BROCKTON WORKFORCE AREA: BROCKTON WORKFORCE AREA: ECONOMIC BASE ANALYSIS ECONOMIC BASE ANALYSIS CENTER FOR CENTER FOR POLICY ANALYSIS POLICY ANALYSIS Applications, Not Theories Applications, Not Theories Results, Not Hypotheses Results, Not Hypotheses
30
Embed
BROCKTON WORKFORCE AREA: ECONOMIC BASE ANALYSIS CENTER FOR POLICY ANALYSIS Applications, Not Theories Results, Not Hypotheses.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
BROCKTON WORKFORCE AREA:BROCKTON WORKFORCE AREA:ECONOMIC BASE ANALYSISECONOMIC BASE ANALYSIS
CENTER FORCENTER FORPOLICY ANALYSISPOLICY ANALYSIS
Applications, Not TheoriesApplications, Not TheoriesResults, Not HypothesesResults, Not Hypotheses
GREATER BROCKTON WORKFORCE GREATER BROCKTON WORKFORCE INVESTMENT AREAINVESTMENT AREA
Source: Massachusetts Division of Employment and Training
Waiters and Waitresses
Teacher Aides
Retail Sales Reps
Security Guards
Cashiers
Home Care Aides
Residential Counselors
P ersonal/Home Health Aides
Reception and Information Clerks
Truck Drivers, Light
Nursing Aides/Orderlies
Teachers, P reschool
General Office Clerks
Social/Human Service Asst.
Medical Records Techs
Dental Assistants
P hysical Therapy Assistants
Social Workers, excl. Med/P hysch
P aralegals and Assistants
Social Workers, Med/P hysch
Office/Admin. Support Supervisors
Respiratory Therapists
Computer Support Specialists
Teachers, Elementary
Speech P ath/Audiologists
Biological Scientists
Occupational Therapists
Database Administrators
Registered Nurses
Securities/Commodities Brokers
System Analysts
General Managers and Executives
Computer Engineers
Engineering/Comp. Info Mngrs.
Computer P rogrammers
P hysicians and Surgeons
Massachusetts Median Annual Wages, 2001
HIGH GROWTH OCCUPATIONS:HIGH GROWTH OCCUPATIONS: EDUCATIONAL REQUIREMENTS: EDUCATIONAL REQUIREMENTS:
Moderate
Occupation Short Term Term Associates B.A. M.A. Doctorate
Cashiers XGeneral Office Clerks XHome Health Aides XNursing Aides/Orderlies XPersonal/Home Care Aides XReception and Info. Clerks XRetail Sales Reps. XSecurity Guards XSocial/Human Service Asst. XTeacher Aides XTruck Drivers, Light XWaiters and Waitresses X
Dental Assistants XPhysical Therapy Assistants X
Medical Records Techs XParalegals and Assistants XRegistered Nurses XRespiratory Therapists X
Computer Engineers XComputer Programmers XComputer Support Specialists XDatabase Administrators XEngineering/Comp. Info Mngrs. XGeneral Managers and Execs. XOccupational Therapists XSocial Workers, excl. Med/Psych. XResidential Counselors XSecurities/Commodities Brokers XSystem Analysts XTeachers, Elementary XTeachers, Preschool X
Social Workers, Med/Physch XSpeech Path/Audiologists X
Biological Scientists XPhysicians and Surgeons X
Note: No data was available for Office and Administrative Support Managers
Source: Massachusetts Division of Employment and Training
On the Job Training
Educational Requirements of High Growth Occupations
Post Secondary Degree
GUIDING PRINCIPLES 1GUIDING PRINCIPLES 1
The Workforce Investment Board should adopt a The Workforce Investment Board should adopt a multi-tiered strategy:multi-tiered strategy:
To move individuals into the labor force (welfare-to-work; To move individuals into the labor force (welfare-to-work; school to work)school to work)
To provide short-term training that moves unskilled workers To provide short-term training that moves unskilled workers into low-skill occupationsinto low-skill occupations
To provide selected educational opportunities that help low-To provide selected educational opportunities that help low-skill workers move up the career ladderskill workers move up the career ladder
GUIDING PRINCIPLES 2GUIDING PRINCIPLES 2
The Workforce Investment Board should target much The Workforce Investment Board should target much ofof
its limited funding on programs that develop basicits limited funding on programs that develop basic skills and occupational competencies at the bottom ofskills and occupational competencies at the bottom of the educational attainment ladder. These programsthe educational attainment ladder. These programs should include, but not be limited to:should include, but not be limited to:
• English as a Second Language (E.S.L.)English as a Second Language (E.S.L.)• Adult Basic Education (A.B.E.)Adult Basic Education (A.B.E.)• Resume, Job Application, and Interview SkillsResume, Job Application, and Interview Skills• Basic Keyboard and Computer Literacy SkillsBasic Keyboard and Computer Literacy Skills• G.E.D.G.E.D.
GUIDING PRINCIPLES 3GUIDING PRINCIPLES 3
The Workforce Investment Board should target vocational and job The Workforce Investment Board should target vocational and job
training funds at short-term certification programs in occupationstraining funds at short-term certification programs in occupations
with high levels of new job growth and where average wages arewith high levels of new job growth and where average wages are
at least 25 percent above the current minimum wage (+$17,000):at least 25 percent above the current minimum wage (+$17,000):
Social/Human Srv Asst ($24,852) Social/Human Srv Asst ($24,852) Home Health Aides ($23,035)Home Health Aides ($23,035)
General Office Clerks ($24,638) General Office Clerks ($24,638) Pers/Home Care Aids Pers/Home Care Aids ($21,552)($21,552)
The Workforce Investment Board should use its limited funding to leverage and coordinate additional funds, where possible, around the WIB’s
workforce development strategy. This strategy could include:
sponsoring and funding its own programs with minimal charge to recipients,
seeking additional sources of funding from the Massachusetts Department of Education (A.B.E., G.E.D.), the Massachusetts Department of Transitional Assistance, and private foundations,
fund full or partial scholarships (individual training accounts) for short-term certification programs, especially those that leverage additional funds from existing vendors or providers such as the public schools, colleges, and universities, and local non-profit or for-profit vendors,
temporary wage subsidies for transitional assistance recipients and the chronically unemployed while receiving employer-provided on-the-job training.
WORKFORCE DEVELOPMENT WORKFORCE DEVELOPMENT PARTNERSHIPSPARTNERSHIPS
WORKFORCE INVESTMENT
BOARD
PUBLIC SCHOOLS
COMMUNITY COLLEGE
4-YR COLLEGES & UNIVERSITY
PRIVATE EMPLOYERS
STATE & FEDERAL
PROGRAMS
NON-PROFIT & FOR-PROFIT TRAINING VENDORS
GUIDING PRINCIPLES 5GUIDING PRINCIPLES 5
The Workforce Investment Board should continue to strengthen the federal School-to-Career Initiatives by insuring that public school teachers and program coordinators receive appropriate training for their role in the area workforce development system.
BROCKTON WORKFORCE AREA:BROCKTON WORKFORCE AREA:ECONOMIC BASE ANALYSISECONOMIC BASE ANALYSIS