirely an evening program.
• Weekend programs are offered.
• Nursing currently under consideration for the option of evenings and weekend
instruction.
DVR
• Providing support services so customers can participate in training.
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3.4.3 Increase basic skills instruction in the workplace and integrate it into occupational skills
training. LEAD: State Board for Community and Technical College’ Office of Adult Literacy
SKILLSOURCE, WENATCHEE WIA 1B
• Math skills are applied to industrial applications in the Maintenance Mechanic training at
Big Bend Community College for the food processing workers upgrading their skills.
• Work-based projects emphasize to youth the essential basic skills required in the
workplace. Will recruit senior citizens as volunteer mentors and project supervisors.
Enlisting retired teachers.
WENATCHEE VALLEY COLLEGE
• Taking training to the workplace with Workplace Basics.
• Workplace issues incorporated into Basic Skills courses.
DVR
• If necessary for a customer to gain or maintain employment, DVR can provide training to
reinforce basic skills in the workplace.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Two staff members are instructors for the college in Adult Basic Education (ABE) and
English as a Second Language (ESL) programs. Regularly offer companies the
opportunity to participate in upgrading the basic skills of their employees using Work
Place Basics. As the Business Liaison “interviews” employers – this is often mentioned
as an option.
3.4.4 Support the development of career ladders leading to high wage, high demand
occupations. LEAD: State Board for Community and Technical Colleges and Business
Organizations
SKILLSOURCE, WENATCHEE WIA 1B
• Provide information to customers on the promotional requirements within occupational
fields.
• Provide computer classes year-round to build skills needed for high wage, high demand
jobs.
• Provide Individual Training Accounts up to $6000 for post-secondary training in demand
occupations.
WENATCHEE VALLEY COLLEGE
• Allied Health supports career ladders.
• Many professional technical programs also lay out career ladders and the education and
training needed.
DVR
• DVR is a program of customer choice, and depending on the goals of an individual, there
may or may not be a career ladder leading to a high wage, high demand occupation.
However, DVR does not support a vocation goal unless there is labor market demand for
the occupation.
3.4.5
Create and offer financial incentives to employers and low-income workers to increase
training. LEAD: Office of the Governor
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SKILLSOURCE, WENATCHEE WIA 1B
• Pursue improved employer relations through consistent marketing. Promote cost savings
of customized training and on-the-job training.
DVR
• DVR offers on-the-job training incentives and support services necessary for a customer
to keep the job.
Challenge Four: Facilitate the Integration of Workforce Development
Programs. Integrate workforce development programs to improve customer
service.
Goal 4: integrate workforce development programs to improve customer
service.
Objective 4.1 Improve WorkSource services to customers, including target populations by
bringing together individual partner programs to craft comprehensive solutions.
4.1.1
Understand and respond to the needs of business customers and implement a coordinated,
comprehensive strategy among WorkSource partners. LEAD: Employment Security
Department
SKILLSOURCE, WENATCHEE WIA 1B
• Regular employer field visits to gather timely information about employer needs.
• Sponsoring quarterly business luncheons to facilitate communication with the employer
community and provide informative training on topics of interest to employers.
• Required staff and board involvement in speaking at Chambers of Commerce and civic
organizations.
WENATCHEE VALLEY COLLEGE
• The college is partner in the area One Stop and affiliates.
DVR
• DVR will partner with WorkSource partners to improve services to customers.
BIG BEND COMMUNITY COLLEGE
• Always willing to be a partner.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Business Liaison is familiar with partner programs and often uses this information to
inform and assist businesses. Have formed a “Business Team” from the Local Planning
Area (LPA) organizing the marketing of services to employers.
WENATCHEE VALLEY COLLEGE NORTH
• A WVCN employee serves on the WorkSource One-Stop Leadership Team. Among the
topics of focus are creation, implementation and evaluation of a continuous improvement
plan around One-Stop center goals.
• WorkSource employees are regular visitors at WVC staff/faculty meetings to update and
remind college staff of services available and populations served.
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4.1.2
Improve customer service by collecting and using customer feedback, providing
electronic services, and sharing information on customer service best practices. LEAD:
Employment Security Department
SKILLSOURCE, WENATCHEE WIA 1B
• Utilizing Performance Management of Continuous Improvement (PMCI) to retrieve
customer feedback on local services is being implemented.
• We survey our customers for feedback to make improvements at:
Orientations; Assessment for Career Excellence workshops; Career Development
workshops; Computer Applications Training classes; and Integrated Basic Skills classes.
EMPLOYMENT SECURITY, WENATCHEE
• The Mystery Shopper Program has been implemented, and in conjunction with regular
in-house surveys, the feedback is used to improve services and programs.
• Best practices are shared electronically on web sites, at meetings and at the One Stop
Partnership conference.
WENATCHEE VALLEY COLLEGE
• WVC regularly takes surveys of students and employers.
DVR
• Participating with WorkSource Okanogan in collecting and using customer feedback.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Have a customer team. Survey evaluation cards are handed out the first full week of the
month and responses are posted for customers. Cards are available all of the time, as
well. Workshops also collect feedback from customers. Trends are noted and
improvements are implemented to improve customer satisfaction.
4.1.3
Include all WorkSource partners in customer service training, including training in
serving target populations. LEAD: Employment Security Department
SKILLSOURCE, WENATCHEE WIA 1B
• Sponsor annual One Stop Partner Conference for all partners.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• All Employment Security staff have passed the required two-day customer service
training entitled, “Creating Magical Moments.” Outstanding customer service is
rewarded by staff and agency recognition.
EMPLOYMENT SECURITY, WENATCHEE AND MOSES LAKE
• All Employment Security staff have attended a two-day customer service training entitled
Magical Moments.
• Outstanding service is rewarded and recognized by the offices and agency.
• Training includes information on serving targeted populations.
WENATCHEE VALLEY COLLEGE
• Cultural Training is mandatory for staff and faculty.
DVR
• Counselor aides and counselors participate in customer service training.
Objective 4.2: Develop and maintain service delivery capacity that is flexible and
responsive.
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4.2.1
Provide a statewide information system (SKIES) for case management that is shared by
WorkSource partners. Employment Security Department
SKILLSOURCE, WENATCHEE WIA 1B
• SKIES utilized for Management Information System (MIS) data by the three
Employment Security offices and 1B providers.
• All staff are trained in SKIES. Each Youth coordinator completes the data input of their
youth on program.
EMPLOYMENT SECURITY, WENATCHEE
• Implementation of SKIES version 1 is complete
• SKIES version 2 will be released within 2003
• SKIES version 3 is in the planning stage.
WENATCHEE VALLEY COLLEGE
• Co-located Employment Security staff can access SKIES.
DVR
• Will have access to SKIES by summer 2003 via updated MOA/U.
BIG BEND COMMUNITY COLLEGE
• Uncertain of system benefits from the SKIES system.
4.2.2
Develop systems to track and report core WorkSource services. LEAD: Employment
Security, Workforce Council, and Workforce Board
SKILLSOURCE, WENATCHEE WIA 1B
• All Employment Security locations have ACCESS database tracking of core services in
their resource areas.
• Looking into the WorkSource Tracking System (WTS) as a common internet-based
system in WorkSource Wenatchee. Funding is uncertain.
• Management Information System data is uploaded to SKIES daily or weekly.
• Have developed in-house capability to design and construct a web-based client
management system for handling workshop scheduling and client tracking. Version 1
implementation scheduled for July 1, 2003. This system tool updates data from SKIES
daily.
EMPLOYMENT SECUIRITY, WENATCHEE AND MOSES LAKE
• Core services are tracked via an ACCESS database in the Resource Centers and via
service records in SKIES.
• The Request for Service (RFS) screens in SKIES are used to track one on one service,
wait times and program demand.
WENATCHEE VALLEY COLLEGE
• Co-located Employment Security staff can access SKIES
DVR
• Co-located with WorkSource Okanogan so core services data is captured.
• DVR provides core services in the WorkSource Wenatchee affiliate.
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4.2.3
Find financial resources to sustain the WorkSource delivery system infrastructure.
LEAD: Employment Security Department
SKILLSOURCE, WENATCHEE WIA 1B
• Solicit Governor discretionary funds for One Stop infrastructure.
• Urge partners to expend on core services delivery.
• Developing a web-based client management system. The system will assist core service
providers to track workshops and client attendance. Client data is updated from SKIES
daily. In-house programming capability may allow us to bring additional resources to the
system by providing application services outside our area.
WENATCHEE VALLEY COLLEGE
• Between one and two million dollars are awarded in grants to WVC annually.
• WVC has a grants manager and staff.
Objective 4.3: Reach out to individuals from target populations in order to increase their
use of WorkSource services, and provide services that meet their unique needs.
4.3.1
Provide individuals with disabilities with equal opportunities to benefit from WorkSource
services. LEAD: Employment Security Department
SKILLSOURCE, WENATCHEE WIA 1B
• Currently providing at least 2 assistive technology workstations.
• 9%.of participants enrolled in Title 1B have disabilities. Washington State percent of
total population is estimated at 12.5%.
EMPLOYMENT SECURITY, WENATCHEE AND MOSES LAKE
• The WorkSource Wenatchee affiliate office is accessible for the disabled and has
assistive technologies.
• DVR and DVOP staff are on site as specialists in serving individuals with disabilities.
• DVR has also offered to come in to do a full assessment of the office and services.
• Training for key personnel will be provided within the next year.
WENATCHEE VALLEY COLLEGE
• Mandated to provide access to individuals with disabilities.
• OCR compliant.
DVR
• Serving individuals with disabilities is our business.
• WorkSource needs to enhance networking of customers with disability early on so that
services can be enhanced for these customers.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• Many more disabled individuals are receiving staff-assisted, non-registered core services
because the Division of Vocational Rehabilitation (DVR) is co-located in the one stop
center.
• The Division of Vocational Rehabilitation is able to provide core services to disabled
clients through co-location in the One-Stop.
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•
Employment Security has had an agency-wide full-scale disabilities assessment,
including how staff would/should deal with people of disabilities. Report is due in the
near future.
4.3.2
Increase outreach, recruitment, and marketing activities conducted in partnership with
tribes and community based organizations serving targeted populations. LEAD:
Employment Security Department
SKILLSOURCE, WENATCHEE WIA 1B
• Designed and distributed a high quality, full color calendar to area employers advertising
positive workforce-building messages: sponsored by Employment Security and
SkillSource.
• Continuing the annual participant and employer recognition banquet.
• Running Public Service Announcements (PSAs)
• Continually updating brochures and distributing via field visits or direct mail to
employers in all areas.
• Have been consulting with the Colville Tribe on core and intensive service delivery with
respect to the Tribal Temporary Assistance to Needy Families (TANF) grant.
WENATCHEE VALLEY COLLEGE
• Tribal cooperation through north campus with the Confederated Tribes of the Colville
Indian Reservation.
DVR
• DVR is a liaison to the Colville Tribe for outreach, recruitment, and marketing.
• DVR and WorkSource both do the same in regard to community-based organizations
serving targeted populations.
BIG BEND COMMUNITY COLLEGE
• Supportive of outreach, recruitment and marketing if done in an organized, professional
manner, and if it is well-coordinated.
EMPLOYMENT SECURITY, OKANOGAN and WIA 1B
• The Confederated Tribes of the Colville Indian Reservation is the largest employer in the
county. Continually consult with the Tribe on employment-related issues.
• Have had Colville Tribal TANF services refer clients to Learning Center and one is now
enrolled in Automated Office Skills training.
• Will continue marketing our services to Colville Tribal TANF within our service delivery
area.
4.3.3
Encourage diversity among the membership of local Workforce Development Councils
and WorkSource staff to reflect the diversity of the community being served. LEAD:
Employment Security, Workforce Council, Workforce Board
The Workforce Council encourages diversity in its representation of the community and diversity
in area one-stops.
EMPLOYMENT SECURITY, WENATCHEE AND MOSES LAKE
• The staff is diverse and multi-cultural reflective of the community’s diversity profile.
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Objective 4.4: Facilitate the integration of workforce development programs that serve
youth.
4.4.1
Facilitate the transfer of information among workforce development programs servicing
youth. LEAD: School Districts and Youth Councils
SKILLSOURCE, WENATCHEE WIA 1B
• Youth committees in each area of the region—Moses Lake, Okanogan and Wenatchee—
meet quarterly to exchange information.
• Support 4people.org to facilitate the communication of community services. Youth
services are one emphasis.
• Communication with secondary school counselor assist area Learning Centers toward
student retention or retrieval.
WENATCHEE VALLEY COLLEGE
• Information sharing is facilitated through the Youth Council.
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