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Practices with Promise Workforce Outcomes eShowcase

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Practices with Promise Success Story

Submitted By: dan watanabe, ICT-DM LA Region

Production and Entrepreneur Boot Camp prepares students

  • Type of Practice: Industry Engagement
  • Type(s) of Users Served: First-time Students, Higher Unit Certificate Students, Lifelong Learning Students, Low Unit Certificate Students, Pre-Apprenticeship, Returning Students, Skills-Builders Students, Transfer Students
  • Sector(s): Information & Communication Technologies (ICT)/Digital Media
  • Momentum Point(s) & Leading Indicators : MP 13, MP 27, MP 33, LI 1, LI 7 (click here for description)
  • Regions Involved: Los Angeles
  • Colleges Involved: Glendale Community College, LA City College, LA Pierce College, LA Valley College

The Challenge

Entry into the entertainment industry is complicated and often an indirect path. In many instances, community college degrees and certificates prepare students for their promotions rather than their entry level positions. The boot camp is dedicated to providing the combination of technical, interpersonal and soft skills so students may better obtain their first jobs and thus begin their career ladders with reasonable expectations and a knowledge of what must be done to obtain their ultimate goal.

The Solution

The "boot camp" provided attendees with nine weeks of intensive instruction. Each session involved a group of at least five industry pros, five industry mentors (former students who have graduated within the past five years) and specialized guest speakers. Each session begins with a panel of industry pros discussing what is needed for success in their pathway, as well as strategies to gain an entry-level position, plus instructions on how to best navigate a promotion.


At the end of the nine weeks, students obtained a good understanding of the pre-production (front office), production (on set) and post production aspects of the entertainment industry. They further had exposure to the pathways from entry-level to upper-level positions. Ted Milner of Executive Temps concluded with a keynote lecture on the nuts and bolts of getting that first job: preparation of resume, techniques for making a good first impression, and tips and traps for maintaining a job.

The Data

Several of the graduates of both programs have now worked on independent, as well as studio-level productions. Some have applied for work through Executive Temps. Many have maintained relationships with the industry pros, which have become mentorships.

Supporting Information

Link to Executive Temps

Videos featuring many of the industry pros involved with the program

Facebook page that provides informal information on the regional activities

photos of the boot camps

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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


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