DEMAND FOR TRAINED WORKERS EXISTS IN THE FOLLOWING AREAS:

• Electricians Carpentry
• Surveying – Computer based (GPA/GIS)
• Underground piping and electrical
• Carpentry
• Fork lift drivers
• Construction Management
• Planners (land use)
• Trained people in every trade (concrete, framing, plumbing, etc.)
• People with product knowledge – incorrect installations lead to defect litigation
• Supervision – Construction Superintendents
• Draftsmen

SKILLS NEEDED / GAPS:

Customer Service Skills to include telephone skills

Leadership Skills

Ethics (attendance, honesty, full day’s work, etc.)

Organizational Skills (scheduling, planning, time)

Basic Skills (Need applied math and English)

Ability to handle tools, instruments

Bilingual (80% of laborers speak Spanish only)

Safety and Code knowledge

Social skills (communication, conflict management)

Basic computer skills

Employees who see what they do as a career

Environmental compliance knowledge

Knowledge of business practices/principles

Verbal and written communication skills

Problem solving skills

Understanding entitlements and land use

WHAT COMMUNITY COLLEGES CAN DO FOR INDUSTRY:

Establish a central point of contact at community colleges for the industry.

Support activities that would lead to an industry mandate for workplace ethics training and skill attainment in other performance areas, i.e., safety and code knowledge

Provide Level II & III trainings.

Create Video CDs to promote industry.  Include interviews with construction industry leaders.

Market the industry as a viable career with a career ladder.

Provide regional training on Ethics.

Develop learning communities.

Provide VESL training.

Gather data on why students leave the industry.

Establish core standards for program offerings.

Support mentorships both on campus and in the field.

Hire adjunct faculty from the industry.

Target mid-level employees for skill training.

Establish a re-entry, life long learning career ladder.

Establish a combination of entry points within construction program curriculum.

Offer free tuition (Bridge) for high school students. (up to 6 units)

Trainings must be applicable/relevant (First Aid, Construction math)

Identify good candidates for programs and encourage them to pursue career in construction

Stress pride and value of work. Construction is critical to our society.

Encourage parents to support choice of construction as a career.

Make sure interested people get trained.

Offer courses in “transition to construction” to teach what is expected on the job.

Develop liaison relationships (college and contractors).

Offer Code and Safety classes as customized training.

Schedule classes to meet the needs of the worker (late afternoon).

Help to change public perception that construction industry is a “last ditch” type of job.

Encourage women to consider construction as a non-traditional career choice.

Introduce students to construction career via summer jobs.

There are too many “hoops” to jump through to implement curriculum.

Community colleges need a sense of ownership to program.

Offer topic-specific Saturday courses.

Offer follow-up courses to review previously learned skills and verify they are being applied.

What we already have:

• Youth Builds
• Existing programs in Construction
• Basic Skills courses (Applied Math)
• Coordination of Basic Skills
• First Aid and CPR
• Spanish language courses

What we need:

• Full “pipeline” of interested students
• Qualified instructors (high school level)
• Space
• Communication
• Package existing programs with emphasis on construction career path.  Promote careers and training opportunities.
• Incorporate ethics, leadership, quality control and English into existing construction instruction.
• Construction courses via Distance Education.
• Internships
• Electrical State Certification Classes
• Parallel degree program with apprenticeship program.
• List of potential candidates and contractors.  Purpose is to match them up for summer employment.  It’s a win/win!  Students check out a potential career and industry has opportunity to mentor relationship.
• Short-term classes to update workers on industry standards, to include product knowledge, energy code updates, safety and ethics training.
• Field trips for students.  Take them to the “coolest” job sites.
• Use alternate delivery methods, i.e., contract education and community education, to do short-term and customized classes.  Use ETP funds.
• Contact ROPs, CCs, and Trades.
• Combine education and training as part of an Academy.  Develop online classes, as appropriate.
• Revise Tech Prep grants to include field trips to job sites for middle and high school students.
• Create presentation (classroom instruction and workplace people) to promote construction career.
• Use digital and interactive media to teach skills.
• Advertise Construction as a Career on book covers/crosswords/games.  Market to middle and high schools.

ACTION PLAN

TIMELINE

PERSON(s) RESPONSIBLE

Develop a regional Applied Math course or program.

Discuss at June 2006 Regional Planning Retreat

Regional Consortium to initiate regional discussion.

Ethics training should be a valued component of SLOs in all disciplines.

Discuss at June 2006 Regional Planning Retreat

Regional Consortium to initiate regional discussion.

Develop a regional certificate to validate Core Exit Skills (to include soft skills and safety competency component)

Discuss at June 2006 Regional Planning Retreat

Regional Consortium to initiate regional discussion.

Develop 30-day topic specific trainings, i.e., framing

Discuss at June 2006 Regional Planning Retreat

Regional Consortium to initiate regional discussion.

Host a Construction Decathlon

Not set.

Bill Deslaurier of ABC to send sample “How To” package to Sue Clark for dissemination.