Economic & Workforce Development
North Carolina Community College System
Annual Report 2003
2002-2003
H. Martin Lancaster, President Dr. Larry Keen, Vice President, Economic & Workforce Development
March 19, 2004
Contents
Economic & Workforce Development Division 2002-2003 Update Economic & Workforce Development Programs New and Expanding Industry Training Focused Industrial Training Continuing Education Small Business Center Network Human Resources Development Workforce Initiatives Economic & Workforce Development Programs Annual Summary 2002-2003 New and Expanding Industry Training Focused Industrial Training Continuing Education Small Business Center Network Human Resources Development Division Operations and Objectives Economic & Workforce Development Program Contacts 5 8 11 13 17 20 1
25 30 32 36 38 39 40
Economic & Workforce Development Division
New and Expanding Industry Training
Small Business Center Network Workforce Initiatives Workforce Continuing Education
Focused Industrial Training
Human Resources Development
Economic & Workforce Development Division 2002-2003 Update
The nation and North Carolina continued to struggle with the effects of the economic downturn and structural changes created by a worldwide economy in transition during Fiscal Year 20022003. Our traditional industries continued to experience the ravages of plant closures and the subsequent dislocation of a workforce that by every definition has been defined as “worldclass” but, due to transferring the work to offshore centers it created extraordinarily difficult circumstances for the state’s economy and people. In addition, the productivity gains that occurred did so in response to more sophisticated levels of technology that has changed the nature of the workplace forever. Those changes have created demands on the North Carolina Community College System that are profound in terms of the methods by which we must train and retrain the workforce both today and in the future. The Economic and Workforce Development Division’s mission is to provide support to North Carolina’s community colleges so they can provide high quality, accessible training and services that enable North Carolinians to acquire knowledge and skills that enable them to obtain and retain prosperous career opportunities that enhance their quality of life and provide North Carolina businesses and industries with a world-class workforce and a competitive advantage. In summary, access to world-class training that defines the skills required to compete globally and establish world-class benchmarks for quality is our charge. We have provided a wide range of programs that have been both responsive and proactive in fulfilling this mission. The dynamics of the global restructuring have affected not only the traditional industries but, in addition, have started to affect those high technology areas and domains referred to as professional and white collar. Our answers to those changes have been and must continue to be more targeted and creative if we are to regain the economic stability that allows all North Carolinians to benefit from the joint expertise, talent and resources of the state and local communities. The programmatic solutions to these opportunities and issues are included in this 2003 Annual Report. The New and Expanding Industry Training (NEIT) Program continued to provide a wide variety of services to businesses that either expanded their existing business operations in North Carolina or were attracted to the state. The overall number of trainees was less than those in 2001-2002 and has continued the downward trend of the past few years due to the state of the economy. The satisfaction with the NEIT services continued to be high in terms of meeting the companies’ expectations, having a positive impact on the companies’ operations and preparing the companies’ employees for greater productivity. Sixty-eight percent (68%) of the companies served were in the rural communities of North Carolina and thirty-two percent (32%) were in the metropolitan areas. The NEIT Program
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continues to be one of the most important elements of North Carolina’s solutions to the economic growth and prosperity. Fortunately, there were early signs of economic recovery that started in 2002-2003 and may take a few years to develop but the value of this program cannot be understated. The Focused Industrial Training (FIT) Program continued to provide training for the incumbent workforce of those existing companies within the state’s borders without regard to the creation of new jobs. It provided retraining solutions for the workforce that was required to learn about a new technology or process that contributed to the retention of existing jobs in the state. The companies and their workforces solidified their presence in the state as a result of the “new” skills learned that provided a more secure and long-lasting presence in North Carolina because of its availability. There have been concerns regarding the longevity of the program due to the loss of Worker Training Trust Fund resources and the HB 275 funds that have in the past provided the fuel for the program. A task force was convened to study and make recommendations that would help refine the program and ensure its long-term viability. The program is critically important due to the impact that it has on both the FIT operations and the NEIT infrastructure necessary for performance. The Occupational Continuing Education Program continued to receive numerous students in the process of learning new skills that would afford them the opportunity to either gain new marketability or solidify existing skills. The overall growth in the program size and programmatic offerings has been one of the success stories representative of the entire system. The short-term training services in areas such as Fire and Rescue, Emergency Medical Services, Business and Industry, Management/Supervision, Allied Health, Construction and others have been significant. In addition, the certifications recognized by both private and public institutions continue to be notable as the demands for definable skills are more pronounced. The displaced workforce has been impacted positively as they have had to gain new skills in a short period of time to regain employment and/or continue their educational pathways to longer-term training or educational programs. This will continue to have a positive impact on North Carolinians throughout the state. The Small Business Center Network (SBCN) continued to provide the seminars, workshops and counseling for which it is so well known. In addition, there were a variety of new programs initiated with the Rural Economic Development Centers, North Carolina Department of Commerce and others to provide assistance to dislocated manufacturing workers in areas of great unemployment. The SBCN provided training and assistance in terms of the Business Plans and led them to funding institutions that could help them with the capital for start-up operations among other services. The program has
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just been launched but has the promise of great success in attempting to generate new job growth by the small business sector. The Human Resource Development (HRD) Program was significantly reorganized and yet continued to have greater demands placed upon it by those dislocated from industries statewide. It served more people than it did in 2001-2002 and contributed to significant growth in the enrollment in the Continuing Education arena. HRD’s ability to seek out a variety of non-traditional partnerships that resulted in alternative means of financing has created a number of viable programs that have been helpful to the clientele served. One of the programs was the Money Smart Program that helped those dislocated manage the fiscal resources more effectively. In addition, negotiations were successful for a pilot for those citizens of North Carolina on the Food Stamp Program that provides them additional assistance with the training and transition to other forms of training and education that facilitates a higher degree of skill sets for employment. The Workforce Initiatives Program was instrumental in the service to workers dislocated through plant closures, mass layoffs and the relationships with all relevant institutional entities at the local, state and federal levels. The program was especially notable with the difficulties associated with the closing of the Pillowtex Plants in North Carolina that affected numerous communities. This was not the only service provided but, did have significant impact and service to all other communities in the state as they struggled with the changes in regulations with the U.S. Department of Labor, North Carolina Employment Security Commission, and the North Carolina Workforce Development Commission. The relationships, regulations and rapidly changing demands required not only diligence on the part of our staff but the ability to negotiate a wide variety of solutions amid complicated circumstances. The Training Initiatives Program was eliminated from the Division due to the elimination the Worker Training Trust Funds required to support the program. Staff who served in the program were able to accept other positions within the System Office, local community colleges, other state agencies or are planning to establish consulting practices. The staff, and the services they provided, were of significant importance to the division and the overall system and will be missed. The resources and demands that were placed on the program have been reassigned to other elements of the Economic and Workforce Division and will be deployed to the degree that the resources and expertise allow. Although the events of Fiscal Year 2002-2003 were conducted in difficult circumstances for many of North Carolina’s citizens, businesses and public enterprises, there were signs of potential recovery. We anticipate that a recovery will be fueled in the next year and the fortunes of the state’s citizens and the private and public organizations will be once again wholesome. The Economic and Workforce Division of the North Carolina Community College System will continue to do everything within its power to assure the citizens, businesses and public organizations that there will be accessible training programs that
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result in a world-class workforce, that ensures the productivity and competitiveness of North Carolina in a dynamic and constantly changing environment. Specific reports and annual summary data on each of the areas mentioned are included in this report. Larry Keen, Vice President Economic & Workforce Development
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Economic & Workforce Development Programs
New & Expanding Industry Training (NEIT)
Program Brief
The New and Expanding Industry Training Program (NEIT) was started in 1958 and was the first customized training program to serve the needs of businesses and industries that were creating new jobs. Today, it continues to be a crucial component of North Carolina’s economic development efforts, providing training for new and expanding companies in all regions of North Carolina. The program is nationally acclaimed, having been the key factor in the North Carolina Community College System’s consistent ranking as one of the best worker-training programs in the nation since the inception of the state rankings by Expansion Management Magazine and other publications. The NEIT program enables North Carolina’s community colleges to provide free customized training to new employees of companies creating twelve or more new jobs. Eligible companies are those in manufacturing and technology sectors, as well as telecommunications, warehousing and distribution centers and others. Services are provided to small, medium and large organizations that qualify for the training program. Each project is customized specifically to the skill requirements for the new employees of each company according to the skills that are required for performance as quickly, effectively and efficiently as possible. The services include job analysis; training needs assessments, pre-employment training, temporary training facilities, training materials in traditional and electronic format, and customization to meet the specific training needs of the company. Instructional programs offered at the community college feature both the technical skills required on machinery or equipment and the interpersonal skills necessary to perform effectively with other workers in a productive work environment. The programs may be original programs created by the community college or it may be the application of worldclass programs recognized by the industry, such as, Kepner-Tregoe, Development Dimensions International or Achieve Global. The NEIT program may fulfill the needs of the company’s training requirement by including proprietary training contracted by the colleges or designated company instructors.
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Consistent Quality is Important
The North Carolina Community College System has earned the distinction of providing dependable, high quality customized training solutions to a wide variety of business and industry categories in the past. The New and Expanding Industry Training Program has consistently been named in the top five programs in the nation by the economic development communities as being one of the best. In 2003, Site Selection Magazine named North Carolina as the third best program of its type in America, up from fourth in 2002! The businesses that were served by the business and industry sectors were, once again, rated excellent or very good in terms of the services provided to them this year. When asked if the program “met the companies’ expectations” the overall rating was 93%. In the category of “having a positive impact on the companies’ operations” the ratings were 95%. Finally, in the category that addressed “preparing employees for greater productivity” the companies served rated the NEIT program at the 92% level. The relationships and services that are created during this phase of the community college service are important to both the initial growth and long-term sustainability of the economy in North Carolina. It is the confidence and provision of effective and efficient services that these industries appreciate and the source of gratification many in the North Carolina Community College System cherish.
Profiles of Success
Companies that either locate a new business enterprise to North Carolina or expand an existing business that creates new jobs have been the cornerstone of the economy and the economic prosperity enjoyed by everyone in the state. The NEIT services have been a significant contributor to the job growth and ultimately the sustainability of jobs that have enormous impact on the local and state economies. The profiles of success are many and represent both the urban and rural areas covering an array of business and industry classifications. The services provided to Revlon located in Oxford, North Carolina is one of the most impressive examples of the positive relationships and sound economic growth and development. Revlon experienced rapid growth in 2001, 2002 and 2003 and partnered with Vance-Granville Community College to receive training for the expansions. Mr. Milton Thomas, Director of Human Resources at Revlon, stated, “The service and training provided by the community college was consistent and of the highest quality. We felt that Mr. Garland Elliott understood our requirements and made every effort to be a part of our training decision-making to ensure that we were getting the right training for the right situations…We have made our past transitions seem seamless and we know that the community college training programs contributed greatly to our success in these
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accomplishments. We at Revlon-Oxford, consider the New and Expanding Industry Program to be exactly what this area and the State of North Carolina needs…” There are a number of other letters and statements that reinforce the value and importance of the training and related services provided by the NEIT Program to businesses and industries in North Carolina. We continue to be at the forefront of the decisions that are favorable to our State and the people who fuel the expansion and sustainability of the economy. It is our commitment to continue to provide the dedication of our representatives, at both the local and state levels, to deliver on the promises made by the NCCCS leaders to be a significant contributor in the construction, sustainability and expansion of the State’s economy by training the workforce. To that commitment we dedicate our energy, expertise and resources! Annual summary data for the New & Expanding Industry Training program begins on page 25 of this report.
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Focused Industrial Training (FIT)
Program Brief
North Carolina, not unlike a significant number of states throughout the nation, is facing a serious challenge, now and in the future, to rebuild and strengthen its business and industrial economies. The job losses and plant closures that the State’s textile, furniture, tobacco, and other manufacturing industries have experienced are creating and will continue to create a devastating effect on the overall economy. Imagine a state where people are genuinely excited about where they live and work, and where the worker productivity rate has been among the highest in the country. Then in a two-to-three-year period, unemployment and layoffs begin to occur not just in North Carolina, but throughout the nation and a once reasonably healthy manufacturing economy shows real signs of serious trouble. As the State’s remaining businesses and industries strive to survive, work to recover, and take advantage of any new or evolving technology many of them are looking to the North Carolina Community College System for assistance in training and/or retraining their workers in the new or evolving technologies; this training is critical in order for North Carolina’s industries to remain competitive domestically and internationally. The Focused Industrial Training (FIT) Program is designed to respond and assist in fulfilling the training requirements. Traditionally, FIT projects and training programs have been primarily directed toward veteran or incumbent workers in manufacturing industries who desire or need to renew their skills and technical knowledge; training assistance is jointly planned by a sponsoring community college and the participating industry to assure that the activities are focused on the reality of the identified needs. Instruction is customized to focus on the specific training needs and may consist of small classes that cannot be facilitated with regular program funds. This program was initiated in the l980’s and has grown for nearly a quarter of a century to a level of activity serving an annual average of 696 companies and 11,383 North Carolina employees; these statistics are based upon Focused Industrial Training Annual Evaluation Report data from Fiscal Years 1997-1998 through 2002-2003. In fiscal year 2002-2003 the System had 37 FIT Centers and four Consortiums that were awarded an annual allotment of funds averaging $80,277. Allotments ranging from $5,000 to $12,500 were also distributed to colleges that did not have a designated FIT Center. The System Office maintains a small “balance-of-state” reserve fund during the fiscal year that may be allotted for unmet training needs when a college exhausts all of its regular FIT budget. FIT Centers are staffed with a director who works closely with local business and industry personnel in reviewing and assessing specific training needs and then develops
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training programs customized or tailored to those needs. The director conducts and analyzes surveys within companies, designs and develops pre- and post- training methods to evaluate the skills of the workers, determines skill levels and knowledge content of the jobs, organizes the content into a learning sequence and then jointly plans training that cannot be addressed through other existing occupational training programs. Innovation It was stated in the Annual Report for 2002 that one of the most exciting accomplishments resulting from utilization of FIT Program resources was the development and “launching” of the North Carolina Manufacturing Certification Program (MCP) in the previous fiscal year. This is a unique new training program offered by the Economic and Workforce Development Division throughout the System and is designed to provide North Carolinians with enhanced career opportunities in manufacturing and to help the State’s business and industries maintain a world-class workforce. It was developed utilizing industry-based skill standards, national certification programs, manufacturing skill surveys, and interview feedback from representatives of leading North Carolina manufacturing companies. The program has garnered the recommendation of the National Association of Manufacturers’ Center for Workforce Success, and the North Carolina Citizens for Business and Industry. The Manufacturing Certification Program consists of both a Level I fundamentals program and Level II industry-specific programs. The Level I: Fundamentals Skills program provides successful completers with a solid base of fundamental manufacturing knowledge, and preparation to further develop industry-specific skills. The Level II: Industry Specific Skills programs offer participants the opportunity to obtain more advanced skills in specific industry or manufacturing skill disciplines, as well as preparation to obtain industry-recognized skill certifications. Level II programs currently focus on the metals, plastics, textiles, and electronic industries. It is pleasing to report that the Manufacturing Certification Program initiative is continuing and has achieved some very positive results since its introduction. Enrollment has steadily increased and more than 1200 individuals have completed the required courses and received certificates of completion for Level I. In FY 2002-2003, while striving to further achieve meaningful results with the Manufacturing Certification Program, the following initiatives were undertaken and completed: update and revision of the core curriculum materials--based upon feedback from the instructional staff; translation of the Level I Program from English to Spanish; and completion of the Level II (Industry Specific Skills) Programs--Metals, Plastics, Textiles, and Electronics. The Level I curriculum materials along with the Level II—Metals, Plastics, and Textile courses are now available in CD format and have been distributed to the community colleges by the Economic and Workforce Development Division’s Media Development Office.
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Another accomplishment during FY 2002-2003 resulting from utilization of FIT Program resources was a statewide initiative offering a series of training programs in the rapidly evolving biotechnology field. The BioQuality Workshop Series consisted of cutting-edge workshops for pharmaceutical and bioprocess manufacturing companies in North Carolina. These sessions were initiated at the North Carolina Biotechnology Center and were subsequently offered at nine different community colleges across the state. The workshop series enabled North Carolina pharmaceutical and bioprocess companies to participate in strategic quality training without having to leave the State. Annual summary data for the Focused Industrial Training program begins on page 30 of this report.
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Continuing Education
Workforce Continuing Education Program Brief
In North Carolina one strategy for meeting the challenge to provide a skilled workforce is through the community college system’s workforce continuing education training programs. These programs are a primary tool for providing skill development opportunities for North Carolina’s workforce. Shortterm skill training courses are offered at each of the community colleges across the state to train, retrain, and upgrade individuals for current or future job skills. Flexible/Low-Cost Offerings: Courses can be offered on demand and customized for specific training needs and are often the first response for meeting critical training needs in communities. Colleges partner with businesses, industry and public/private agencies to develop and implement immediate training to address retraining for dislocated workers, bilingual training for the workplace, and urgent public health-related training. Course fees remain relatively low. The maximum fee for any course is currently $65. • • • Short-term occupational training or retraining is available statewide. Skill training courses are offered at a low cost of $50 to $65. There are over 1400 approved courses - recent course additions include Assessment and Skills Training for Business and Industry, Structured Cabling Systems, Heavy Equipment Operations, and Environmental Response Training.
Client Profile
Students enroll in workforce continuing education courses to develop skills for a job or to improve their skills for their current job. In 2002, 79 percent of students enrolling in a workforce continuing education course were between the ages of 25 and 49; seventy-one percent (71%) were employed full-time; eight percent (8%) were employed part-time; and twenty-one percent (21%) were unemployed.
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Community Service Program
Program Brief The purpose of the Community Service Program (CSP) is to provide lifelong learning for adults to meet customers’ needs and interests and contribute to the community’s overall cultural, civic and intellectual growth. Community Service Program offerings include nonFTE classes, seminars, workshops, concerts, or other special events. These offerings are funded by the Community Service Block Grant, by money generated from community service classes, or by money generated by self-supporting dollars. Dr. Dallas Herring, who has been called the "father and intellectual spirit of the (Community College) system," eloquently expressed the original philosophy of the Community Service Program. Dr. Herring stressed the importance of "total education" and the mission of the community college to keep its doors open "to anyone of suitable age who can learn what they teach." He states that "if their needs are for cultural achievement, intellectual growth, or civic understanding, then we will simply make available to them the wisdom of the ages and the enlightenment of our times." By design, the Community Service Program can serve wide interests of the community. Administrators survey their communities to ensure that they are providing the programs that are needed and utilize end-of-course evaluations to develop new courses where requested. They also have the flexibility to offer courses on days and times and at locations and in formats that will best serve individual student needs. There are many courses provided to senior citizens, a population that continues to grow. Registration fees have been waived for senior citizens 65 years old or older, who register for CSP grant supported courses. Senior citizens participating in self-supporting CSP courses shall be charged a registration fee as other participants. In 2002, 41 percent of CSP enrollees were 65 years old or older. A review of the current Community Service Program is provided through the following program data and highlights of 2002 statewide program offerings (refer to page 35). These offerings are representative of the wide variety of Community Service Program classes, workshops, concerts and other special events provided last year. Annual summary data for the Continuing Education program begins on page 32 of this report.
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Small Business Center Network (SBCN)
Program Brief
The North Carolina Community College System’s Small Business Center Network (SBCN) consists of a Small Business Center (SBC) at each of the state’s 58 community colleges. Each SBC provides a wide variety of seminars and workshops, one-onone counseling, a library of resources and referrals to other sources of help to business owners and operators. The mission of each SBC is to help the many small businesses within its service area survive, prosper and contribute to the economic well being of the community and the state. This service, supported exclusively with state funds, began in 1984 with the first eight Centers. Seminars/workshops and courses on the “Basics of Business Operations” include business planning, management, finance, computers/software, communications, taxes, behavioral needs and specialty (technical and targeted market) needs. The SBCN also offers the Export Ready program, which is designed to walk North Carolina companies through the export process, step-by-step, with real life examples and current detailed information. In addition, topics such as OSHA Regulations-training, Government Purchasing and Contract training; and, a myriad of other trendy business topics are provided at low or no cost to the participant. Core Curriculum All 58 SBCs offer the Small Business Startup Series at least twice throughout the year. The series includes five basic business topics: How to Start a Business, How to Write a Business Plan, Financing Your Small Business, Marketing and Advertising Your Small Business, and Record-keeping and Taxes. 2002-2003 Initiatives Outreach to dislocated workers came in the form of two special projects this year. FastTrac 9-11 Project focused on those who had been unemployed since January 2001. Through a grant from the Kauffman Foundation and in cooperation with the Council for Entrepreneurial Development, 34 Small Business Centers took advantage of the opportunity to gain new skills and to offer the FastTrac “Business Feasibility” program to dislocated workers at no cost. The program is still in progress and will run through June 2004.
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The “New Opportunities for Workers” Program (NOW) is a self-employment program for North Carolina’s dislocated manufacturing workers. The purpose of NOW is to provide business training to dislocated workers who are interested in learning how to start, operate, finance and grow a small business. Following training, workers with approved business plans may qualify for small business loans from the Rural Center’s Microenterprise Loan Program. The NOW program currently targets 15 counties served by 13 community colleges/SBCs that have high numbers of manufacturing layoffs, high percentages of their overall labor force affected by layoffs and high overall unemployment. Because SBCs in the 15 targeted counties together serve a total of 28 counties, the program will serve dislocated workers in all 28 counties and includes the collaboration of: North Carolina Department of Commerce/Division of Employment and Training, ESC/JobLink Centers and NC REAL Enterprises. Services provided by the NOW program include: § Referral into program by JobLink, Rapid Response Teams or SBC. § Kick the tires information session to learn what it means to be an entrepreneur. § Needs assessment, conducted one-on-one with trained staff. § Scholarships up to $175 to cover entrepreneurship education or training for tuition, registration, books, materials. § Business counseling. § Loans. § Assistance after the loan to help participant through the existing post-loan follow-up program of NC Microenterprise Loan Program.
Innovation
“If you build it, they will come” is an often quoted phrase from the movie “Field of Dreams.” And, “if you grow it, they will buy it” was the vision behind the 5th Annual Area Alternative Crops School hosted by Southeastern Community College Small Business Center and North Carolina Cooperative Extension Service. The all-day school was designed to help farmers discover new ways to use their land and to market their crops. Topics included: Success Growing Small Fruits, Marketing Specialty Crops to Restaurants, Sustainable Horticulture, Animal Agriculture, Transitional Crops for Tobacco Greenhouses and Marketing to Institutions. Participants learned that restaurants and caterers get excited about fresh, local grown crops . . . and they’re willing to pay premium prices because freshness means high quality and great taste. According to one small herb farm owner, “being a smaller farm has its’ advantages, we’re very flexible and can zero in on the markets that want what we grow.” “First Arts Incubator in the State to Open this Year.” Seeing a real need for a creative arts incubator in the state, the Small Business Center at Central Carolina Community College set out to make it happen. The purpose of the incubator is to provide artists with a creative, stimulating and exciting work environment, while creating growth and
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development for North Carolina. NCArtsInc, a non-profit organization committed to nurturing new and emerging artists, began setting up shop this year, breathing new life into the historical district of downtown Siler City. NCArtsInc. is unique to the state and one of seven creative arts incubators in the nation.
Client Profile
“Make a living and live while doing it” is what Bill Blackwell did when he moved his family back to Weldon, NC and bought the closed Coca-Cola plant. He then proceeded to open two businesses of his own and bring in another entrepreneurial family to join him. Now the old Cola plant houses Rivers Edge Holding Company, Blue Umbrella, Ltd., River Town Tire, Blue Heron Canoe and Kayak and Roanoke River Outfitters. These successful businesses all dovetail with the town of Weldon’s efforts to reinvent itself. Bill’s entrepreneurial philosophies should serve as a model for us all and his entrepreneurial efforts prove life is good in small towns. Top of the “needed” businesses list . . .What does a Tennessee Valley Authority (TVA) project have to do with Madison Dry Cleaners in Madison County? The Small Business Center at Asheville Buncombe Technical Community College took part in the TVA study several years ago to determine what types of businesses were needed in Madison County. When Andrew Ishee came to the Small Business Center to talk about his business idea, he was told a dry cleaning business was at the top of the “needed” businesses list and began the process of developing a business plan and acquiring SBA financing for Madison Dry Cleaners. Today, business is booming at the cleaners and they’ve added tuxedo rentals to accommodate the needs of the Mars Hill College students in the area. Business Community Need The Lenior Community College Small Business Center met a special need by chairing the Incubator Committee for the Kinston Enterprise Center and opening their incubator in February 2003. The 30,000 square foot facility is ideal for specialty contractors, home based businesses, Internet service providers and sales professionals. The incubator features: newly renovated office space, shared conference/training room, high speed Internet connection, shared copier and fax and it is in a convenient downtown location. Plus the added feature of having the Lenoir CC/SBC located in the building, adds to the availability of business services provided by the SBC. Surry Community College collaborated with three other Small Business Centers, three area chambers of commerce and the North Carolina Rural Internet Access Authority to offer
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intensive low-cost training related to internet business issues. The daylong event, Small Business and the Internet: Exploring Opportunities on the Web, addressed specific topics such as: Internet Marketing, Internet Security and Payment Processing. During the day, existing business owners summarized their own success stories and shared start-up advice with the 52 attendees. Annual summary data for the Small Business Center Network begins on page 36 of this report.
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Human Resources Development (HRD)
Program Brief
The Human Resources Development (HRD) program provides skill assessment services, employability skills training, and career development counseling to unemployed and underemployed adults. Its courses address six core components: (1) assessment of an individual’s assets and limitations; (2) development of a positive selfconcept; (3) development of employability skills; (4) development of communication skills; (5) development of problem-solving skills; and (6) awareness of the impact of information technology in the workplace. The goals of the program are to enhance and develop participants’ employability skills; assist participants in obtaining meaningful employment and/or training opportunities; increase participants’ economic self-sufficiency; and reduce participants’ dependency on government assistance benefits—welfare, food stamps, and unemployment insurance. Since its inception, HRD Programs have always been responsive to the changing needs and demographics of individuals seeking workforce development training. Over the last three years, HRD’s enrollment has increased from 33,381 to 52,736 (43%). This increase in numbers is due partly to the increased number of dislocated workers affected by plant closing and layoffs. Demographics show that most dislocated workers enrolled in HRD were between the ages of 30-65, had a good work history, and a high school credential. HRD staff reported that these workers needed basic job seeking/keeping skills, guidance to deal with the emotional stress and financial obstacles associated with being unemployed, and additional training to upgrade their academic and technical skills to be competitive in the job market. In response to the needs of dislocated workers, HRD programs began offering more shortterm training classes, usually 4 – 10 hours; in addition to their traditional employability skills courses that are offered from 40 – 96 hours. Course offerings were expanded to include topics such as: “Quick” Job Search Workshops, Surviving a Layoff, Career Assessment and Planning, Overcoming Barriers to Employment, and Computer Literacy for the Workplace. HRD programs continued to link their traditional employability skills training courses with Occupational Extension courses/programs in areas such as Clerical Skills, Customer Service, Health-related Occupations, Construction, and Transportation. Also, there was an increase in the number of HRD programs that established HRD Employability Labs where instruction is designed to be self-directed, self-paced, and structured on an open-entry, open-exit basis to meet the customized needs of individuals.
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Innovation
HRD Training Center opens at Lenoir’s Goodwill Retail Store: Behind the racks of secondhand clothes, furniture and toys, there’s a small room in the back of Lenoir’s Goodwill Retail Store called the Human Resources Development (HRD) Training Center. Like the store’s other offerings, the space is an old thing remade into something new: a wireless, computer capable classroom where people can go to learn new skills that can help them transition out of unemployment and into either a job or gain additional skills. Goodwill Industries provided the space. Caldwell Community College & Technical Institute (CCC & TI) supplied the computers, technologic infrastructure, instructors and courses. The idea is that, this off-campus classroom helps reach out to a group who might be intimidated by the idea of enrolling for classes at the community college. At the HRD Training Center, students can enroll by simply attending the first class, says Donna Bean, Director of the Small Business Center at CCC & TI. CCC & TI and Goodwill are working to provide what Bean calls, a “safe first step” into workforce retraining or reintroduction into the education system. This first step is an important one in the road to Caldwell County’s economic recovery. “We are very excited about our partnership with Caldwell Community College,” says Sherry Carpenter, Vice President of Employment and Training Services for Goodwill. “These classes have great potential to provide individuals in the Lenoir area with the tools they need to build their resumes and improve their skill set and qualification for employment.” Excerpts: Caldwell Chronicle. A Goodwill Partnership: CCC & TI and Goodwill ally to help Lenoir residents gain workforce training. Jan 12, 2004.
Client Profile
Laid off workers retool skills at South Piedmont Community College: Three women in a classroom at South Piedmont Community College put in a combined 50 years of work before Pennsylvania House shut down. Having spent years at one workplace, the prospects of finding a new job didn't seem terribly promising. Years of job security had been shattered into uncertainty. "I always joked they would have to push me out in a wheelchair," said Sandra Yost, who put in 15 years with the company. "They got to me before that happened." In most places, the women said they probably would have settled for something that offered far less than they had, and was less fulfilling. Fortunately, Union County isn't most places thanks to the efforts of South Piedmont Community College's Human Resource Development program. The aim of the program is to give the unemployed the help they need in finding a new job or career. Help may come with resumes and interviewing skills. It may include primers on computer skills and using the Internet for job hunting.
Economic & Workforce Development Annual Report 2003, Page 18
Becky McLain, director of workforce development, said the program has become a model for the state, because of the school's approach to helping people find a new career. For those pursuing a career change, the school looks at three things: interest testing to see where a person may fit in, an evaluation of what skills crossover into other lines of work, and career readiness - a prep course that introduces people to a career field and gives them some basic skills. Lisa Woodall, a teacher in career readiness for the medical workplace, said the people who come into the program show a lot of determination and willingness to learn. "I'm impressed that an adult would walk into something like a computer training class after so many years out of school," she said. "I admire them for being willing to come back into the classroom and take on something that is new and different for them." "We always tell them when they come in that the first day is the worst day," said Woodall. "Every day after it will be better." Below are profiles of three women who enrolled in HRD classes:
[LP] worked for Conbraco for almost 16 years. Now that she is in SPCC's program, she has decided to pursue a new career as a LPN. [LP] said the school's readiness courses gave the opportunity to carefully examine the career fields ahead of her. [BH] worked 22 years at Pennsylvania House doing computer-assisted design for the company. When she was laid off, she thought something in computer systems would be a good challenge. The readiness course gave her the chance to see if her hunch was right. [BH] said she soon chose to study something in the field of computer graphics and design. [IG] invested almost 19 years with Square D, and was a senior accounting coordinator. After her layoff, she thought she had a good chance of finding work again quickly. She soon realized although she was telling herself she would find work soon, she was ahead of her plan. "The panic hit me for a little bit." [IG] is using the classes to brush up on her computer skills, and to explore the possibility of changing to a career in the medical office.
Excerpts: Enquirer Journal (www.enquirerjournal.com) Annual summary data for the Human Resources Development program begins on page 38 of this report.
Economic & Workforce Development Annual Report 2003, Page 19
Workforce Initiatives
Program Brief
The Workforce Initiatives Unit within the Economic and Workforce Development Division has the primary responsibility for developing partnerships and workforce policies with other state workforce agencies for the implementation of the Workforce Investment Act of 1998. The Workforce Investment Act (WIA) was implemented in North Carolina in January 2000. The purpose of WIA is to prepare youth, adults and dislocated workers for employment or further education and training through core, intensive, and training services. The cornerstone of this workforce investment system is “One-Stop” service delivery, which unifies numerous training, education and employment programs into a single, customerfriendly system. The underlying principle of “One-Stop service delivery” is the integration of programs, services and governance structures. In North Carolina, this system is referred to as “JobLink Career Centers.” There are 30+ colleges that serve as sites for local JobLink Career Centers.
Perso Gate Camde V Northampt Rockingha n Currituc G a Warre on Chon s Hertfor wan Surr Stoke m k ra n n Caswe Pasquota D Halifa d y n Wataug Wilke Yadki s ll A nk u x Perquima Mitche Forsyt Guilfor la O s vi n r Frankli ns Aver a Berti l h d m ra h Yance y Alexand Davi Edgecom e n Tyrrel n Caldwe er a Nashbe Madiso y e a Marti l Davidso g ll n Washingto Dare n H nBuncom Burk Irede Wilso Wake Randolp n n McDowe Pit a e Catawbll Chatha n Rowa h be B ll t Swai y a m Hyd Lincol n Johnsto Green e Graha n Rutherfor n w e Cabarru Lee n Jackso Montgome e a m d Henders Clevelan s Harne ry Cheroke Maco n Wayn Lenoi Crave uf Pol Gasto Stanl Moor on d tt C r n Transylvan e Cl e Pamlic k n n Mecklenbu y e u ia a rg o m Sampso Hok Jone Anso b Richmone n s Unio n Dupli er d n Cartere n Scotlan 88 Comprehensive la Onslo t d Centers w Robeso Blade Pend n 22 Non-Comprehensive n er Centers New Columbu Hanove s r Brunswi
e
Ash e
Allegha ny
ville
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NC JobLink Career Center Sites 110 Centers
N.C. Department of Commerce Commission on Workforce Development February 9, 2004 Economic & Workforce Development Annual Report 2003, Page 20
Building Partnerships - Accomplishments
NC STARS (North Carolina State Training Accountability and Reporting System) The Workforce Initiatives Unit has partnered with the North Carolina Employment Security Commission, the North Carolina Department of Commerce, the Division of Employment and Training, and the 24 local workforce development boards to develop the North Carolina State Training Accountability and Reporting System (NC STARS), which is the eligible training provider system for WIA. This electronic database system was designed to capture specific training information from both public and private training providers in North Carolina. Workforce development boards make on-line approval decisions concerning eligibility of the training providers’ programs to receive WIA funds for customer training. The WIA established an Individual Training Account (ITA) system that requires local workforce development boards and the state to certify training providers and programs. The WIA legislation allows qualified individuals to receive an ITA in the form of a voucher that can be used to purchase training in a high-demand occupation from a certified training provider of their choice. In North Carolina, the responsibilities for operation of the eligible training provider and ITA certification system are shared among three agencies. The Commission on Workforce Development is the state governance structure for the implementation and oversight for the WIA. The North Carolina Community College System (NCCCS), Workforce Initiatives Unit has been designated the state agency responsible for developing the Eligible Training Provider System. The North Carolina Employment Security Commission provides the technical support under contract with the NCCCS for the NC STARS web site and is also responsible for the collection of performance information from training providers through the North Carolina Common Follow-up System (CFS). The NC STARS can be accessed at www.ncstars.org and contains information about many public and private training providers in the state, including the community college programs, as well as out of state. The Workforce Initiatives Unit is in the process of collecting performance information from training providers in order for the JobLink Career Center customers to make good, informed choices about their training. Workforce Development Partnership Conference The Workforce Initiatives Unit is an integral partner in the annual state-sponsored Workforce Development Partnership Conference. The Partnership Conference is the single largest state conference that focuses on workforce development, attracting over 800 individuals from across the state engaged in state and local workforce development activities. As part of the annual conference highlights, the Governor’s Awards for Excellence in Workforce Development are presented.
Economic & Workforce Development Annual Report 2003, Page 21
For the year 2003, the following recipients were announced: Outstanding Employers
Ann’s House of Nuts Robersonville, NC Nominated by Pitt County JobLink Career Center, and Region Q Workforce Investment Consortium AW North Carolina, Inc. Durham, NC Nominated by Durham JobLink Partners, ESC/Chamber of Commerce, and Durham Workforce Development Board
Outstanding Adult Participants
Lisa Davis Whiteville, NC Nominated by Southeastern Community College/Ladder to Success Project, and Cape Fear Workforce Development Board Veronica Gillespie Bladenboro, NC Nominated by Bladen County JobLink Career Center, and Lumber River Workforce Development Board
Outstanding Youth Participants
Heather A. Blevins Lansing, NC Nominated by Ashe County JobLink Career Center, and High Country Workforce Development Board Richard Charles Bryant Laurel Hill, NC Nominated by Scotland High School, Out-of-School Youth Program, and Lumber River Workforce Development Board
Special Award On May 5, 2003, Wayne Daves, a great friend and champion of North Carolina's workforce development community, passed away. Wayne had served as Executive Director of the Commission on Workforce Development within the NC Department of Commerce. Most recently, he had been serving as a consultant to the Workforce Development Board Directors across the state. In recognition of Wayne’s outstanding workforce development leadership in the state, an award was established to be presented annually at the workforce conference. The first N. Wayne Daves Award for Workforce Excellence was presented to his family at this year’s conference. JobLink Career Center Chartering Process The Workforce Initiatives Unit was integrally involved in the review and development of the JobLink Career Center Chartering Process, representing the community colleges at a series of public hearings, group meetings and discussions. As a result, the chartering process has been approved and is now being implemented by the local JobLink Career Centers. JobLink Chartering Awards The Region L Workforce Development Board was presented with an award for the successful implementation of the chartering criteria by the JobLink Career Centers in its area at the Workforce Development Partnership Conference. The local workforce boards have the responsibility for oversight of the chartering process. Three JobLink Centers in Region L…Edgecombe/Nash County, Wilson County and Northampton/Halifax County received awards for being the first centers to complete the chartering process.
Economic & Workforce Development Annual Report 2003, Page 22
Funds Requested to Assist Pillowtex Dislocated Workers
The Workforce Initiatives Section applied for $2.5 million from the Division of Employment and Training (DET), North Carolina Department of Commerce, utilizing the Workforce Investment Act (WIA) National Emergency Grant (NEG) federal resources to assist the colleges in the surrounding areas of Rowan, Cabarrus and Rockingham Counties to build the capacity and enhance the infrastructure at the colleges located in the areas affected by the Pillowtex shutdown. The colleges involved in this emergency assistance are RowanCabarrus CC, Rockingham CC, and Central Piedmont CC, although other colleges will offer assistance as well. The community college system and local colleges in the areas affected by the plant closure have worked with the Division of Employment and Training (Department of Commerce), the Employment Security Commission, the Centralina Workforce Development Board, and other state and local resources to ensure that dislocated workers and their families receive appropriate assessment, basic skills training, job training and placement services as quickly as possible. A contract was initiated with DTI Associates, Inc. by the Workforce Initiatives Section for the North Carolina Community College System to receive funds in the amount of $125,000 to allocate to Rowan-Cabarrus CC for the purchase of GED tests and books, as well as to pay costs of assessments for former Pillowtex employees. DTI Associates, Inc. is a national contractor for the US Department of Education. The New Opportunities for Workers (NOW) Program The NCCCS also will receive $100,000 to allocate to select Small Business Centers and to NC REAL Enterprises, Inc., to incorporate the activities of a new project called New Opportunities for Workers (NOW) Program. The NOW program is a joint effort between the NCCCS Small Business Center Network, the Department of Commerce (Division of Employment and Training) the North Carolina Rural Center and the NC REAL Enterprises, Inc. The program goal is to ensure that dislocated workers are offered specialized entrepreneurial development services through education, training, assessment, and small business counseling. The program is designed to work proactively with the State Rapid Response for dislocated workers. Information Exchange for Community Colleges The Workforce Initiatives Unit continues to provide timely information to the colleges in the form of a Newsline publication, which features articles of significance to the local colleges. Newsline issues that have been produced thus far include:
Economic & Workforce Development Annual Report 2003, Page 23
• • •
Rapid Response…Dislocated Workers and the Role of Community Colleges, Published September 2001 NC STARS…What is it??, Published February 2002 The Commission on Workforce Development Update..Strategic Plan for Workforce Development, JobLink Career Center Chartering, Incumbent Worker Training Program, Published September 2002
The publication of the Workforce Development Newsline and other informational correspondence will continue to be a major focal point for the Workforce Initiatives Unit. Resource to Community Colleges The Workforce Initiatives Unit continues to serve as a resource to the colleges as it relates to local workforce development boards and other workforce issues.
Economic & Workforce Development Annual Report 2003, Page 24
Economic & Workforce Development Annual Summary 2002-2003
New & Expanding Industry Training Annual Summary 20022003
In the face of significant economic setbacks and budget shortfalls throughout the state, the New and Expanding Industry Training program continues to be a vital component of North Carolina's economic development efforts, serving approximately 10,610 trainees and 131 new and expanding companies during 2002-2003. Seventy-nine (79) were expanding companies, while 52 were new companies recruited to the state. For the 2002-2003 program year, company clients with completed projects gave high marks to the colleges for their program management: • • • 93% of companies rated as either excellent or very good, “the extent to which the New and Expanding Industry Training Program met the company's expectations.” 95% of companies rated as excellent or very good, the “overall impact of the New and Expanding Industry Training Program on the company’s operations.” 92% rated as excellent or very good, the “overall effectiveness of the New and Expanding Industry Training Program in preparing the company’s employees for productivity.”
The greatest number of trainees in 2002-2003 ranked highest in the warehouse/ distribution sector. The greatest amount of program expenditures ranked highest in the wood/paper/printing sector, followed by the pharmaceutical/medical and transportation sectors. The largest number of projects ranked highest in the textile/apparel and transportation sectors, followed by the pharmaceutical/medical, and wood/paper/printing sectors. Rural counties were over represented in the number of projects relative to the overall North Carolina population. Sixty-eight percent of the active New and Expanding Industry Training projects for the 2002-2003 program year was in North Carolina’s 85 rural counties. The number of trainees in rural counties exceeded the number of trainees in urban counties by 47 percent. Program expenditures in rural counties averaged 72 percent and 28 percent in urban counties.
Economic & Workforce Development Annual Report 2003, Page 25
New & Expanding Industry Training Annual Summary cont'd
Number of New and Expanding Companies 1990 through 2003
140 120 100 80 60 40 20 0 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
New Companies
Expanding Companies
Total Number of Trainees 1990 through 2003
30000
25000
20000
15000
10000
5000
0 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
Economic & Workforce Development Annual Report 2003, Page 26
New & Expanding Industry Training Annual Summary cont'd
Number of Projects by Industry 2002-2003
18 16 14 12 10 8 6 4 2 0
1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 11 12 13 14 15
Textiles/Apparel Transportation Pharmaceutical/Medical Wood/Paper/Printing Metals
6 Machinery 7 Food Tobacco 8 Furniture/Appliances 9 Plastics/Rubber 10 Maritime
Warehouse/Distribution Computers/Electronics/Electrical Manufactured Housing/Building Materials Customer Service Chemical
Number of Trainees by Industry 2002-2003
2000 1800 1600 1400 1200 1000 800 600 400 200 0
1 1 2 3 4 5 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Warehouse/Distribution Transportation Wood/Paper/Printing Pharmaceutical/Medical Textiles/Apparel .
6 Metals 11 7 Machinery 12 8 Plastics/Rubber 13 9 Computers/Electronics/Electrical 14 10 Food/Tobacco 15
Furniture/Appliances Manufactured Housing/Building Mat. Maritime Chemical Customer Service
Economic & Workforce Development Annual Report 2003, Page 27
New & Expanding Industry Training Annual Summary cont'd
The Rating Scale: 5 = Excellent, no improvement necessary, exceeded highest expectations 4 = Very Good, company needs were met at a highly acceptable level 3 = Acceptable, needs met but some improvement indicated 2 = Marginal, some needs unsatisfied, item needs substantial improvement 1 = Unacceptable, needs generally not satisfied NA = Not Applicable
Expectations
Acceptable 5% Very Good 28%
Marginal 2%
Excellent 65%
Average = 4.58
N= 65
Impact
Acceptable 3% Very Good 38%
Marginal 2%
Excellent 57%
Average = 4.51
N= 65
Effectiveness
Acceptable 8%
Very Good 40%
Excellent 52%
Average = 4.45
Expectations: Impact: Effectiveness:
N= 65
Extent to which the NEIT program met the company's expectations Overall impact of the NEIT program on the company's operations Overall effectiveness of the NEIT program in preparing the company's employees for productivity
Economic & Workforce Development Annual Report 2003, Page 28
New & Expanding Industry Training Annual Summary cont'd Rural and Urban Counties
Urban 32%
Rural 68%
Number of Projects:
Rural = 89
Urban = 42
Urban 28%
Rural 72%
Expenditures:
Rural = $2,888,934
Urban = $1,116,171
Urban 27%
Rural 73%
Number of Trainees:
Rural = 7,783
Urban = 2,827
Economic & Workforce Development Annual Report 2003, Page 29
Focused Industrial Training Annual Summary 2002-2003
Community Colleges Approved For FIT Centers Number of Companies/ Industries Served Number of Trainees Served Number of Classes Workshops Seminars Meetings Provided Number of Instructional Hours Provided Community Colleges Approved For FIT Centers Number of Companies/ Industries Served Number of Trainees Served Number of Classes Workshops Seminars Meetings Provided Number of Instructional Hours Provided
Alamance Asheville-Buncombe Beaufort Bladen Blue Ridge Brunswick Caldwell Cape Fear Carteret Catawba Valley Central Carolina Central Piedmont Cleveland Coastal Carolina College of the Albemarle Craven Davidson County Durham Edgecombe Fayetteville Forsyth Gaston College Guilford Halifax Haywood Isothermal James Sprunt/Sampson Johnston/Wayne Lenoir
11 34 2 3 21 3 48 10 2 37 9 27 6 4 14 9 28 4 6 7 7 26 23 2 1 6 5/5 24/24 19
100 108 17 11 178 11 185 80 16 423 161 214 68 137 129 178 199 192 62 32 336 101 119 122 12 71 121/12 85/68 54
16 16 4 3 24 1 20 16 2 39 17 5 10 14 21 7 21 15 52 9 20 17 23 12 2 5 13/8 9/6 8
497 356 102 128 487 3 407 277 48 819 383 139 388 166 380 124 570 172 72 321 200 442 1,060 359 64 372 203/354 119/152 67
McDowell Martin Mayland Mitchell Nash NC Center for Applied Textile Technology Pamlico * Piedmont Pitt Randolph Richmond Roanoke-Chowan * Robeson Rockingham Rowan-Cabarrus Sandhills Southeastern Southwestern South Piedmont Stanly/Montgomery Surry Tri-County * Vance-Granville Wake Western Piedmont Wilkes Wilson
9 2 3 12 24 10 N/A 9 13 98 16 N/A 44 8 11 6 3 10 18 4/12 23 N/A 19 9 9 26 9
189 19 16 114 155 92 N/A 42 127 358 94 N/A 318 94 122 98 29 55 108 22/83 806 N/A 163 401 168 1,039 124
14 2 3 10 16 13 N/A 7 29 55 12 N/A 14 21 15 16 5 7 10 5/7 79 N/A 22 30 15 89 17
122 120 55 253 307 366 N/A 326 470 976 190 N/A 345 464 337 170 59 331 127 76/860 779 N/A 159 596 544 379 304
TOTALS
834
8,438
955
17,946
* Pamlico CC – Joint funding of “The Great Games of Business” with Beaufort, Carteret, Craven & Lenoir CC’s * Roanoke-Chowan CC – Reverted funds; no qualifying FIT activity * Tri-County CC – Reverted funds; no qualifying FIT activity
Economic & Workforce Development Annual Report 2003, Page 30
Focused Industrial Training Annual Summary cont’d
Trends
Trainees Served by FIT
16,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0 2002-2003 2001-2002 2000-2001 1999-2000 1998-1999
Companies/Industries Served by FIT
900 800 700 600 500 400 300 200 100 0 2002-2003 2001-2002 2000-2001 1999-2000 1998-1999
Instructional Hours for FIT Classes/Seminars
35,000 30,000 25,000 20,000 15,000 10,000 5,000 0 2002-2003 2001-2002 2000-2001 1999-2000 1998-1999
Economic & Workforce Development Annual Report 2003, Page 31
Continuing Education Annual Summary 2002-2003
Workforce Continuing Education Training Demand
College workforce continuing education enrollments reached 569,372 in 2002. Enrollments were clustered predominately in health & safety (25%), public safety (41%) and education, agriculture/natural resources and business/industry skills training (34%). Training included: • • • • Approximately 48,000 students enrolled in Information Technology-related training. The demand for health & safety training reached 136,731. Over 200,000 Fire/Rescue, Law Enforcement and Emergency Medical Technicians received certification or recertification training. Colleges generated more than 14 million membership hours in workforce continuing education with more than 1.3 million hours in computer science applications, 1.8 million hours in emergency medical services and 1.3 million hours in health & safety occupations. Enrollments generated a total of 20,606 FTE. Community colleges trained 95 percent of the State’s firefighters and more than 80 percent of the State’s law enforcement officers. More than two-thirds of the workforce continuing education students worked while attending training. The average age for workforce continuing education students was 36. Enrollments 1998 - 2002 (duplicated headcount)
• • •
580000 560000 540000 520000 500000 480000 460000 440000
Enrollments* 490130 513384 483270 542733 569372
1998 1999 2000 2001 2002
Economic & Workforce Development Annual Report 2003, Page 32
Continuing Education Annual Summary cont'd
FTE 1998 - 2002 Enrollment Clusters 2002 ( duplicated headcount )
231,578
FTE
1998 1999 2000 2001 2002
192,696 145,098
1998
1999
2000
2001
2002
Public Safety Health & Bus/Ind, Safety Educ, Agri
FTE 17535 18271 17921 19088 20605
Public Safety 2002 231,578
Health & Safety 145,098
Bus/Ind, Educ, Agri 192,696
Workforce Continuing Education Trends In Training
Dislocated Workers - Statewide Response
• Community colleges are an integral part of the state/local rapid response team designed to provide transitional information and services for workers who have been laid off. This partnership with the NC Department of Commerce, ESC, and Workforce Development Boards provides an avenue for collaborative efforts to meet urgent lay-off situations. Workforce Continuing Education programs at each college offer short-term skills training that can be customized to meet needs of displaced workers. General short-term skill training courses are available across the state in the occupational areas of health, Information Technology, business, manufacturing, management, metal working, plastics, public safety, and constructionrelated skills. Colleges are working to make sure that displaced workers in their area have access to these training courses/programs.
•
Workplace Spanish Training
• Colleges have responded to the increasing demand for bilingual training for the workplace with an emphasis on workplace Spanish training for non-Spanish speakers and workplace training in Spanish for Spanish-speaking students. Since 1998 the demand for workplace language training has increased by 63 percent. Colleges are offering workplace Spanish training to meet the training demand for workers in a variety of businesses and industries and for emergency workers such as law enforcement, fire and rescue squads and medical emergency agencies. For Spanish-speaking students course offerings have included Introduction to Computers/Word, Welding, How to Start a Small Business, Forklift Operator, Basic Supervision, Conflict Resolution, Basic Construction Skills & Carpentry, Automotive Maintenance, and Manufacturing Skills Certification in addition to many other topics. For non-Spanish speaking students colleges are offering courses such as Occupational Spanish for Public Service Agencies, Occupational Spanish for Industry, Spanish for Healthcare Providers, and Occupational Spanish for the Workplace (Office Personnel, Bankers, Poultry Workers, Realtors, Educators, Medical Personnel).
•
•
•
Economic & Workforce Development Annual Report 2003, Page 33
Continuing Education Annual Summary cont'd
Homeland Security First Response Training As one of the primary providers of certification and upgrade training for law enforcement, fire/rescue and emergency medical responders, community colleges provide training to approximately 95 percent of those who are the first responders to any mass casualty event in the state. Colleges are offering courses such as the FEMA developed Urban Search and Rescue and Structural Collapse and Recovery training. In addition, local colleges and the System Office are actively involved in partnering with other state agencies to access the training needs for public health workers, first responders, and county and city public service employees. Initial and Recertification Training One of the important training roles of community colleges is to assist employees in acquiring or maintaining certifications and re-certifications required for employment. Colleges provided training in over 200 certification or recertification areas in 2002 including:
• • • • • • • Nine community colleges provided On-Board Diagnostic Emissions Inspection Certification training to over 3000 inspectors to meet recent federal and state emissions requirements. Approximately 1000 students enrolled in IT-related courses to meet software or hardware certification requirements. College General Contractor License training prepared over 2000 students to test for the license. Over 13,000 students enrolled in the Certified Nurse Aide training. Colleges provided plumbers license renewal training to 1600+ individuals to meet this annual requirement. Over 3000 public school teachers met their teacher recertification requirements through training provided at community colleges. Colleges trained approximately 3000 electricians and electrical contractors in code and renewal courses to help them meet their training requirements.
Trends in Training Enrollments 1998-2002 (duplicated headcount)
250000 200000 150000 100000 50000 0
Bus/Ind, Educ & Health & Safety Agri 194498 217827 160226 183521 192696 127096 124140 129737 140412 145098
Public Service 168536 171417 193307 218800 231578
1998 1999 2000 2001 2002
Economic & Workforce Development Annual Report 2003, Page 34
Continuing Education Annual Summary cont'd
Community Service Program (unduplicated headcount)
Enrollments By Age Program
Community Service Non-Occupational SelfSupporting
Enrollments by Gender 70 & Higher 5,647 3,222 Male 5,229 25,087 Female 15,443 31,120
Enrollments 20,692 56,549
55 - 59 1,576 4,176
60 - 64 1,535 3,059
65 – 70 2,051 2,085
Community Service Program Course Highlights
ACADEMIC Astronomy, History (NC Pottery, NC History, Local History, Genealogy, Holocaust, Black History Studies), Home Schooling, Math Refresher, Prep for the GRE CONSUMER EDUCATION Automotive Maintenance, Computer Hardware Maintenance, Divorce: Know Your Rights, Financial Strategies for Successful Retirement, Grant-Writing, Hospice Volunteer Training, How to Buy a Home (Pre-Homeownership Training), How to Buy Stocks & Bonds, Investments & Financial Planning, Travel Planning, Wills & Estate Planning FINE ARTS Dance, Music, Theater/Film, Visual Arts (Painting, Drawing, Sculpture, Photography, Pottery) ANIMAL HUSBANDRY Dog Obedience, Horse Management, Pet First Aid COMMUNICATIONS Foreign Languages (Arabic, Chinese, Spanish, French, Italian, German, Japanese, Swahili), Newsletter Development for Your Organization, Sign Language and Interpreting, Writing (Poetry, Fiction, Screen Writing, History) ECOLOGY Beekeeping, Coastal Ecology, Edible Wild Foods, Landscaping/Gardening, Weather Systems, Wildlife Rehabilitation
CULTURAL & CIVIC African Cultural Performance, Community Choruses, Concerts (Air Force Band, Caribbean Steel Drum, Symphony, Folk & Bluegrass, Storytellers), Great Decisions Lecture Series, Native American Festivals, Shakespeare Globeworks Performances, Showcase for the Arts, Women's Issues Forum
GENERAL/SPECIAL INTEREST Antiques and Collectibles, Aviation Ground School, Computer Training (Internet, Web Page, Computer Education for Seniors), Foster Parent Training, Personal Development, Senior Leadership
HEALTH & WELLNESS Art Therapy for the Visually Impaired, Aquatic Fitness Program (Arthritis Foundation Aquatic Program), Diabetes Education Program, Fitness (Yoga, Tai Chi Chaun, Aerobics), Heart Healthy Cooking, Herbs, Health & Healing, Hospice Volunteer Training, Independent Living Skills for the Disabled, Natural Alternative Medicines -- An Overview, Nutrition & Social Change, Prepared Childbirth, Stress Reduction
HOME MAINTENANCE Basic Homebuilding & Renovation, Furniture Upholstery, Home Repair and Decoration(Feng Shui, Faux Finishing), Woodworking (Cabinet Making)
SAFETY Domestic Violence, Driving Safety (National Safety Council Driving Safety Course: Defensive Driving, Alive at 25, Child Safety Seat Training), Mediation Training, Motorcycle Rider Course: Riding and Street Skills, Rape Crisis Intervention for Community Awareness and Volunteer Training, Scuba Diving Precertification
Economic & Workforce Development Annual Report 2003, Page 35
Small Business Center Network Annual Summary 2002-2003 Small Business Center Network
Colleges Alamance CC Asheville-Buncombe Beaufort Bladen Blue Ridge Brunswick Caldwell Cape Fear Carteret Catawba Valley Central Carolina Central Piedmont Cleveland Coastal Carolina College of the Albemarle Craven Davidson Durham Edgecombe Fayetteville Forsyth Gaston Guilford Halifax Haywood Isothermal James Sprunt Johnston Lenoir Martin Mayland McDowell Mitchell Montgomery Nash Pamlico Piedmont Pitt Randolph Richmond Roanoke-Chowan Robeson Rockingham Number of Seminars 44 79 21 16 42 17 61 24 65 47 34 95 27 53 104 49 36 52 21 41 109 47 92 117 30 45 37 83 82 9 23 31 67 25 42 28 35 68 63 17 26 25 34 Number of Seminar Trainees 556 1038 307 219 1575 173 776 106 1243 693 549 2852 480 718 1254 1307 395 817 420 906 2767 868 4067 1791 468 821 702 1317 1560 294 185 303 1001 308 706 201 399 519 559 249 281 554 1154 Number of Courses 10 22 7 24 388 6 466 226 2 0 41 0 0 2 3 0 12 15 13 2 69 0 49 40 1 0 0 21 0 0 1 0 24 0 6 0 91 0 31 0 4 0 4 Number of Course Trainees 94 434 14 254 3030 154 1327 1073 16 0 430 0 0 34 30 0 252 235 404 20 790 0 528 435 14 0 0 357 0 0 0 0 240 0 39 0 395 0 300 0 32 0 70 Number of Individuals Counseled 394 115 74 95 96 20 38 12 166 93 938 132 55 94 157 14 106 42 98 15 329 185 225 47 87 255 23 42 35 12 44 237 34 26 29 17 88 97 138 47 20 61 94 Number of Counseling Hours 251 198 134 148 450 22 73 1200 486 195 1072 240 108 113 614 53 219 74 117 17 455 247 621 51 96 115 94 46 57 13 144 241 36 52 31 41 97 182 257 54 46 36 58
Economic & Workforce Development Annual Report 2003, Page 36
Small Business Center Network
Colleges Rowan-Cabarrus Sampson Sandhills Southeastern South Piedmont Southwestern Stanly Surry Tri-County Vance-Granville Wake Wayne Western Piedmont Wilkes Wilson Number of Seminars 38 20 50 58 53 44 19 47 284 38 180 42 45 34 23 Number of Seminar Trainees 664 315 934 878 354 178 536 792 1739 492 1933 1067 361 502 588 Number of Courses 34 1 1 41 7 1 8 21 139 37 0 5 120 0 35 Number of Course Trainees 715 9 9 694 84 21 76 561 1692 484 0 96 1422 0 738 Number of Individuals Counseled 169 19 19 100 222 90 43 142 113 74 593 143 64 46 85 Number of Counseling Hours 195 24 33 82 143 537 521 200 243 79 638 610 56 36 276
TOTALS
3,038
48,791
2,030
17,602
6,848
12,527
TRENDS
Number of Seminars/ Workshops 3,038 2,793 2,945 2,911 Number of Seminar Trainees 48,791 47,317 47,507 43,191 Number of Course Trainees 17,602 15,215 16,228 19,839 Number of Individuals Counseled 6,848 9,117 5,462 5,139
Years 2002-2003 2001-2002 2000-2001 1999-2000
Economic & Workforce Development Annual Report 2003, Page 37
Human Resources Development Annual Summary 2002-2003
Total Population Served (Duplicated Headcount) Enrollment Trends 2002-2003 Student Enrollment 2001-2002 Student Enrollment 2000-2001 Student Enrollment 1999-2000 Student Enrollment Student Profile Total Students Gender Public Assistance Recipients* Employment Status Female Male Work First Family Assistance (WFFA) Foodstamps Unemployment Insurance Benefits
*Figures represent the number of students who received benefits prior to enrollment
52,736 46,970 33,381 29,064
Percent Rate 58 42 6 12 10 82 18
30,587 22,149 1,790 3,636 3,426 43,243 9,492
Unemployed Employed Enrollment by Course Offering Courses
Employability Skills Employability Lab Career Planning and Assessment Career Readiness/Pathways Introduction to Computers Employability Motivation and Retention
Enrollment 12,003 21,435 6,153 5,211 5,243 2,691
Economic & Workforce Development Annual Report 2003, Page 38
Economic & Workforce Development Operations
• • • • Support customized training Support regional customized workforce development Support innovative and flexible programs Support workforce training
Economic & Workforce Development Objectives
• • • • • Maintain or increase the number of educational and training programs necessary to meet the workforce needs of each region and college service area. Maintain or increase educational and training opportunities that meet the needs of diverse and underserved populations. Maintain or improve the number of innovative and flexible programs and services that meet the needs of the workforce and the economy. Maintain or increase support to educational and training programs necessary to meet workforce needs through the community college Human Resources Development (HRD) program. Maintain or increase support to educational and training programs necessary to meet workforce needs through new and expanding industries. Maintain or increase support to educational and training programs necessary to
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meet workforce needs through occupational extension.
Maintain or increase the support to educational and training programs necessary to meet workforce needs through small business centers.
Economic & Workforce Development Annual Report 2003, Page 39
Economic & Workforce Development Program Contacts
5003 Mail Service Center ~ Raleigh, NC 27699 Telephone (919) 807-7100 ~ Fax (919) 807-7169 Dr. Larry Keen, Vice President keenl@ncccs.cc.nc.us
Chuck Barham Associate Vice President barhamc@ncccs.cc.nc.us (919) 807-7152 Barbara Boyce, Director Human Resources Development boyceb@ncccs.cc.nc.us (919) 807-7158 Stephanie Deese, Director Workforce Initiatives deeses@ncccs.cc.nc.us (919) 807-7159 Peggy Graham, Director Workforce Continuing Education grahamp@ncccs.cc.nc.us (919) 807-7157 Gayle Harvey, Director Small Business Center Network harveyg@ncccs.cc.nc.us (919) 807-7156 Bill Joyner, Director Media Development bill_joyner@cpcc.cc.nc.us (704) 330-4663 Lynda Wilkins Information & Research Manager wilkinsl@ncccs.cc.nc.us (919) 807-7154 Regional Training Directors Rick Kimrey, Senior Training Director Piedmont/Triad Region kimreyr@surry.cc.nc.us (336) 386-9062 Pat Freeman, Western Region pfreeman@haywood.hcc (828) 254-1921, ext. 5827 Gayle Harvey, Southeastern Region harveyg@ncccs.cc.nc.us (919) 807-7156 Maureen Little, Charlotte Region m-little@spcc.cc.nc.us (704) 289-8588 Tim Rhodes, GTP/Northeastern Region trhodes@ncgtp.com (252) 523-1351, ext. 304 Susan Seymour Research Triangle Region seymours@ncccs.cc.nc.us (919) 807-7155
Published March 2004 North Carolina Community College System 300 copies of this public document were printed at a cost of $162.00. ~ Equal Opportunity Employer ~
Economic & Workforce Development Annual Report 2003, Page 40