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Practices with Promise Workforce Outcomes eShowcase

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Practices with Promise Success Story

Submitted By: Victor Castillo, DSN, Global Trade & Logistics, CCC

Global Trade & Logistics Convenes Advisory/Skills Panel to Get Employer Insights

  • Type of Practice: Industry Engagement
  • Type(s) of Users Served: Associate Degree Students, Counselors/Supporting Staff to Student, External Certification Seekers, Faculty/Teachers, First-time Students, Higher Unit Certificate Students, Lifelong Learning Students, Low Unit Certificate Students, Returning Students, Skills-Builders Students, Transfer Students
  • Sector(s): Global Trade & Logistics
  • Momentum Point(s) & Leading Indicators : LI 1, LI 6 (click here for description)
  • Regions Involved: San Diego/Imperial
  • Colleges Involved: Grossmont College, MiraCosta College, Palomar College, San Diego Miramar College, Southwestern College
  • Other Organizations: SD & Imperial District Export Council; SD World Trade Center; SDSU Center for Int’l Business Ed. & Research; Centers of Excellence; City of Chula Vista. See attendees in follow-up report (link below).

The Challenge

The challenge was two-fold:
1) To build regional collaboration in the San Diego/Imperial region among community colleges offering programs in global trade & logistics (GTL)
2) To ensure that feedback from the GTL industry was received by faculty and administration of community colleges offering programs in GTL

The Solution

First, the regional Deputy Sector Navigator (DSN) for GTL convened a “knowledge community” of 13 members, including faculty, chairs, and deans from regional community colleges with GTL-related programs. Members were able to share practices and identify gaps in regional offerings.

Then, the DSN organized a one-day skills/advisory panel meeting, in which businesses were invited to learn about and respond to the findings of the knowledge community. The Centers of Excellence gave a presentation on labor market trends in GTL, after which attendees were polled on topical questions in real-time. These questions were shared with stakeholders who were unable to attend. Afterward, a report was produced with the outcomes and survey of the meeting.

Outcomes

Outcomes include the following:

• Colleges in the same region have a better understanding of each other’s GTL offerings, allowing them to identify areas of alignment and improvement
• The educational community was able to get instantaneous feedback from the GTL industry on its educational offerings and proposed programmatic improvements
• Education and industry stakeholders now have a better understanding of labor market trends in GTL
• Stakeholders unable to attend the one-day meeting received the takeaways via the follow-up report that was produced.

GTL is a complex sector, covering multiple disciplines. These meetings helped regional stakeholders better understand the sector’s workforce demands and what will be required to meet them.

The Data

Approximately 40 individuals were in attendance at the skills/advisory panel meeting. (Attendees are listed in the follow-up report, to which there is a link below.) All attendees participated in instant polling at the event. The questions asked of attendees were also forwarded to non-attendees, of whom six responded.

Supporting Information

Follow-up report to the April 2014 skills/advisory panel meeting

Global Trade & Logistics Labor Market Gap Analysis for the San Diego & Imperial Counties, released June 2014


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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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