Practices with Promise Success Story
Submitted By: Jim Caldwell, Energy, Construction & Utilities
Super-Regional Collaborative Closes Skills Gaps
- Type of Practice: Regional Collaboration
- Type(s) of Users Served: Apprenticeship, External Certification Seekers, Faculty/Teachers, Higher Unit Certificate Students, Lifelong Learning Students, Skills-Builders Students
- Sector(s): Energy, Construction & Utilities
- Momentum Point(s) & Leading Indicators : MP 15, MP 16, MP 18, MP 27, MP 28, MP 29, MP 33, LI 1, LI 2, LI 3, LI 5, LI 6 (click here for description)
- Regions Involved: Inland Empire/Desert, Los Angeles
- Colleges Involved: College of the Desert, Cypress College, El Camino College, LA Trade-Tech College, Mt San Antonio College, Orange Coast College, Riverside City College
Colleges in Los Angeles, Orange, Riverside, and San Bernardino Counties were not meeting the regional industry need for Heating, Ventilation, Air Conditioning, and Refrigeration workers (HVACR). With employment demand increasing, the gap became substantial across seven colleges offering HVACR certificate and degree programs. Students were missing opportunities for high wage jobs and employers were confused about where to recruit qualified job candidates. A lack of articulation agreements constrained incumbent worker progress toward certificates or degrees.
The need for change in this environment was driven by a California Public Utilities Commission mandate for industry and utilities to implement a statewide HVACR "sector strategy".
A new paradigm was created by viewing the pipeline of students moving through the region’s community colleges as a whole, within which student learning outcomes are closely aligned with industry needs. The seven colleges formed the Southern California Regional HVACR Collaborative with key industry stakeholders and standardized on two industry-recognized certifications as the basis for common student outcomes and articulation. Apprenticeship programs for HVACR and building operations became active members of the collaborative.
Professional development for faculty was introduced to assure linkage to industry trends. An "employer ecosystem" gives employers insights into college programs, supporting more robust and informed recruiting.
Although the first year's impact will be seen in 2015-16 completer data, this Collaborative enabled better-informed investment of Prop 39 funds and attracted $800K in CTE Enhancement Funds.
The Collaborative has been recognized by the utilities as a model for the state to implement the CPUC's "sector strategy"mandate, especially in its mission to bridge critical workforce gaps. Influential stakeholder groups participating in the Collaborative are BOMA California, the Western HVAC Performance Alliance, and the International Facility Management Association, along with major statewide employers.
The Collaborative also triggered research into strategies for higher student completions and industry-valued credentials through UC Davis.
Community colleges, Apprenticeship programs, and private training institutions award 600 HVACR certificates annually, about half of the regional requirement across the four counties. Most of the 24,000 incumbent workers employed in this region lack the knowledge and skills to do code compliant work in support of the state's energy efficiency mandates.
California needs a workforce capable of supporting AB 32, the California Global Warming Solutions Act, and its associated legislation. One requirement is that 50% of the state's commercial floor space - about 4 billion square feet - achieve "Zero Net Energy" by 2030. The challenge/opportunity spans the state's Advanced Energy workforce of 178,000, with 15,000 annual job openings .
|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|
|Middle School Cluster|
|MP 1||Completed 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 2||Completed a bridge program between middle school and high school and revised student career/education plan|
|MP 3||Completed a student orientation and assessment program while in middle school or high school|
|High School Cluster|
|MP 4||Completed one course in high school within a CTE pathway|
|MP 5||Completed two or more courses in high school within a CTE pathway|
|MP 6||Completed a CTE articulated course|
|MP 6a||Successfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits|
|MP 7||Completed a program in high school within a CTE pathway|
|Transition from High School to College Cluster|
|MP 8||Completed a bridge program between high school and college in a CTE pathway|
|MP 9||Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway|
|MP 10||Transitioned from a high school CTE pathway to a similar community college CTE pathway|
|MP 11||Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway|
|MP 12||Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway|
|MP 13||During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway|
|MP 14||Percentage 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 15||Completed two courses in the same CTE pathway|
|MP 16||Retention rate between Fall and Spring within a CTE pathway|
|MP 17||Completed a non-CCCCO-approved certificate within a CTE pathway|
|MP 18||Completed a CCCCO-approved certificate within a CTE pathway|
|General Education and Transfer Progress Cluster|
|MP 19||Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway|
|MP 20||Completed college level English and/or math, for students in a CTE pathway|
|MP 21||Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway|
|MP 22||Completed requirements in a CTE pathway, but did not receive a certificate or a degree|
|MP 23||Completed an associate degree in a CTE major|
|MP 24||Completed an associate degree in a major different from student’s college CTE pathway|
|MP 25||Transferred from community college to a four-year university in the same CTE pathway|
|MP 26||Transferred from community college to a four-year university in a major different from their CTE pathway|
|Community College Transition To Workforce Cluster|
|MP 27||Participated in a college internship or workplace learning program within a CTE pathway|
|MP 28||Attained a job placement in the same or similar field of study as CTE pathway|
|MP 29||Acquired an industry-recognized, third-party credential|
|Workforce Progress Cluster|
|MP 30||Attained a wage gain in a career in the same or similar CTE pathway|
|MP 31||Attained wages equal to or greater than the median regional wage for that CTE pathway|
|MP 32||Attained wages greater than the regional standard-of-living wage|
|MP 33||Participated 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)|