Page 1 Chapter 445- 50% Training Requirement Waiver Request A waiver identifying the requested reduction from the statutorily required ITA reserve, specifying the percentage (between 0 and 49%) of Title I funds for Adults and Dislocated Workers that the regional board proposes to reserve for the required training services. This request must include supporting data, to show: 1. How the reserved training funds will be spent for ITAs and each of the other authorized training services; and 2. How the redirected training funds will be spent for other services. 1. Workforce Connection is requesting to allocate and expend 25% of WIA funding to training activities. We continue to support traditional ITA, OJT, EWT and Internship training through our Workforce Connection offices. We firmly believe that training funds should be managed in a way that culminates positive outcomes for individuals and not just creating expenditures for sake of achieving a spending threshold. Challenges that Workforce has faced over the past years has reduced our ability to focus solely on training enrollments, but to shift our efforts in assisting our local business base during this economic recovery. This shift has increased recruitment and screening efforts as well intensified efforts in candidate assessment and candidate employment preparation. Furthermore, we have customers that we have invested staff time and funds in that are still unable to gain employment due to lack of experience and strong competition. Reduction in need for Employed Worker and OJT services has further impacted these individuals. In the past we have been able to allocate and expend a considerable amount of our ITA budget within the Employed Worker and On the Job Training programs. However, economic conditions dictate how and when businesses can invest in training. While slower times may seem like the ideal opportunity for training, the businesses are faced with tight budgets, reduced staffing and tighter restraints on human resources. The first aspects of business to be struck in down times are human resources and training. The chart below represents EWT enrollments by program year. Our enrollments performed strong until we entered program year 2007/08. Despite increased marketing efforts, as the economy faltered the demand for EWT diminished. The Program year 2010/11 showed a slight increase in enrollments based on a grant specifically written for the Healthcare industry to train Critical Care Nurses. This training was funded by the Healthcare II Grant and was specific to Munroe Regional Medical Center. We have recently reworked our EWT process and are currently marketing to engage new businesses. Our recent partnership with MRMA (discussed in more detail later) is also generating addition leads for EWT training.
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Chapter 445- 50% Training Requirement Waiver Request
A waiver identifying the requested reduction from the statutorily required ITA reserve, specifying the percentage (between 0 and 49%) of Title I funds for Adults and Dislocated Workers that the regional board proposes to reserve for the required training services. This request must include supporting data, to show:
1. How the reserved training funds will be spent for ITAs and each of the other authorized training services; and
2. How the redirected training funds will be spent for other services.
1. Workforce Connection is requesting to allocate and expend 25% of WIA funding to training activities. We continue to support traditional ITA, OJT, EWT and Internship training through our Workforce Connection offices. We firmly believe that training funds should be managed in a way that culminates positive outcomes for individuals and not just creating expenditures for sake of achieving a spending threshold. Challenges that Workforce has faced over the past years has reduced our ability to focus solely on training enrollments, but to shift our efforts in assisting our local business base during this economic recovery. This shift has increased recruitment and screening efforts as well intensified efforts in candidate assessment and candidate employment preparation. Furthermore, we have customers that we have invested staff time and funds in that are still unable to gain employment due to lack of experience and strong competition. Reduction in need for Employed Worker and OJT services has further impacted these individuals.
In the past we have been able to allocate and expend a considerable amount of our ITA budget within the Employed Worker and On the Job Training programs. However, economic conditions dictate how and when businesses can invest in training. While slower times may seem like the ideal opportunity for training, the businesses are faced with tight budgets, reduced staffing and tighter restraints on human resources. The first aspects of business to be struck in down times are human resources and training. The chart below represents EWT enrollments by program year. Our enrollments performed strong until we entered program year 2007/08. Despite increased marketing efforts, as the economy faltered the demand for EWT diminished. The Program year 2010/11 showed a slight increase in enrollments based on a grant specifically written for the Healthcare industry to train Critical Care Nurses. This training was funded by the Healthcare II Grant and was specific to Munroe Regional Medical Center. We have recently reworked our EWT process and are currently marketing to engage new businesses. Our recent partnership with MRMA (discussed in more detail later) is also generating addition leads for EWT training.
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The reduction of local businesses wishing to train has also affected our ability to utilize OJT to its fullest extent. Employers that are faced with ‘doing more with less’ are finding it harder to commit the man hours required to train a new employee. In today’s market they expect that they can find a fully trained individual and should not have to invest additional time in training. This further leads us to providing more intensive services to our local businesses to meet their expectations of recruitment and placement. This same issue has affected our ability to generate meaningful Internships. Businesses are very interested in participating, but at this time cannot commit to a structured training plan to make the internship successful. We continue to market OJT, and despite the difficulties mentioned above have managed to focus a large portion of our current training dollars to this service. The chart below shows the steady growth of OJT agreements through PY 09/10 when the demand for OJT began to taper off.
Traditional ITA has been affected in a similar way. Businesses are not willing to hire a job seeker that has just completed schooling when there are thousands of experienced workers to choose from. These businesses look to Workforce to recruit and screen this talent for them.
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OJT Creation By Program Year
OJT Creation ByProgram Year
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Spending funds in ITA without positive outcome is wasteful spending and generates a sense of resentment from our customers. All of these challenges combined create an environment in which it is difficult to spend funds in training AND the funds are much needed to handle business in areas that are seeing a demand such as recruitment and placement. We recently closed approximately 600 (of which 445 had received training services) WIA cases negatively due to the fact that without employment opportunities in their fields of training they became disenfranchised and would no longer respond to Workforce staff reaching out to engage them. A majority of these WIA enrollments date back to times of high enrollment through ARRA and multiple NEG grants.
Below is a comparison of budgetary figures for program years 2011/12 and 2012/13:
2011/12 Spent 2012/13 Projected Spending
ITA $75,151.00 $855,445.00 EWT $1,391.00 $79,671.00 OJT $365,430.00 $104,847.00 Internship $224,852.00 $100,600.00 Total $666,824.00 $1,140,563.00
Below is a comparison of enrollments and projections from program years 2011/12 and 2012/13:
2011/12 Enrolled 2012/13 Projected Enrollment
ITA 420 385 EWT 24 43 OJT 104 38 Internship 60 10 Total 608 476
2. At this time we are experiencing a spike in additionally requested value added services
including applicant screening and assessment from our business community. While our local economy is still suffering greatly, there has been a marked increase of employment opportunities in this Region. With increased hiring comes a greater need for Workforce to act as the HR ‘arm’ for many of these businesses. Region 10’s economy is comprised mostly of small to medium sized businesses. These businesses lack the much needed resources for recruiting and screening applicants. It is common knowledge that a single Job Order can garner literally hundreds of applicants in a single day. Small to medium sized businesses simply do not have the resources to screen all of the applicants. Workforce feels that by reducing our business services in an effort to funnel funds directly to training activities we will be partially responsible for the stalling of local hiring as many businesses have stated they would simply avoid filling a position versus dealing with the mass applicants that they are seeing. This inability to provide value added services will severely limit our ability to reach the governor’s 50,000 job placement challenge.
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Additional screening, however, is labor intensive and is further complicated by the fact that only partially registered job seekers can “apply” through EFM. The increased demand for assistance has caused Workforce to adjust its policy on which types of jobs (hourly wage, etc.) qualify for this service. Workforce would normally consider establishing additional staff positions to support this demand rather than adjusting qualifying criteria. Balancing the different demands for services requires the ability to plan flexibility into your budget. Firm spending requirements or bureaucratic budgetary processes strip that ability. Primary focuses for redirected funds will include:
Increased outreach to small and medium businesses Intensified job seeker screening for job orders Provision of additional Center staff to manage customer influx brought on by increased
management of job orders Additional customer workshops to address soft and hard skills gaps as address in the
Skills Gap Study (Attachment 1)
Documentation that substantiates any of the following:
The exceptional circumstances that warrant granting of a waiver; factors to consider may include:
1. The substantially greater demand for core, intensive and supportive services, and business services, relative to training services;
2. The regional board is entirely contained within a statutorily designated Rural Area of Critical Economic Concern (RACEC).
3. Addition and utilization of NEG, Pathways and Special Grants
1. We are currently facing a wider range of challenges than in the past when enrolling individuals into training. The majority of our customer base has now been unemployed for a period of time reaching, and often exceeding two years. Training is certainly an option for increasing skills, but the customer is then faced with continued expenses during the training. Over the last two years we have seen an extreme strain on our support service dollars. It is not good enough to help a customer enroll in school and leave them to their own devices to ensure a positive outcome. This will only lead to disenfranchised customers that ultimately drop classes, quit responding to Workforce staff and force local and State performance to drop. Workforce staff must be able to blend training and support service dollars into a customer’s ITA in order to foster a positive outcome. Customer travel, childcare and other ancillary expenses are often greater than the actual cost of tuition. We have retooled our WIA/PELL coordination efforts but even when a customer has use of their PELL funding to cover additional expenses during training this dollar amount is still not enough to see them successfully through their program. Furthermore we are seeing more cases where a customer is given a job offer but is in need of uniforms, boots, tools of the trade, etc. Due to high levels and durations of unemployment the
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customers from fields such as construction, manufacturing, HVAC and automotive services do not have these items as most (clothing and boots) are now worn and often times tools of the trade have been sold to cover household expenses or don’t meet current industry standards. These costs are essential to get a customer what is needed to start employment, but have been greatly reduced as support service dollars are limited. Travel assistance has become the most important support service when assisting the long term unemployed become re-employed. Most customers entering employment require travel assistance AT LEAST through their first pay period and many times beyond that as they struggle to catch up on back debt. Below is a breakdown of services provided by staff for the last several program years. The following illustrates the increased demand for Core and Intensive services over enrollment into training services.
PY Core Intensive Training
2010 36572 10410 1514
2011 67057 12351 465
07/01/2012 to 12/30/2012 56028 10046 309
The chart above clearly depicts the surge in Core and Intensive services with our current services provided at the Core level at 84 percent of last program year and Intensive services at 82 percent of last program year after just two quarters! These counts include both WP and WIA programs.
2. Region 10 is one of the geographically smaller Workforce Regions in the State of Florida. Our primary population base is located in Ocala which is centralized in Marion County. The outlying areas that are comprised of Citrus and Levy Counties both suffer from harsh economic conditions. Levy County is classified as a RACEC area. While Citrus County is not a RACEC it continues to struggle during this time of recovery.
Citrus County is largely a retirement area and despite continued efforts of Workforce, Economic Development and Chamber partnerships many expanding and new operation attempts have been slowed due to lack of infrastructure. Furthermore, the recent acquisition of the Progress Energy nuclear plants by Duke Energy has created uncertainty for potential growth in hiring and recruiting efforts. All of these factors combined have left Citrus County a rural retirement area with a workforce that is forced to act as a feeder for larger neighboring Metropolitan areas such as Tampa, Orlando and Ocala.
At the request of our Board and community partners we have significantly increased our exposure in Citrus and Levy Counties through increased marketing and outreach. Through
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established partnerships with local newspaper and radio media outlets we have been able to accomplish these goals with very few expenses. However, with a business base comprised mostly of small to medium sized service sector businesses these efforts have significantly impacted our need for additional Center staff to meet the needs of these businesses in regards to recruitment, screening and placement efforts. Our ability to meet these increasing demands has been stymied by the balancing of staff costs to training allocations.
Below is graphical representation of the increase in open Job Orders for Citrus, Levy and Marion Counties since July 1st, 2011. Our centers are currently operating at the same staffing levels as they were at the beginning of PY 2011.
3. Region 10 has been successful in seeking out and receiving grants to serve at-risk populations as well as large populations created by specific downsizing events such as the Manufacturing and Taylor Bean and Whitaker NEG Grants as well as Pathways Out of Poverty, Healthcare II and Electronic Health records. Due to these large grants we were able to limit local funding expenditures, but were left with larger than usual rollover of Formula funds this program year. Since 2008, the following numbers of customers were served with special grant funding above and beyond our usually Formula funds.
Grant PY Customers Served Grant Amount
Manufacturing NEG 2009/2010 610 $1,195,838.00 Taylor Bean (TBW) NEG 2009/2010 533 $1,580,298.00 Pathways out Of Poverty 2009 to 2011 344 $1,787,010.00 Healthcare II 2009/2010 258 $274,406.00 Electronic Health Records 2009/2010 344 $186,067.00 Totals 2089 $5,023,619.00
A budget (or proposed budget) showing program components and major breakouts for each program (one-stop services, training providers, administrative costs, etc).
1. See Attachment 2
Identify how the current and long-term unemployment rate for the region will be impacted by a waiver, should it be approved. Documents that identify the regional board’s efforts to increase demand from individuals to meet market needs (to address the “talent gap”)
1. We will be addressing the two items above together as both bullet items go hand in hand with local efforts.
The Ocala MSA was recently recognized on a national level as one of three areas in the nation to have experienced the most significant drop in unemployment figures. We certainly in no way attribute our efforts alone to this accomplishment, but we certainly play a large role in the broad range of partnerships that foster an environment of job growth. We feel that our continued efforts through our Workforce offices and collaborative work with community partners will continue the trend of job placements for our unemployed and underemployed customer base.
Skills Gap Study
The on-going dialogue regarding the lack of skills that industry needs caused Workforce to fund a skills gap study. The study began in late May of 2012. The report was presented to the Workforce Connection Board and stakeholders on December 5, 2012. The report (Attachment 2) identifies gaps for existing industry and presents a pipeline approach for “aspirational industries.” Workforce Connection’s Board has approved a budget that establishes the services and structure approach recommended in the study. An on-going Task Force is being developed with the help of our educational and economic development partners that will review the recommendations and establish an implementation plan. The work of the committee will be used to prioritize training to meet employer needs.
One of our most recent partnerships with the Marion Regional Manufacturing Association (MRMA) explained later in more detail, has resulted in a joint hire between MRMA and Workforce to identify and meet additional needs of our local manufacturing businesses. The individual is housed in Workforce Connection offices and is a direct link to MRMA and their membership base. This existing relationship and ‘trusted face’ has opened numerous doors for Workforce to become even more involved in helping to solve issues for our local manufacturers. With manufacturing being one of our largest industries it is vital that we stay connected with and attuned to the needs of the manufacturing community. This intensified partnership will allow us to identify and overcome current and projected skills gaps through continued communication.
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Assessment As It Relates To Skills Gaps
Part of our local continuous improvement efforts also led to a survey of local businesses to determine what assessments industries are using and if these assessments could be utilized by Workforce to promote increased quality in our employment referrals. Part of this survey was also to identify what types of skills our local businesses are assessing for. This survey yielded results that were typical of an economic environment where a ‘buyers market’ exists for hiring businesses. The results from the businesses surveyed pointed to a severe gap in soft skills and labeled this gap as the primary reason a candidate does not get hired:
55.6% of the responders currently use a formal assessment tool and only 50% of those assess actual hard skills. The remaining rely on interviews to determine a candidate’s ability to do the job.
Of the Responders the most important elements reviewed during the assessment or
interview process were: o Behavioral Attributes o Personality o Occupational Skills
84.6% of the responders noted that the primary reason a candidate does not get hired is a lack of Soft Skills (grammar, communication, etc.)
73.6% of the responders stated that a lack of job specific skills was the secondary reason candidates are not hired.
However, 81% of the responders stated that the most important skill or trait for a candidate was Soft Skills.
And, with less than 25% of the responders relying on an actual hard skill assessment to make their hiring decisions it is apparent that 75% are basing decisions on a candidate’s skill level on information shared during the interview or as displayed on the customer’s resume. This has a direct correlation with an individual’s level of soft skills such as communication, grammar, etc.
Soft Skills are the predominant gap that we as Workforce must prepare to tackle in order to meet the needs of our businesses. Soft skills can only be refined and taught through intensive case management, workshops and smaller, topically focused workgroups and does not fit the mold of a “50%” expenditure.
As more of the skilled, unemployed individuals gain employment we will decrease our pool of individuals that possess both occupational and soft skills further promulgating the correlation of workforce offices with ‘unemployment offices’ that only work with unskilled labor. During this time of recovery the businesses of Florida should be looking to Workforce to provide professional, timely and meaningful services - all facets of our business that will foster an environment of dedication and belief in our mission moving forward.
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Documentation that the regional board and the Chief Elected Official have approved the waiver request.
1. See Attachment 3 An agreement that if the conditions warranting the waiver change, the regional board commits to comply with the ITA reserve requirement and will notify WFI of such compliance.
Workforce Connection staff and management have worked hard to fully understand what is needed by our local business community to maintain strong and fruitful partnerships. The points made in this document represent those current needs. We fully understand and commit to complying with the ITA requirement at the point in time when 50% of WIA funding allocated to training fully meets the needs of the business community that relies on Workforce to supply them with a well trained, groomed and prepared workforce. We will continue to pursue expanded OJT, EWT, Internship and Work Experience opportunities, though the success of those efforts remain uncertain at this time.
The budget submitted by the region should be the FY 2012/13 Budget Summary by sub-account, with an additional spreadsheet that compares expenditures at full compliance with the statutory ITA reserve requirement, and expenditures at the requested reserve reduction, thereby showing how the redirected training funds will be used if the requested reduction is approved.
1. See Attachment 4
Information regarding: Number of Full-Time & Part-Time Employees Number of Employees designated as supervisory/managerial, identifying those that also
provide direct services Description and total cost fringe benefits that are included in the salary item Professional fees (provide definition or description of what you capture as professional fees) Detail for the travel expenditures
At this time Workforce has the following for Full and Part Time employees:
Full Time CLM: 89 Part Time CLM: 1 Full Time DEO: 13 Full Time DEO OPS: 15 Part Time DEO OPS: 0
Of the 118 total staff, fifteen (15) are classified as a supervisor or manager including the Chief Executive Officer, Chief Operating Officer and Chief Business Development Officer.
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All supervisors and managers with the exception of the aforementioned executives provide direct services.
Fringe expenses as they relate to the overall payroll budget are as follows:
Percentage
Health Insurance $203,294.67 12.37% Dental $15,806.24 0.96% Life Insurance $7,241.08 0.44% Worker's Comp $27,953.42 1.70%
FICA
7.65% Unemployment Tax (Average of 2012 & 2013 )
2.11%
Retirement $145,149.90 8.83%
Total 34.06%
1. Full staffing budget detail – See Attachment 5
Current Organizational Chart for the regional board staff, and One-Stop Career Centers, if applicable.
1. See Attachment 6 The number of job placements to date in (program year) 2012 for clients receiving
Core and intensive services; and Core, intensive and training services.
1. Total Placements for those receiving Core and Intensive Level Services:
a. 07/01/2011 through 06/30/2012: 5853 b. 07/01/2012 through 12/31/2012: 5685
2. Total Placements for those receiving Training Services: a. 07/01/2011 through 06/30/2012: 1088 b. 07/01/2012 through 12/31/2012: 463
The figures clearly indicate that placements within this program year for customers receiving core and intensive services have nearly doubled in the first two quarters, while placements for customers receiving training services has actually dropped more than 50% behind the previous year placement figures at the midpoint of the program year.
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An explanation of how your region’s current business outreach services are helping to support a more collaborative effort between the regional board, local businesses, and educational institutions.
Revised ITA/Customized Training funding approach: The previous funding approach to ITA’s with eligible training providers was to budget two years’ worth of training costs from the current year funding. This allowed for one year’s cost to be spent during the first year of the grant funding, with the second year funding being carried over into the second year of grant funding.
There were significant business reasons for this approach.
a. Stabilized funding for tuition, books and fees for the entire training period, thereby assuring the customer that their training costs were covered for the entire training period. This removed the instability that is sometimes caused by the ups and downs of federal funding.
b. With lower “caseloads” less staff was required to manage those customers in training. This allowed for more funds to be directed to other workforce priorities, including more funds for EWT, OJT and employer services.
Workforce changed its policy to fund only year one of training costs for each trainee. This provides the ability to:
a. Provide more individuals with classroom training. With the same amount budgeted, twice as many could be enrolled in CT.
b. Provides for more diverse training options to be funded and/or more spent on other training options such as OJT, EWT and customized training.
Workforce established a revised business association with each of its training providers.
a. Each county has an “expediter” to work with our training providers to coordinate recruitment of students who visit the provider rather than Workforce.
b. Established basic referral standards that support mutual goal of completion and placement.
c. Established on-site enrollments during provider enrollment periods. d. Trained staff on new business paradigm and resultant policy changes.
Workforce Connection has also chosen to expand training options and increase previous budgets. These include adding internships and work experience as well as expanding EWT and OJT.
Cost of Private Provider Training- Policy change
Workforce Connection’s policy for training costs with private training providers set a maximum payment at the cost of tuition for the same program at a state college or school district’s technical center within our region, whichever was the most favorable to the customer.
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The policy was amended to pay the full costs of private provider training, if the program at our local public institutions was either unavailable or closed with a waiting list and the private provider chosen could enroll immediately.
Revising Marketing, Policies and Procedures
Workforce has policies regarding the operation of OJT and EWT that date to when they were provided by our contracted one stop operator. In addition, policies were dated in other ways and contained local policies that were not valid in the current economy.
Workforce CEO Rusty Skinner began meeting personally with key companies to determine why they were not using EWT, when many needed training for their current workforce. These meetings resulted in the following revisions.
a. Revising the marketing of EWT from “we pay 50% of the training costs ( a factual, precise statement) to “we pay up to 100% of the training costs”(Flyer attached). Businesses stated they did not have the “other 50%.”
b. More broadly defined “employed worker” so that an employee is considered eligible once they started work.
c. Expanded marketing to include real examples of previous EWT grant-sponsored training (Attachment 6).
d. Expanded reimbursable amounts, including: a. Lifted $25 cap on instructor wages; b. Accepted travel costs if required for either training or testing.
e. Streamlined the “initial application” and directed more staff support in the preparation of the funding request. We went from an initial Internet-based, “self-service” approach to a fully staff-assisted process.
Business Association Outreach
The Manufacturing industry has an established organization in Marion County called the Marion Regional Manufacturers’ Association (MRMA), but it operates without staff. Workforce funded a training coordinator and established a $300,000 training fund to support the training needs he identifies. Since October 1, the following are examples of outreach that has occurred.
a. Surveyed MRMA members identified CNC training, welding and soldering as training needs for current employees.
b. Brought in Florida MEP to discuss training options with interested manufacturers; presented Workforce ability to pay for costs; no action from invited employers even with follow-up.
c. Met with all local training providers regarding needs; d. Coordinating placement event for December graduates e. Made proposal on customized OJT and CBT to employer after identifying nationally-
recognized soldering instructor in St. Petersburg that would provide on-site employee and supervisor training for newly hired and existing workers. No response from employer to proposal, following up weekly.
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f. Made less official proposals/initial offers to various small employers seeking training, in process.
Workforce has business outreach contracts with each of the three economic development organizations that serve our area. Training is a key service discussed by these partners as the work to expand our business outreach services. This includes new prospect contacts as well as existing business outreach.
Economic Development
Workforce Connection has been active with our economic development partners for many years.
Workforce has often been asked to commit a training incentive to augment other economic development incentives. In the past, this commitment called for those funds to be “reserved” in the year “pledged” until that commitment could be transferred to the following year. With the 50% requirement, having such an ability past the first quarter of a fiscal year diminishes. The result will be that such support will only be possible when a firm definitively commits. If that commitment occurs after September 30 of any year, the training will most likely have to be funded starting July 1 of the following year (start of the next fiscal year). Over the past twelve months, Workforce has prepared a total of fifty-five (55) Talent Proposals for businesses recruited to locate/relocate into our region or for businesses within the region considering expansion. At one point Workforce had pledged $1Million in training assistance to those firms. Most of the responses, however, were for hiring support and talent information.
Shifting from “Managing costs to Spending”
While not stated, the 50% requirement represents a subtle shift from managing spending and containing costs to a philosophy of spending. In fact one of the amendments related to the 50% requirement even calls for cost not to be a consideration when using a training provider. This shift is implied in each of the concerns raised and could be an unintended consequence that will have a negative impact on the whole system.
Performance
The high levels of performance which Florida workforce boards have achieved has been the result of staff focusing on the ability of the customer to “benefit from training.” Too often customers have a vision of training that conflicts with their personal reality. A person desiring CDL training who has a poor driving record is one example. Quite often these customers are very vocal in their desire. History has proven that when enrollment and spending requirements in grants overshadow other metrics, performance suffers. Many of us have witnessed this recently with the federal stimulus funding and the push to spend and enroll.
Unforeseen Events
While we all hope that the sudden announcements of plant closing and layoffs have ended, they represent the types of unforeseen events that our workforce system is called up to engage. Other such events include hurricanes and storms. In each of these situations, the
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initial services required do not fit the 50% standard. Most employment disruptions are followed by the demands for job placement assistance, relocation assistance and support services. While national emergency grants (NEG) are possible, the initial costs of these events fall onto the local and state funds. Even when awarded, the effective date, more often than not, does not coincide with the initial delivery of services.
A list of FY 2011/12 ITAs for your region by category, and identify placements.
ITA Enrolled Placements Average Wage
Accountants 1 0 $0.00
Architectural Drafters 2 2 $11.20
Automotive Mechanics 4 1 $7.67
Avionics Technician 1 0 $0.00
Billing Clerks 1 1 $9.00
Bookkeeping Clerks 4 4 $10.63
Business Operations Specialists, All Other 1 0 $0.00
Business Teachers, Postsecondary 1 0 $0.00
Cardiovascular Technologists and Technicians 1 0 $0.00
Child Care Workers 1 0 $0.00 Claims Examiners, Property and Casualty Insurance 1 0 $0.00
Computer and Information Systems Managers 2 0 $0.00
Medical and Clinical Laboratory Technicians 4 1 $10.27
Medical and Public Health Social Workers 1 1 $11.50
Medical Assistants 17 4 $11.70
Medical Records and Health Information 28 20 $11.17
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Technicians
Medical Secretaries 9 2 $12.39 Mental Health and Substance Abuse Social Workers 2 1 $12.73
Mental Health Counselors 2 0 $0.00 Network Systems and Data Communications Analysts 1 0 $0.00
Nursing Aides, Orderlies, and Attendants 10 6 $8.75 Office and Administrative Support Workers, All Other 2 2 $10.50
Paralegals and Legal Assistants 3 2 $9.35
Pharmacy Technicians 1 1 $9.62
Physical Therapist Aides 4 3 $10.53
Physical Therapist Assistants 8 7 $9.37
Police Patrol Officers 9 2 $11.21
Private Detectives and Investigators 1 1 $13.50
Public Relations Specialists 1 0 $0.00
Radiologic Technicians 17 9 $13.07
Registered Nurses 20 9 $16.38
Security Guards 2 2 $8.69
Solar Photovoltaic Installers 1 1 $8.00
Special Education Teachers 1 0 $0.00 Substance Abuse and Behavioral Disorder Counselors 3 2 $8.30
Surgical Technologists 1 0 $0.00
Truck Drivers, Heavy and Tractor-Trailer 14 8 $11.17 Welding, Soldering, and Brazing Machine Setters 2 1 $12.00
Total 263 123 $11.38
The process of refining and developing training programs for our local targeted occupations involves the review of the Occupational Supply and Demand report. Often times we find that although occupations are on the Targeted Occupation List the projected local supply and demand prohibits the number of trainees that enroll in specific programs. If low projections exist on a ‘targeted’ occupation we will more than likely refrain from funding ITA’s in that occupation. Recent efforts by the region to streamline or automate service delivery through the One-Stop Career Centers. We have been very proactive in automating many services with two goals in mind:
A. Simplify access to services for our customers B. Increase efficiency of staff time
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Automation WTP Work Registration
The first process that we streamlined was the WTP Work Registration process. To ensure that the weekly work registration session and one on one counseling sessions provide meaningful services and not simply data collection we looked at different ways to eliminate the time spent completing paperwork. The first change was creating an instructional Webinar that details the WTP program and requirements as well as the needed paperwork. The customer is supplied the Work Registration packet at the completion of the webinar and is asked to complete it prior to attendance. This only leaves staff reviewing the paperwork and having the customer sign it. The remaining time is left to work with the group and set program expectations. Furthermore, any forms that a customer may need to access in the future are posted on our website for ease of access. WIA Application Like the WTP process, WIA has been fully automated so a customer no longer has to visit or make an appointment at a Workforce Connection center to apply for WIA assistance. Our WIA application has been converted into an easy to understand questionnaire that the customer completes online. Once submitted the form is converted into a .PDF documented and sent via e-mail to our WIA training team for review.
WIA/WTP Support Services Reloadable debit cards are utilized for the issuance of supportive services. We often find that customers with multiple barriers find themselves in situations where we need to be able to act quickly to keep them fully participating in their program. Our reloadable cards can have funds assigned to them at a moment’s notice when needed. Our case managers no longer have to wait for a check to be processed. Electronic Records Last program year brought about the implementation of the ATLAS electronic records system. The ATLAS system allows staff at any Workforce center to access a customer’s records. There is no longer a need to find a working file to see all of the details of a customer’s Workforce experience. This has eliminated all wait times for customers when a particular staff member is not available. Customer Traffic Tracking A portion of the ATLAS system includes the sign-in kiosks at the entrance to all of our centers. This tracking system allows staff to trend center traffic flow and traffic counts to better manage our staff resources to meet the demands of our job seeking customers. Staff Appointments and Workshops Customers are no longer required to call or visit a Workforce center to schedule a meeting with a Workforce representative or to reserve a seat for a workshop. Workforce provides a convenient, online time center where customers can view available appointment/workshop times and schedule themselves for a time that best meets their needs. All staff are listed in the
Page 17
time center by program and specialty so the customer can get to the right staff member the first time. Customers can also view our full line of workshops, select those that meet their needs and reserve a seat from anywhere they have internet access. Our workshops have also been made portable to reach our outlying areas. Travel is always a concern for our customers and the more local services we can provide outside of our brick and mortar locations the more meaningful our services are to our customers. Aside from the Workshops conducted in our three centers we also offer our workshops on a rotating basis in the following locations: Citrus County
Homosassa Library Crystal River Library (Coastal) Beverly Hills Library (Central)
Marion County
Dunnellon Library Belleview Library Forest Library Taylor College (Belleview) The Forest Community Center (Ocklawaha)
College of Central Florida – Patriot Connection
Program year 2012/13 marked the opening of our satellite office through partnership with the College of Central Florida. This office assists students of our local educational providers in locating Internship, Work Experience, OJT and employment opportunities. This partnership has provided us access to a broader talent development pipeline while providing access to Workforce services to the graduates of our partners. Outreach from this office covers the three county Region and all of our educational partners:
College of Central Florida Community Technical and Adult Education Taylor College Rasmussen College Withlacoochee Technical Institute
Patriot Connection Performance Total Served 591
Total Services Provided 3939 Total Entered Employment 61 Total Obtained Employment 43
Average wage of Entered Employments $9.19/hour
Page 18
Informational Webinars We currently have multiple informational webinars that cover topics from an orientation to Workforce services to preparing for an interview. The webinars can be viewed online so a customer has access anywhere they have an internet connection. All of Workforce Connection’s webinars are produced in-house so there is no additional cost for their creation. Additional Access Points Workforce Connection is comprised of Citrus, Levy and Marion Counties. A majority of this region is considered rural so travel to physical Workforce Connection offices can be a challenge for our customers. To help eliminate transportation barriers for our customers we have pushed many services out to remote partner locations either through use of space or Mobile Resource Unit (MRU). Workforce has partnered with many social service agencies in our Region to utilize space on a rotating basis to offer Workforce services to their client base. Many of these locations provide access for individuals participating in the WTP or SNAP programs. These satellite locations have greatly benefited our customers and have relieved some of the need for ongoing support services. Our MRU visits numerous rural locations throughout our Region. The MRU offers the same full line of services that are available in a Workforce Connection center. Our MRU makes multiple stops at remote locations each week to include: Williston Bronson Cedar Key Inglis
Our MRU provides Workforce services to customers that ordinarily would not be able to access our services due to rural locations and travel barriers. The table below shows the number of services provided to customers in the outlying areas of our region for PY 11/12 and PY 12/13 through December 31st, 2012.
The ability to continue offering services at remote locations will be based on the availability of staff funding moving forward. As illustrated below, the need for the availability of remote services has more than doubled this program year having provided more services as of the midpoint of this program year than were provided the entire program year of 2011/12.
Mobile Unit Activities Provided PY 2011/12 PY 7/1/2012-12/31/2012
439 509
Page 19
For FY 2011/12, the number of client services provided through the One-Stops Career Centers, and the number of “first-time” clients, if this information is captured
Region 10, like most regions has seen the services provided within our centers rise exponentially over the last few years. The chart below represents the total number of WP services provided by Workforce staff over the last six quarters. This chart clearly depicts an increase of WP services provided in our centers by almost eighty (80) percent in the last two quarters over the previous program year. Our centers are currently operating at the same staffing levels we were at at the beginning of PY 2011.
And, while Core and Intensive services under Wagner Peyser have increased by nearly eighty (80) percent across all of our centers we have seen the demand for enrollment into training activities remain relatively flat with the exception of the usual influx at the beginning of the fall semester.
0
50
100
150
Jul-
11
Au
g-1
1
Sep
-11
Oct
-11
No
v-1
1
De
c-1
1
Jan
-12
Feb
-12
Mar
-12
Ap
r-1
2
May
-12
Jun
-12
Jul-
12
Au
g-1
2
Sep
-12
Oct
-12
No
v-1
2
De
c-1
2
Training Enrollments 7/1/2011-12/31/2012
County 7/1/11-6/30/12 7/1/12-12/31/12
Citrus 29547 23764
Levy 7322 5881
Marion 71308 52386
ADDRESSING the SKILLS GAP
CITRUS, LEVY & MARION COUNTIES
2012
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Typewritten Text
Attachment 1
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Typewritten Text
2
ACKNOWLEDGEMENTS
This report was prepared by Thomas P.
Miller and Associates, LLC (TPMA). TPMA
would like to thank all of the individuals
who participated in project. TPMA
appreciates the feedback provided by
individuals who provided input during the
skills gap forums, individual employer
interviews and the employer survey.
Thomas P. Miller and Associates would like
to also thank the leadership and staff of
Workforce Connection for their day-to-day
assistance and guidance throughout the
project.
Thomas P. Miller and Associates
1630 N. Meridian Street, Suite 430 Indianapolis, IN 46202
INTRODUCTION As communities across the country begin to
climb out of the Great Recession, more and
more businesses are confronted by the
skills gap phenomenon. With the national
unemployment rate hovering around 8
percent, there should be a vast talent pool
from which to hire, right? Well, not really.
Employers across the country and
throughout the world are having significant
difficulty finding skilled talent to fill job
vacancies.
The three-county region comprised of
Citrus, Levy and Marion counties is no
different. With a regional unemployment
rate of 10.1 percent in August 2012, there
were 21,105 individuals without a job.1 Yet,
local businesses cannot find job applicants
who possess the skills required for
employment. In short, there is a gap
between the skills currently possessed by
the regional workforce and the skills being
sought by regional employers.
This Skills Gap project set out to define the
specific skills sought by industries and
identify the gaps between those skill needs
and the qualifications of applicants and
recent graduates. The findings can then be
utilized to inform education curricula that
can help to “re-skill” unemployed residents
1 Workforce Connection, “Region hits employment
trifecta: unemployment down, labor force and employment numbers up,” September 21, 2012. http://www.clmworkforce.com/uploads/documents/AUG-2012-Employment-Release-9-21-12.pdf
5 Civic Enterprises and Corporate Voices for Working Families, in association with the Institute for a Competitive
Workforce, U.S. Chamber of Commerce and Peter D. Hart Research Associates, “Across the Great Divide: Perspectives of CEOs and College Presidents on America’s Higher Education and Skills Gap,”March 2011, pg. 7 – 9 6 Ibid
TOP 10 JOBS U.S. EMPLOYERS ARE HAVING DIFFICULTY FILLING2
These competencies are only intended as a starting point and will need to be vetted by regional
manufacturers for accuracy and relevance.
24
HEALTHCARE
Explore ways to support the College of Central Florida’s plans to bring a Bachelor’s Degree in
Nursing program to the region. The College currently offers an Associate’s degree in Nursing
and has articulation agreements with Florida’s universities for students to continue on toward
their Bachelor’s Degree. This 2+2 arrangement is an excellent tool to help individuals move
along the career pathway. When a student leaves the area to pursue additional schooling;
however, the community risks losing a part of its workforce for good. A regionally-based
Bachelor’s degree program would help to ensure that healthcare providers have access to the
high-skill talent they need, will provide a more convenient training option for individuals, and
will help the community mitigate brain drain.
ADDRESSING THE “EXPERIENCE” CHALLENGE
Employers across all industries reported job candidates do not have the experience they look
for when hiring.
Utilize internship and apprenticeship-type programs to provide emerging workers with
opportunities for on-the-job training.
Explore ways to leverage the companies currently housed within the region’s incubators
to offer students real-world experience.
Simultaneously, promote the value of credentials to area employers. Rather than only
hiring candidates with 3 – 5 years of experience, help employers to understand what
skills and competencies are demonstrated through certain credentials and related
assessments. This will help younger workers get in the door and will help employers fill
vacant positions.
25
EMPLOYER ENGAGEMENT
Workforce Connection’s commitment to regional businesses is nothing new. Over the years,
Workforce Connection has prioritized and invested in demand-driven solutions. Their
innovative approach has earned them credibility with other key stakeholders in the region,
including economic development, education and other business-serving organizations.
The partnership between workforce development and economic development in the central
Florida region is strong. Collaboration is truly how they do business and is evidenced in a
number of ways, including being a partner at the table with economic development in support
of attraction and expansion efforts. Workforce Connection quantifies and leverages workforce
development services and resources, such as on-the-job training contracts, into economic
development “packages” to lure new businesses and incentivize expansions of existing
businesses. These relationships have long existed with Workforce Connection and the
Ocala/Marion County Economic Development Council co-locating years ago and, more recently,
moving into the Enterprise Center on the Central Florida College’s campus to further strengthen
ties to education.
Workforce Connection also has a history of meeting the specific needs of existing industry.
Several years ago, Workforce Connection partnered with the Central Florida Community
College to implement manufacturing-related courses for incumbent workers that were
developed with industry input. Around the same time, Workforce Connections also led the
Citrus/Levy/Marion Counties Great Places to Work Project, which encouraged regional
employers to improve workplace practices. More recently, Workforce Connection worked with
a group of regional employers to create a customized training program to address
Fundamentals of Supervision, which was a common need of regional manufacturers. The
program was very successful, and plans are underway for a more advanced training.
While Workforce Connection has made great strides in business services, there is still
opportunity to increase awareness among businesses, particularly in terms of the tangible
services and resources that add value and have impact on a business’ bottom line.
Furthermore, Workforce Connection can continue to work with its partners at the
Ocala/Marion County Chamber and Economic Partnership (CEP), Citrus County Economic
Development Council and the Nature Coast Business Development Council to find ways to build
upon and deepen relationships with businesses in order to become positioned as their strategic
partner.
26
This Skills Gap project is an attempt by partners to keep their finger on the pulse of the skills
needed by regional industries. Moving forward, the partners could consider creating industry
partnerships for a few high-value industries with workforce needs. While the concept of
industry partnerships is not new, it is gaining traction across the country as a valuable solution
to the growing skills gap crisis, particularly in manufacturing. This moves the conversation from
a one-time focus group to an ongoing conversation driven by industry.
In the case of manufacturing, Workforce Connection is currently providing staff support to the
Marion Regional Manufacturers Association (MRMA), and serves as a convener to address
workforce needs through the full continuum of a talent development system–including talent
attraction, development and retention. MRMA can be expanded to include more
manufacturers from Citrus and Levy counties and can also be used as a model for building or
expanding other region-wide industry sector strategies throughout the three counties. Industry
partnerships like MRMA can focus on various aspects of career pathways, including pipeline
development in K-12 education, stackable credentials in post-secondary education and training
and incumbent worker training addressing the needs of existing workers.
27
PIPELINE DEVELOPMENT
The information collected from employers and partners reveals that several industries struggle
to maintain a pipeline of students or emerging workers. This was especially true of the input
gathered from Manufacturers and Information Technology representatives. When working to
fill the pipeline, it will be important to continue working with the K-12 school districts and, in
particular, their career academies. Other partners such as Junior Achievement are critical as
they can help to expose students to careers and entrepreneurial opportunities.
MANUFACTURING
Many of the schools and training providers have ongoing relationships with manufactures in the
region. For those that do not already have these relationships, Workforce Connection can help
facilitate connections between the manufacturing community and the region’s secondary and
post-secondary institutions. It is important that manufacturers play an active role in helping
students and teachers and guidance counselors better understand careers in manufacturing.
This can include providing guest speakers in the classroom, offering plant tours or job
shadowing opportunities.
Highlight the different products that are manufactured in Citrus, Levy and Marion
counties. This gives students a tangible understanding of what manufacturing means in
the three-county region.
Partner with the Marion Regional Manufacturers Association (MRMA) who can engage
its membership to participate in cultivating the talent pipeline.
Inform guidance counselors and others providing career advice about the various
opportunities in manufacturing, the wages they provide and, in many cases, the
technologically advanced environment in which they operate. They can then share this
information with students.
INFORMATION TECHNOLOGY
The processes and knowledge in the Information Technology industry change rapidly.
Individuals interested in careers in IT must be lifelong learners and engage in updating their
skills on a regular basis. These facets of careers in Information Technology can be promoted to
students and young adults who are interested in a dynamic career and have technical aptitudes.
A few of the schools in the region offer project-based learning programs such as
robotics competitions or Project Lead the Way. Explore way to expand these
opportunities so they are available throughout the region. These programs can help
expose students to technology careers or simple cultivate their interest in the field.
28
CONTINUING PARTNER COLLABORATION
Skills gaps will take more than just workforce development partners or education providers to
solve. To truly move forward on closing the gap, all community stakeholders will need to be
engaged. These stakeholders include, but are not limited to:
Employers – to provide input and
information about what skills are
being sought and the latest industry
trends and to play an active role in
promoting careers in their industries
Economic Development
Organizations – to provide guidance
on the regional economic dynamics
and to utilize its relationships with
businesses to gather information
about needs and challenges
Chambers of Commerce & Industry
Associations – to help engage their
members in validating the skills
needed for specific occupations; to
promote career opportunities in
their industries
Education providers – to update,
modify or develop curriculum and
training programs to prepare the
region’s workforce with skills
employers need
Local elected officials – to be
champions and to provide funding
when possible to the necessary
programs or initiatives
Community organizations – to
engage citizens in closing the skills
gap by promoting in-demand jobs to
parents and students, building soft
skills training into their programs, or
helping to facilitate job shadow/
mentorship opportunities among
students and businesses
As economic development organizations transition, it will be important to maintain the strong
partnership between economic development and workforce development. Workforce
Connection is well-positioned to play the role of convener and to keep partners engaged. In
order for a coordinated effort to emerge, Workforce Connection can consider forming a Skills
Gap Task Force. This small working group will determine priorities to act upon and can begin to
engage further with industry representatives and service providers to implement solutions.
Specific steps the Task Force might take include:
Re-visit the regional competency models developed by Workforce Connection and
update them with the latest industry needs and requirements
After identifying priority gaps to address, engage a core group of employers to help
build a more robust picture of the specific skill gaps in those occupations
Work with training and service providers to implement solutions
Assist in expanding or building industry partnerships in the region
29
As a neutral convener, Workforce Connection can coordinate the group, help maintain
momentum and monitor progress. It will be important for the Skills Gap Task Force to include
representatives from and partner with the region’s economic development organizations in the
region as they often have a pulse on the latest economic trends, business and industry needs
and existing relationships.
30
CONCLUSION
The skills gap is not a challenge that
remains stagnant. As professionals in
workforce development, education and
economic development know, the needs of
businesses change quickly. It is important
to begin to work toward solutions on
identified gaps, but also bear in mind that
employers will need to be continuously
engaged to identify their needs and validate
proposed solutions.
Partners who are working to close the skills
gap should be encouraged by the history of
collaboration and teamwork that exists
within Citrus, Levy and Marion counties.
The skills gap challenge affects the entire
community; therefore, partners will need to
leverage this foundation of successful
collaboration to help prepare the workforce
with the skills needed by regional
businesses.
Occupations for Aspirational Industries
Citrus, Levy and Marion Counties, Florida
Prepared by:
1
Introduction
In May 2012, Thomas P. Miller and Associates (TPMA) and Workforce Connection began a
project to build the labor market and industry advantages in three Florida counties: Citrus,
Marion, and Levy. This ongoing project includes three stated goals:
Define the skills sought by targeted industry sectors
Identify the gaps between industry skill needs and the qualifications of job
applicants and recent graduates
Utilize findings to inform education courses/ curricula that will be designed to “re-
skill” unemployed residents to better compete for jobs in these industries
In addition to defining target industry sectors based on existing strengths and competitive
advantages—explored in other phases of this project—this report reviews the skills and
education required for key occupations in 46 detailed industries, divided into three aspirational
clusters.
Industry clusters, and their key occupations and skills, examined in this report include:
Value-Added Logistics
Captains, Mates, and Pilots of Water Vessels
Cargo and Freight Agents
Transportation, Storage, and Distribution Managers
Medical Device and Scientific R&D Team Assemblers
Industrial Engineers
Medical Appliance Technicians
Aviation/Aerospace
Computer Systems Analysts
Computer Support Specialists
Aircraft Mechanics and Service Technicians
2
Methodology
Defining Industries In light of feedback gathered during on-site meetings with Workforce Connection, the TPMA
project team noted three aspirational industry clusters that resonated with regional leaders. As
noted above, these industry clusters include:
Value-Added Logistics
Medical Device and Scientific Research and Development
Aviation/Aerospace
Although this was a valuable starting point, a more detailed list of standardized industries1 was
required in order to analyze the top occupations, and their required skills and education levels,
for each industry cluster. To do so, the project team reviewed industry cluster reports from
around the country for value-added logistics and medical device research and development, as
well as a previous aviation/aerospace report complete for the Ocala region. This phase
produced a list of more than 50 six-digit NAICS industries among the three industry clusters.
Industry clusters were further refined for the Ocala region through an examination of projected
employment growth attributed to the region’s competitive advantage. Known as shift share
analysis, this approach estimates which portion of employment growth is a result of national
trends and how much is due to unique regional factors. The result was a list of 46 industries,
defined at the six-digit NAICS code level, among the three industry clusters. The full list can be
found in Appendix A.
Choosing Occupations
GEOGRAPHY
As described above, aspirational industries were analyzed based on the projected growth and
competitive advantages specific to the Ocala region. Once these clusters were defined,
however, the project team expanded the geographic scope to the broader Southeastern United
1 The project team relied on industry codes and definitions from the North American Industry Classification System (NAICS), as defined by the federal Office of Management and Budget. NAICS codes are “the standard used by Federal statistical agencies in classifying business establishments for the purpose of collecting, analyzing, and publishing statistical data related to the U.S. business economy” (U.S. Census Bureau, 2012).
3
States in order to choose occupations most commonly employed in, and therefore of critical
importance to, each industry cluster.
This approach is based on the logic that if the Ocala
region is to attract these aspirational industries, the
region may not currently possess the ideal mix of
required occupations. Therefore, the geography relied
upon to choose the top three occupations for each
industry cluster included six states: Florida, Georgia,
Alabama, Louisiana, Mississippi, and South Carolina.
The project team then compiled three lists of
occupations—one for each industry cluster—of the top
15 jobs that will be required to staff these industry
clusters in 2021, based on total number of jobs.
SPECIALIZATION
Several of the remaining occupations are commonly employed in Ocala’s aspirational industry
clusters but are not highly specialized; that is, they can be found across a wide variety of
industries and are not specific to the industry clusters in this report. Examples include file
clerks, receptionists, and other administrative support positions, as well as sales
representatives and occupations such as “Managers, All Other.” While these occupations are
not unimportant to the aspirational industries, emphasis was placed on occupations with
greater levels of relevant specialization. Refining the top 15 jobs from each occupation resulted
in the removal of non-specialized jobs from the occupation lists.
EDUCATION
The final list of three occupations per industry cluster was determined based on minimum
educational attainment levels. The project team eliminated from the list both the very high-
skilled jobs—those that require a masters or professional degree—and the very low-skilled
jobs—those that require less than moderate-term on-the-job-training.
The project team selected the final list of nine occupations with the goal of creating a balanced
mix of minimum educational attainment requirements.
Identifying Skills
O*Net Online is an initiative of the Department of Labor’s Employment and Training
Administration. The site includes a list of 120 areas of knowledge, skill, and ability (KSA) and, on
4
a scale from 0 to 100, their associated importance to each federally defined occupation. The
project team compiled these lists for the nine identified occupations and ranked the KSA
importance levels to identify the top 15 KSAs.
These are the knowledge, skills, and abilities on which Workforce Connection and its regional
partners should focus in order to build a more qualified and prepared workforce for the
region’s aspirational industries.
A longer list of the top 10 knowledge, top 10 skills, and top 10 abilities for each occupation can
be found in Appendix B.
5
Value-Added Logistics
Captains, Mates, and Pilots of Water Vessels
Cargo and Freight Agents
Transportation, Storage, and Distribution Managers
6
Captains, Mates, and Pilots of Water Vessels
Description
Command or supervise operations of ships and water vessels, such as tugboats and ferryboats,
that travel into and out of harbors, estuaries, straits, and sounds and on rivers, lakes, bays, and
oceans.
Minimum Education
Work experience. Required to hold license issued by U.S. Coast Guard.
Top 15 Required Knowledge, Skills, and Abilities
By Importance Level
Transportation
Judgment and Decision Making
Active Listening
Problem Sensitivity
Oral Expression
Operation and Control
Far Vision
Coordination
Critical Thinking
Oral Comprehension
Speaking
Control Precision
Spatial Orientation
Public Safety and Security
Operation Monitoring
80
77
76
76
74
74
74
74
72
72
71
71
71
70
70
7
Cargo and Freight Agents
Description
Expedite and route movement of incoming and outgoing cargo and freight shipments in airline,
train, and trucking terminals, and shipping docks. Take orders from customers and arrange
pickup of freight and cargo for delivery to loading platform. Prepare and examine bills of lading
to determine shipping charges and tariffs.
Minimum Education
Moderate-term on-the-job training.
Required Knowledge, Skills, and Abilities
By Importance Level
Transportation
Reading Comprehension
Oral Comprehension
Oral Expression
Active Listening
Critical Thinking
Speaking
Customer and Personal Service
Written Comprehension
English Language
Speech Clarity
Negotiation
Complex Problem Solving
Time Management
Active Learning
87
85
75
75
74
71
70
66
66
64
63
61
60
58
57
8
Transportation, Storage, and Distribution Managers
Description
Plan, direct, or coordinate transportation, storage, or distribution activities in accordance with
governmental policies and regulations. Include logistics managers.
Minimum Education
Work experience in a related occupation.
Required Knowledge, Skills, and Abilities
By Importance Level
Transportation
Oral Expression
Administration and Management
Problem Sensitivity
Customer and Personal Service
Coordination
Oral Comprehension
Speech Clarity
Speech Recognition
Critical Thinking
Time Management
Speaking
Reading Comprehension
Active Listening
Deductive Reasoning
79
77
76
76
75
75
74
74
74
72
71
70
68
67
66
9
Medical Device and Scientific R&D
Team Assemblers
Industrial Engineers
Medical Appliance Technicians
10
Team Assemblers
Description
Work as part of a team responsible for assembling an entire product or component of a
product. Team assemblers can perform all tasks conducted by the team in the assembly process
and rotate through all or most of them rather than being assigned to a specific task on a
permanent basis. May participate in making management decisions affecting the work.
Minimum Education
Moderate-term on-the-job training.
Required Knowledge, Skills, and Abilities
By Importance Level
Learning Strategies
Active Listening
Manual Dexterity
Oral Comprehension
Quality Control Analysis
Oral Expression
Active Learning
Instructing
Production and Processing
Operation Monitoring
Arm-Hand Steadiness
Finger Dexterity
Information Ordering
Near Vision
Equipment Selection
64
63
63
63
61
60
59
59
57
56
56
56
56
56
55
11
Industrial Engineers
Description
Design, develop, test, and evaluate integrated systems for managing industrial production
processes including human work factors, quality control, inventory control, logistics and
material flow, cost analysis, and production coordination.
Minimum Education
Bachelor’s degree.
Required Knowledge, Skills, and Abilities
By Importance Level
Engineering and Technology
Production and Processing
Oral Expression
Mathematics
Deductive Reasoning
Oral Comprehension
Problem Sensitivity
Critical Thinking
Mathematical Reasoning
Active Listening
Time Management
Reading Comprehension
Inductive Reasoning
Information Ordering
Speech Clarity
88
86
85
84
81
78
78
77
75
73
73
72
72
72
72
12
Medical Appliance Technicians
Description
Construct, fit, maintain, or repair medical supportive devices, such as braces, artificial limbs,
joints, arch supports, and other surgical and medical appliances.
Minimum Education
Long-term on-the-job training.
Required Knowledge, Skills, and Abilities
By Importance Level
Customer and Personal Service
Production and Processing
Mechanical
Active Listening
Reading Comprehension
Problem Sensitivity
Active Learning
Learning Strategies
Near Vision
Quality Control Analysis
Deductive Reasoning
Oral Comprehension
Design
Critical Thinking
Arm-Hand Steadiness
85
85
79
78
77
75
74
72
72
70
69
69
66
66
66
13
Aviation / Aerospace
Computer Systems Analysts
Computer Support Specialists
Aircraft Mechanics and Service Technicians
14
Computer Systems Analysts
Description
Analyze science, engineering, business, and all other data processing problems for application
to electronic data processing systems. Analyze user requirements, procedures, and problems to
automate or improve existing systems and review computer system capabilities, workflow, and
scheduling limitations. May analyze or recommend commercially available software.
Minimum Education
Bachelor’s degree.
Required Knowledge, Skills, and Abilities
By Importance Level
Active Learning
Computers and Electronics
Reading Comprehension
Complex Problem Solving
Critical Thinking
Active Listening
Troubleshooting
Monitoring
Service Orientation
Time Management
Oral Comprehension
Problem Sensitivity
Quality Control Analysis
Coordination
Systems Analysis
88
87
87
85
84
80
76
75
75
75
75
75
74
73
73
15
Computer Support Specialists
Description
Provide technical assistance to computer system users. Answer questions or resolve computer
problems for clients in person, via telephone or from remote location. May provide assistance
concerning the use of computer hardware and software, including printing, installation, word
processing, electronic mail, and operating systems.
Minimum Education
Associate’s degree.
Required Knowledge, Skills, and Abilities
By Importance Level
Computers and Electronics
Customer and Personal Service
Critical Thinking
Oral Comprehension
Problem Sensitivity
English Language
Speaking
Oral Expression
Active Listening
Deductive Reasoning
Information Ordering
Written Comprehension
Complex Problem Solving
Inductive Reasoning
Near Vision
95
88
72
72
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69
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66
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63
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Aircraft Mechanics and Service Technicians
Description
Diagnose, adjust, repair, or overhaul aircraft engines and assemblies, such as hydraulic and
pneumatic systems. Include helicopter and aircraft engine specialists.
Minimum Education
Postsecondary vocational award.
Required Knowledge, Skills, and Abilities
By Importance Level
Mechanical
Reading Comprehension
Repairing
Finger Dexterity
Control Precision
Problem Sensitivity
Troubleshooting
Manual Dexterity
Equipment Maintenance
Near Vision
Written Comprehension
Complex Problem Solving
Equipment Selection
Writing
Active Listening
90
81
81
81
78
78
75
75
74
72
72
70
70
70
69
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Attachments
Appendix A: NAICS Codes for Aspirational Industry
Clusters
Appendix B: Top 30 Knowledge, Skills, and Abilities
per Occupation
Appendix C: KSA Definitions
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Appendix A
NAICS Codes for Aspirational Industry Clusters
Value-Added Logistics
493110 General warehousing and storage
493120 Refrigerated warehousing and storage
493130 Farm product warehousing and storage
493190 Other warehousing and storage
488390 Other Support Activities for Water Transportation
483112 Deep Sea Passenger Transportation
483113 Coastal and Great Lakes Freight Transportation
483114 Coastal and Great Lakes Passenger Transportation
483211 Inland Water Freight Transportation
483212 Inland Water Passenger Transportation
488310 Port and Harbor Operations
488320 Marine Cargo Handling
488330 Navigational Services to Shipping
481112 Scheduled Freight Air Transportation
481212 Nonscheduled Chartered Freight Air Transportation
488510 Freight Transportation Arrangement
541614 Process, Physical Distribution, and Logistics Consulting Services
Medical Device and Scientific R&D 339112 Surgical and medical instrument manufacturing
339113 Surgical appliance and supplies manufacturing
334510 Electromedical and electrotherapeutic apparatus manufacturing
334517 Irradiation apparatus manufacturing
541711 Research and development in biotechnology
541712 Research and development tin the physical, engineering and life sciences
19
NAICS Codes for Aspirational Industry Clusters Continued
Aviation/Aerospace
334220 Radio and Television Broadcasting and Wireless Communications Equipment
Manufacturing
334290 Other Communications Equipment Manufacturing
334511 Search, Detection, Navigation, Guidance, Aeronautical, and Nautical System and
Instrument Manufacturing
334512 Automatic Environmental Control Manufacturing for Residential, Commercial, and
Appliance Use
334513 Instruments and Related Products Manufacturing for Measuring, Displaying, and
Controlling Industrial Process Variables
334514 Totalizing Fluid Meter and Counting Device Manufacturing
334515 Instrument Manufacturing for Measuring and Testing Electricity and Electrical Signals
KSA Definitions Knowledge Administration and Management — Knowledge of business and management principles
involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
Biology — Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment.
Building and Construction — Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
Chemistry — Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods.
Clerical — Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Communications and Media — Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Design — Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Economics and Accounting — Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data.
Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Engineering and Technology — Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
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English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Fine Arts — Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
Food Production — Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques.
Foreign Language — Knowledge of the structure and content of a foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
Geography — Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life.
History and Archeology — Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures.
Law and Government — Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Mechanical — Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
Medicine and Dentistry — Knowledge of the information and techniques needed to diagnose and treat human injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures.
Personnel and Human Resources — Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.
Philosophy and Theology — Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture.
Physics — Knowledge and prediction of physical principles, laws, their interrelationships, and applications to understanding fluid, material, and atmospheric dynamics, and mechanical, electrical, atomic and sub- atomic structures and processes.
Production and Processing — Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.
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Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
Sales and Marketing — Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.
Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Telecommunications — Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
Therapy and Counseling — Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.
Transportation — Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including the relative costs and benefits.
Skills
Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Coordination — Adjusting actions in relation to others' actions.
Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Equipment Maintenance — Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.
Equipment Selection — Determining the kind of tools and equipment needed to do a job.
Installation — Installing equipment, machines, wiring, or programs to meet specifications.
Instructing — Teaching others how to do something.
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Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Management of Financial Resources — Determining how money will be spent to get the work done, and accounting for these expenditures.
Management of Material Resources — Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work.
Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job.
Mathematics — Using mathematics to solve problems.
Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Negotiation — Bringing others together and trying to reconcile differences.
Operation and Control — Controlling operations of equipment or systems.
Operation Monitoring — Watching gauges, dials, or other indicators to make sure a machine is working properly.
Operations Analysis — Analyzing needs and product requirements to create a design.
Persuasion — Persuading others to change their minds or behavior.
Programming — Writing computer programs for various purposes.
Quality Control Analysis — Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
Repairing — Repairing machines or systems using the needed tools.
Science — Using scientific rules and methods to solve problems.
Service Orientation — Actively looking for ways to help people.
Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
Speaking — Talking to others to convey information effectively.
Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
Technology Design — Generating or adapting equipment and technology to serve user needs.
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Time Management — Managing one's own time and the time of others.
Troubleshooting — Determining causes of operating errors and deciding what to do about it.
Writing — Communicating effectively in writing as appropriate for the needs of the audience.
Abilities
Arm-Hand Steadiness — The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Auditory Attention — The ability to focus on a single source of sound in the presence of other distracting sounds.
Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
Control Precision — The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
Depth Perception — The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
Dynamic Flexibility — The ability to quickly and repeatedly bend, stretch, twist, or reach out with your body, arms, and/or legs.
Dynamic Strength — The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue.
Explosive Strength — The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object.
Extent Flexibility — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
Far Vision — The ability to see details at a distance.
Finger Dexterity — The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
Glare Sensitivity — The ability to see objects in the presence of glare or bright lighting.
Gross Body Coordination — The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion.
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Gross Body Equilibrium — The ability to keep or regain your body balance or stay upright when in an unstable position.
Hearing Sensitivity — The ability to detect or tell the differences between sounds that vary in pitch and loudness.
Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Manual Dexterity — The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to solve a problem.
Memorization — The ability to remember information such as words, numbers, pictures, and procedures.
Multilimb Coordination — The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Near Vision — The ability to see details at close range (within a few feet of the observer).
Night Vision — The ability to see under low light conditions.
Number Facility — The ability to add, subtract, multiply, or divide quickly and correctly.
Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
Perceptual Speed — The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
Peripheral Vision — The ability to see objects or movement of objects to one's side when the eyes are looking ahead.
Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Rate Control — The ability to time your movements or the movement of a piece of equipment in anticipation of changes in the speed and/or direction of a moving object or scene.
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Reaction Time — The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears.
Response Orientation — The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part.
Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
Sound Localization — The ability to tell the direction from which a sound originated.
Spatial Orientation — The ability to know your location in relation to the environment or to know where other objects are in relation to you.
Speech Clarity — The ability to speak clearly so others can understand you.
Speech Recognition — The ability to identify and understand the speech of another person.
Speed of Closure — The ability to quickly make sense of, combine, and organize information into meaningful patterns.
Speed of Limb Movement — The ability to quickly move the arms and legs.
Stamina — The ability to exert yourself physically over long periods of time without getting winded or out of breath.
Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
Time Sharing — The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
Trunk Strength — The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.
Visual Color Discrimination — The ability to match or detect differences between colors, including shades of color and brightness.
Visualization — The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
Wrist-Finger Speed — The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Written Comprehension — The ability to read and understand information and ideas presented in writing.
Written Expression — The ability to communicate information and ideas in writing so others will understand.
50% Tracking FY 2012 Friday, February 15, 2013
Summary
Total Revenue Total Obligations for Training Total % to Budget
Adult 3,609,561 889,739 0.25
DW 1,984,240 322,739 0.16
Total WIA 5,593,801 1,212,478 0.22
Detail on 50%
Adult Total Expenditure & Obligations Total in 50% Budget Percentage to date
ITA 706,992 618,700 1.14
EWT 42,083 355,000 0.12
OJT 27,393 100,000 0.27
Internships 11,271 331,177 0.03
Training staff 102,000 200,000 0.51
Total 889,739 1,604,877 0.55
Dislocated Worker Total Expenditure & Obligations Total in 50% Budget Percentage to date
ITA 218,597 516,655 0.42
OJT 16,319 142,000 0.11
Internships 150,000 0.00
Training Staff 87,823 170,000 0.52
Total 322,739 978,655 0.33
Grand Total 1,212,478 2,583,532 0.47
ITA Obligations for FY 2013
(For individuals already enrolled)
Adult 400,078
Dislocated Worker 266,718
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Attachment 2
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Attachment 3
2012 Budget adjustments
Fund/Grant Current Budget Changes Updated Budget Unobligated
(2013/2014)
Adult:
ITA 618,700 81,300 700,000
OJT 100,000 (30,000) 70,000
Internships 331,177 (211,177) 120,000
Henkels 200,000 (150,000) 50,000
Training staff 200,000 - 200,000
Employed Wkr 349,997 (149,997) 200,000
Supportive Svs. 112,000 100,000 212,000
Direct charge staff 353,060 96,940 450,000
Workshop Consultants 27,000 - 27,000
Contract labor 30,000 - 30,000
Admin 312,150 (4,581) 307,569
Overhead 965,664 5,074 970,738
3,599,748 (262,441) 3,337,307 289,371
Younger Yth:
Henkels operating 219,964 228,636 448,600
Henkels participant 68,638 60,806 129,444
Admin 35,917 36,297 72,214
Overhead 34,654 37,231 71,885
359,173 362,970 722,143
Older Yth:
Henkels operating 677,236 (228,636) 448,600
Henkels participant 215,844 (73,185) 142,659
Admin 109,930 (36,297) 73,633
Overhead 96,289 (24,852) 71,437
1,099,299 (362,970) 736,329
NEG OJT:
OJT 150,800 (337) 150,463
Supportive Svs. 30,070 - 30,070
Direct charge staff 60,006 - 60,006
Admin 26,390 336 26,726
267,266 (1) 267,265
Dislocated Worker:
ITA 516,655 (296,655) 220,000
OJT 149,209 (99,209) 50,000
Internships 150,000 (100,000) 50,000
Training staff 170,000 - 170,000
Supportive Svs. 28,000 52,000 80,000
Direct charge staff 134,179 129,821 264,000
Workshop Consultants 27,000 - 27,000
Contract labor 30,000 - 30,000
Admin 174,155 (25,006) 149,149
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Attachment 4
2012 Budget adjustments
Fund/Grant Current Budget Changes Updated Budget Unobligated
(2013/2014)
Overhead 619,459 (61,241) 558,218
1,998,657 (400,290) 1,598,367 543,486
Wagner Peyser:
DEO staff trv 3,500 - 3,500
Special Svs./operating 102,652 (2,415) 100,237
Admin 14,271 1,455 15,726
Overhead 134,998 960 135,958
255,421 - 255,421
DVOP:
DEO staff trv 1,000 - 1,000
Special Svs./operating 34,611 (749) 33,862
Admin 4,787 420 5,207
Overhead 27,702 329 28,031
68,100 - 68,100
LVER:
DEO staff trv 3,500 - 3,500
Special Svs./operating 14,773 (383) 14,390
Admin 2,457 215 2,672
Overhead 29,257 168 29,425
49,987 - 49,987
REA:
Direct charge staff 78,577 (3,280) 75,297
Admin 10,563 685 11,248
Overhead 51,564 2,595 54,159
140,704 - 140,704
FSET:
Direct charge staff 69,816 (3,231) 66,585
Supportive Svs. 34,500 (1,121) 33,379
Admin 14,024 908 14,932
Overhead 51,660 3,444 55,104
170,000 - 170,000
UC:
Direct charge staff 71,165 (1,316) 69,849
Admin 9,567 637 10,204
Overhead 21,308 679 21,987
102,040 - 102,040
WTP:
Direct charge staff 558,088 66,912 625,000
Supportive Svs. 465,665 (16,898) 448,767
ITA 144,500 (106,500) 38,000
Admin 170,067 24,827 194,894
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Attachment 4 (continued)
2012 Budget adjustments
Fund/Grant Current Budget Changes Updated Budget Unobligated
CLMRWDB-ATTACHMENT #1REVISED BUDGET PY 2012 (JULY 2012 - JUNE 2013)
2/28/2013 ADULT Younger Older TAA ARRA DISL. TOTAL WIA WAGNER VETERAN VETERAN REA FSET UC RWB 6 TOTAL AWI WTP EUC Community UN- TOTAL GRANDYth Youth 2011 NEG OJT WORKER PEYSER DVOP LVER GRANT Action RESTRICT TOTAL
SUB TOTAL SERVICE PROVIDER 57,000 448,600 448,600 0 0 57,000 1,011,200 103,737 34,861 17,889 0 0 0 0 156,487 0 0 3,933 0 3,933 1,171,620
bud2012-attachment1 3/18/2013 2
2/28/2013 ADULT Younger Older TAA ARRA DISL. TOTAL WIA WAGNER VETERAN VETERAN REA FSET UC RWB 6 TOTAL AWI WTP EUC Community UN- TOTAL GRANDYth Youth 2011 NEG OJT WORKER PEYSER DVOP LVER GRANT Action RESTRICT TOTAL