skip to main content
Menu
Return to Doing What Matters for Jobs and the Economy home page

« back to eShowcase

SHARE!
Practices with Promise Workforce Outcomes eShowcase

Learn how »

Practices with Promise Success Story

Submitted By: Mark Williams, Prop 39 Project Director SF Region

Prop.39 Success Story: OSHA-10 Construction Safety Course Reader Development

  • Type of Practice: Student Engagement and Career Awareness
  • Type(s) of Users Served: First-time Students, Low Unit Certificate Students, Returning Students, Skills-Builders Students
  • Sector(s): Energy, Construction & Utilities
  • Momentum Point(s) & Leading Indicators : MP 19, LI 1, LI 3 (click here for description)
  • Regions Involved: East Bay, North Bay
  • Colleges Involved: Laney College, Santa Rosa Jr College

The Challenge

Santa Rosa Junior College has offered OSHA-10 outreach training since 2013 as a one-unit course (CONS 183) that is required to complete the Solar Photovoltaics Certificate program, but is taken by students from campus-wide and by members of the local workforce. Course development was a challenge because all associated curriculum for CONS 183 had to be developed and provided by SRJC’s OSHA-authorized Outreach Trainer, who is adjunct faculty.

It was determined by the Outreach Trainer that developing a course reader would be the most effective way to provide students with quality construction safety training material. The challenge was determining who would be tasked with developing it and how they would be compensated for their time.

The Solution

The solution to the challenge of how to develop the curriculum needed to elevate OSHA 10 Construction Industry Outreach Training at SRJC was to use Prop.39 funding to compensate the adjunct Outreach Trainer to develop the course reader.

Because the OSHA 10 course is an eligible third-party certificate, completers made the program eligible to receive improvement funding. A curriculum development fund was established using Prop.39 program improvement funds.

Outcomes

With funding secured and a Personnel Action Form (PAF) established, the adjunct faculty member was able to dedicate the necessary amount of time to the task of gathering and organizing a sufficient body of reference material from various Federal and CAL/OSHA training resources. In this way, Prop.39 helped immensely in finding a solution to the challenge of developing construction safety curriculum.

The course material was organized into a several hundred page PDF document using Acrobat software, and can now be electronically transferred and produced into spiral bound course readers. The course reader now has an ISBN and is on shelves at the campus bookstore.

The Data

The OSHA Outreach Training Program provides training for workers and employers on the recognition, avoidance, abatement, and prevention of safety and health hazards in workplaces. The program also provides information regarding workers' rights, employer responsibilities, and how to file a complaint. Data has shown that among the most effective ways to reduce the number of occupational injuries and improve jobsite safety is through OSHA Outreach Training.

Upon successful completion of the course, participants will receive an OSHA 10-Hour Construction Outreach DOL course completion card.

Supporting Information

At this link, the document can be dowloaded


« back to eShowcase

Close

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

 

Close Window


Understand why regional collaboration is more important than ever.