When St. Vincent de Paul, a charitable organization with several thrift stores in Southeastern Michigan, needed assistance with staffing their stores, they reached out to EDSI at the Michigan Works! Livonia Service Center. The employer was experiencing issues with high turnover and wanted referrals of interested individuals with great work ethics. It was also important that candidates be committed to the cause of helping others in times of need, because their organization takes pride in this value.
One-Stop Centers Vision - The Employment and Training Administration (ETA) has issued many Training and Employment Guidance Letters (TEGLs) to guide states and Local Workforce Development Boards (LWDB) in the implementation and delivery of services under WIAO.
Since 1998, One-Stop Centers (now known as American Job Centers) have and continue to provide services that link job seekers with employers. Critical to the success of WIOA is having One-Stop Centers that have the tools and resources to deliver high quality career, education and training services needed to help jobseekers obtain jobs and help businesses find the skilled workers and access to training support for their current workforce.
Kareem Hawkins began participating in the Livonia WIOA Youth Program on June 10, 2016, following his graduation from Redford Union High School. When Kareem met with the Youth Program’s Career Coach, he expressed a desire to pursue higher education and become employed.
Within the first few months of his participation with EDSI, Kareem prepared for employment through engaging in workshops as well as meeting one-on-one with staff. He worked to develop his resume and create cover letters as he searched for employment. In addition, he completed mock interviews with EDSI staff to learn how to best present himself to an employer. This preparation assisted Kareem as he attended job fairs hosted by EDSI at the Michigan Works! Livonia Service Center.
Ashley Wynn began participating with EDSI’s Livonia PATH Program on September 28, 2016. She was already enrolled in school at Schoolcraft College, working toward a degree in Nursing. She entered into her Application Eligibility Period (AEP) motivated to find employment that would lead her to self-sufficiency.
During her AEP, Ashley recognized her need to update and rework her resume. She met with EDSI’s Instructor, Pete Anthony, to complete this task and prepare herself for future interviews. During the meeting they discussed several options that might help her gain experience in the healthcare field. When Ashley learned of a job opening at a local healthcare company, Homestead Home Health Care, she jumped at the opportunity.
It never fails that when I’m at a social function someone asks “So, what do you do for a living?” I always pause, trying to decide how to explain what a workforce development consultant does, particularly in 30 words or less.
After a rather elongated explanation, they’re usually amazed by how much I must know about so many critical occupations. Well, that couldn’t be further from the truth. Personally, I don’t know very much about anything. My secret is talking to people who do know everything about the occupation I’m about to analyze.
So, is this what workforce development is all about?
What does Wikipedia say about workforce development?
“It is an American economic development approach that attempts to enhance a region's economic stability and prosperity by focusing on people rather than businesses.”
Another definition would be that: “Workforce development has come to describe a relatively wide range of activities, policies and programs employed by geographies to create, sustain and retain a viable workforce that can support current and future business and industry.”
Try rolling those answers out in a social setting.
Lord-Xavier Taylor began participating with the Livonia WIOA Youth Program on August 25, 2016. Upon entering the program, he met with his Career Coach and shared his desire to pursue a career in hospitality.
As he engaged in the youth program, Lord-Xavier explored training programs that would equip him in restaurant management and culinary arts. After identifying a training facility, he completed assessment testing and discovered his need to improve his math and reading skills before acceptance into the program. In September, through one-on-one tutoring and educational workshops, Lord-Xavier began to work towards improving his math and reading skills.
On June 28, 2016, Monica Wingate began the Application Eligibility Period (AEP) for the PATH program at the Michigan Works! Livonia PATH Office. She came to Michigan from Texas, leaving her home and steady job to care for her ailing mother. After her mother’s passing, Monica was forced to move from the apartment they had shared because she was unable to have the lease put in her name due to her lack of employment. Her life circumstances had changed again and Monica found herself without a home.
In today’s world we are fortunate to have a variety of instructional delivery methods at our fingertips. Technology, being the ever-changing beast that it is, has afforded us the wonderful opportunity to explore professional development and educational initiatives that can replace, enhance, or supplement in-person or classroom instruction. Having such wonderful technology available has helped those of us in education address the concern of “lack of time.”
I cannot tell you how many times I am asked to deliver what should be a 5-day training program in only 2 days! Just like educators across the nation, I am being asked to constantly meet the demands of higher expectations, larger class sizes, and reduced instructional time for a group of learners whose knowledge base and experiences vary dramatically. What is an educator supposed to do?
Over the past 3 years, The Construction Association of Michigan (CAM) has been approached by several of its member companies about the lack of young people entering the construction industry. During a series of roundtable discussions, workforce development continued to be a trending topic. To address this growing concern, CAM joined forces with EDSI to develop a pilot program called “3D.” 3D stands for develop, design and deliver.
EDSI just completed the first 3D boot camp training at the UAW Ford building in Detroit, Michigan. The training was a 5 day training that taught juniors in high school more about the construction industry. They learned about careers in the industry, workplace readiness skills, communication, construction terminology and overview, the construction process (development, design, bidding, pre-construction, close out), money management and basic finance, technology in the construction industry and safety requirements. We partnered with 6 different schools throughout the city of Detroit to include both charter and public schools.
Raqia Alrobayi began participating with the EDSI Livonia Michigan Works! PATH office on October 7, 2015 when she entered into the AEP (Application Eligibility Period) process. After successfully completing her AEP, Raqia became a PATH participant.
Upon her enrollment into the program, Raqia's job focus was to return to the travel industry. Her education included an Associate's of Travel and Tourism degree from Centennial College in Toronto, and she expressed an interest in becoming a travel agent. While meeting with her Career Development Facilitator (CDF), Raqia shared concerns regarding her gap in employment. She recognized her need to remain relevant in the workforce and also to build on her computer and administrative skills. On January 5, 2016, she began participating at EDSI's onsite internship program.
Cornelius Davis Sr. shared these kind words of gratitude in a recent letter to EDSI staff at NCWorks in Henderson, NC.
I would like to take some time out to thank the employees at NCWorks of Henderson, NC and in particular, Ms. Sheila Long.
I came to NCWorks unemployed and unsure if I would find employment. Ms. Long sat down with me and helped me carefully map out a plan for a good path to gainful employment.
After carefully gathering some pertinent information, i.e., my strengths/weaknesses and my capabilities, Ms. Long came up with a program that was offering a Commercial Driver’s License and possibly a career in truck driving. I didn’t know if I would be able to complete the training.
On January 20, 2015, Riona Hunter began participating with EDSI when enrolled in the Partnership, Accountability, Training, Hope (PATH) program. During her orientation appointment, Riona met with a Career Development Facilitator (CDF) and shared her career goals. She explained that she was interested in attending Medical Assistant training in order to build upon her current certification as a Nursing Assistant. Her CDF assisted her with researching training options, and Riona decided to pursue her education at Dorsey Schools.
Although motivated to attend training, Riona shared with her CDF that reliable transportation could be a barrier to her attendance. She did not have a valid driver’s license as she was working to pay tickets and fees. Fortunately, Riona’s school of choice was accessible via public transportation, and EDSI provided her with SMART and DDOT bus passes. On February 12, 2015, Riona attended orientation at Dorsey Schools and began training in the Medical Administration and Billing Program. Throughout the training course, Riona shared her progress with her CDF as she gained knowledge in both administrative and clinical skill areas. She continued to receive assistance from EDSI staff with ongoing transportation and documentation needs, and she remained motivated to accomplish her goals.
This is my fourth year attending the yearly conference run by The Commission on Adult Basic Education and every year my involvement has grown. My first year I was just an attendee, but the next year I presented once, last year I presented twice, and this year I presented a total of four times! The conference reflected the changes and needs of the Adult Education community and it was amazing to see the growth in adult education during this time.
Major themes this year were transitions and career pathways. With the WIOA legislation this idea of preparing students for their next step has become extremely important. Workshop after workshop addressed various aspects of contextualized instruction, career counseling, transitions and career pathways. It was amazing to not only see how eager adult education professionals are about the change, but the vast differences that exist in how the implementation is occurring. There are many different approaches based on population, geography, integrated service options and program structure. I was inspired and motivated by the enthusiasm of the professionals who attended my session “Building Bigger and Better Career Counseling Programs in Adult Education,” and I am so happy that they left the workshop with concrete steps to assist them in implementing strategies for success.
Micahh Scott began participating with EDSI on July 7, 2015, when she entered into the AEP (Application Eligibility Period). She entered the program with a year of administrative experience and a desire to return to work in the clerical field. Within her first weeks of participation with EDSI, Micahh took steps to enhance her job readiness. She met with staff to create a professional resume that highlighted her administrative abilities, and practiced her communication skills and business etiquette through mock interviewing. Micahh also applied for and received PATH supportive service funds to purchase professional clothing.
As she diligently searched for employment, Micahh recognized her need to remain relevant in the workforce by having current experience. She decided to participate at EDSI’s on-site internship in order to increase her skills. At the internship, Micahh improved her typing, increased her knowledge of Microsoft Office and acquired new skills while working in the scanning and business services departments. As she continued to seek ways to grow her skill level, she accepted the opportunity to job shadow EDSI’s administrative assistant. She learned how to manage front office duties, including tasks that made her resume more relevant and marketable.
As parents, most of us expect our children to go to High School, get good grades, go directly to college and earn their degree in 4-5 years. Although this thinking is logical, it often leads young adults down the wrong path. Did you know, only 34% of High School graduates actually earn a bachelor’s degree? More concerning is this fact; 51% of all young adults who attend college NEVER earn a degree!
Reasons why 51% never earn a degree include:
1) The cost of higher education is extremely high.
The total cost of getting a degree in 2010 was 4.5 times higher than the total educational cost in 1985. This is based upon inflation adjusted dollars. The financial burden on parents and students has more than quadrupled!
“Rapport is the ability to enter someone else’s world, to make him feel that you understand him, that you have a strong common bond.” - Tony Robbins, Author and Motivational Speaker
Building relationships with another person is all about connecting with him or her and creating a sense of trust and understanding. According to some research, we have only 7 seconds to make a good first impression! It is absolutely essential for us to build solid connections with our clients, and this relationship building starts the first time we meet.
When I began my career as a Job Developer with EDSI, I would conduct an initial interview with clients. I would ask questions about clients’ living situation, their children and partners, the kinds of jobs they had in the past and what they wanted to accomplish. The interview gave me some important facts, but I realized something was missing. I wanted to go a bit deeper, I needed to better understand their passions, hopes and dreams when it came to finding, obtaining and keeping a job.
For those of us formally trained in education or instructional design, “Bloom’s Taxonomy” is pretty familiar. This framework was introduced back in 1956 and was integral in guiding educators and instructional designers in the creation of learning objectives. Revised many times over the years, this framework consists of three domains and 5 levels within each domain.
For years, this framework has guided instructors and educators as they design lessons and create learning objectives intended to pull learners through, to higher levels of learning. In my role as a Director and Instructional Designer, this framework had been a staple for me for many years. However, about 7 or so years ago, I was introduced to a new model, one created by Norman Webb. This model can be correlated to Bloom's Taxonomy, but focuses more on what is called the "cognitive demand" of a task.
Nedal Alshaibany began participating with EDSI at the Michigan Works! Livonia PATH Office on May 5, 2015 when he entered into his AEP (Application Eligibility Period). During his initial meeting with a Career Development Facilitator (CDF), Nedal discussed his past employment experience. He expressed a desire to learn about computers or become trained as a truck driver. EDSI’s onsite internship program presented a perfect opportunity for Nedal to develop computer skills while meeting his PATH participation requirements in a work experience activity. After completing the AEP, Nedal enrolled in PATH and began in the internship’s Scanning Center. He quickly learned the processes and demonstrated his knowledge by training other interns.
EDSI has given me a chance for a new beginning. I was a 26-year employee at a Fortune 500 company. Through changes and acquisitions, the company was sold and I needed to make a life decision – should I retire, or move to a new company? As the saying goes, “when the going gets tough, the tough get going,” so I decided to seek a new career. I joined EDSI in August 2015 as a Talent Engagement Specialist in North Carolina.
This fall, I had the opportunity to deliver a series of Fall Institutes on Science and GED Writing Rubrics to Georgia adult education professionals. The two-day training was delivered on four separate occasions across the state. Over 100 professionals attended!
Day one focused on five key science topics that are high emphasis areas on high school equivalency assessments. Ecosystems, Heredity, Cells, Solutions and Newton’s Laws of Motion were explored. I had the wonderful opportunity to model each lesson and facilitate activities the teachers could use in their classrooms. Each lesson began with the building of academic vocabulary using a modified Frayer Model. This academic vocabulary graphic organizer allowed the teachers to play the role of the student and investigate the definition of the word, how it is used in a sentence, pictures or examples of the word and applicable synonyms and antonyms. This produced an entire classroom of word walls for each lesson and was such a joy to see.
Written by Terri Kaufman - Workforce Development Specialist with EDSI
WIOA requires Local Workforce Investment Boards (WIBs) to work with representatives from secondary and postsecondary education providers to develop and implement Career Pathways. This occurs by aligning employment, training, education and supportive services to meet the needs of adults and youth, focusing on those with barriers to employment.
What is a Career Pathway?
The National Career Pathways Network has defined a Career Pathway as a coherent, articulated sequence of rigorous academic and career/technical courses, commencing in ninth grade and leading to an Associate’s degree, Baccalaureate degree and beyond, an industry-recognized certificate and/or licensure. The Career Pathway is developed, implemented, and maintained in partnership with secondary and postsecondary education providers and employers.
Why Career Pathways?
Career Pathways can help Local WIBs, educators, jobseekers, youth and employers identify career options and the knowledge and skill requirements that individuals need for their careers. Career Pathways also help in identifying skill sets and job functions/roles needed across job families.
Local WIBs need to be committed to working with educators, industries and economic development partners to develop a shared vision and strategy to support sector-based Career Pathways for youth and adults.
Career Pathways Strategies
There are many strategies that Local WIBS can use to support the development of Career Pathways:
- Working with employers to determine their hiring needs
- Working with educators to design training programs that meet the hiring needs of employers
- Utilizing labor market data (local, state and national)
- Measuring the success of existing training programs and outcomes
- Measuring employer and earnings outcomes
- Promoting seamless progress from one education step to another
- Eliminating barriers to accessing training
- Providing guidance through career coaching
- Creating and supporting partnerships between workforce development, education, labor and non-profit organizations
- Supporting industry partnerships
What steps are you taking to ensure that your education and training providers, operators and partners are supporting Career Pathway services as required in WIOA? Do you need help getting started or help in completing the processes? Please let us know how we can assist you in your efforts.
If you are interested in gaining more information regarding WIOA implementation, please contact me at email@example.com.
Founded in 1979, EDSI is a national leader in workforce development, customized training and consulting.
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