Workforce Development
Vision Statement
Travis County will be a community where all people will have an opportunity to achieve economic prosperity and self-sufficiency by creating a workforce that is competitive in the global market.
Summary
The material contained in this Community Plan encompasses the following beliefs:
- People are our most valuable resource
- Development of our workforce must be a planned and managed blending of short and long term needs, and a balancing of the needs of individuals and the requirements of employers
- Workforce development is critical to the economic health and well-being of our community
- A community with thrive in an atmosphere of lifelong learning and upgrading of skills
- Learning extends beyond the classroom and into the workplace, using the tools and methods that are most effective and efficient
- Workforce development is an investment that should be measured
- Responsibility for personal growth and career development rests with the individual
- Skill upgrading opportunities should exist for everyone, regardless of current competency level and/or employment status
- Economic self-sufficiency benefits not only individuals, but families and the community
This Plan is developed for all businesses, industries and employers regardless of size, industry sector or location; and for all current and future workers (adults and youth), including those who are fully employed, under-employed, unemployed, and those needing special assistance.
The population groups "targeted" for special assistance consideration have been classified into ten broad categories. These groups, in general, tend to have higher than average unemployment and poverty rates and lower than average education or skill levels:
- Welfare recipients
- Public housing residents
- Individuals with a disability
- School dropouts
- Ex-offenders
- Veterans
- Individuals who are basic skills deficient (9th grade educational level or less)
- Homeless
- "At-risk" youth
- Individuals over age 50
The impact of workforce development on the community and decisions about service delivery are dependent upon many major factors including: globalizing of the economy, rapid advances in technology, changes in demographics, requirement for higher levels of education and skills, number of new jobs exceeding the supply of qualified workers, inadequate supply of workers competent in basic education and basic workplace skills, need for workers to continually upgrade their education and skills, hard-to-serve population groups representing an increasing share of new entrants into the labor force, multiple barriers to employment opportunities (e.g., child care, transportation, housing), impact of welfare reform, need for high quality employment services, workforce development system that is accountable to employees, employers and taxpayers. The Desired Community Impacts, Strategies and Outcomes contained in this section of the Community Plan are in response to these major concerns.
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Critical Conditions
A. A current environment for workforce development dotted with numerous and unconnected programs, agencies and activities resulting in a duplicative, fragmented system that is confusing and discouraging to job seekers and employers alike
B. The current education system (improvements failing to keep pace with demands)
C. The lack of, or limited availability of, technical training programs
D. An increasing number of new jobs, as well as most current jobs, requiring higher levels of education and skills
E. An increasing gap between the demand for and supply of workers competent in basic education and basic workplace skills
F. High job growth rates and low unemployment levels reducing the available supply of qualified, skilled workers
G. Constantly changing content and skill requirements of jobs requiring workers to continually upgrade their education and skills
H. Women, youth and historically "hard-to-serve" population groups being over-represented among traditionally lower skilled, lower paying occupations and representing an increasing share of new entrants into the labor force
I. The traditional concept of long-term jobs or careers with a single employer being replaced by new relationships between workers and employers, such as temporary or contract workers, multiple jobs and careers with multiple employers
J. Currently unemployed or under-employed individuals facing multiple barriers, such as child care, transportation and housing, preventing them from taking advantage of existing employment opportunities
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Desired Community Impacts
A. Increase the opportunity for individuals to enter and remain in the workforce
B. Increase the opportunity for individuals to secure jobs that offer wage levels and earning potential to achieve economic self-sufficiency
C. Reduce the multiple barriers which prevent unemployed and under-employed individuals from taking advantage of existing employment opportunities
D. Increase the capability of our education systems to ensure workplace readiness for all students
E. Increase the capability of our education systems and workplaces to provide opportunities for lifelong, continuous learning and skills upgrading
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Strategies
A. Establish specific programs for explaining, establishing and implementing continuous learning opportunities for workers
B. Establish and improve programs that enable the unemployed, those with disabilities, the ill-educated and disadvantaged to obtain access to learning in order to maximize their potential
C. Establish distance learning and second chance education programs
D. Provide employers with job applicants who have the basic skills required for work
E. Provide employers with sufficient number of job applicants who have adequate computer and technical training for higher-technology occupations
F. Provide a system which manages employment services on a case-by-case basis for employers
G. Provide access to accurate, real-time career and labor market information; quality career guidance and counseling services; testing and assessment services
H. Maximize information available on and convenient access to education and training programs and materials
I. Provide a single, simple application system for all workforce training programs and services
J. Provide access to affordable and convenient supporting services during training and employment, e.g., quality child care, public transportation, part-time job opportunities and public benefits (during training)
K. Establish a comprehensive workforce center system that is open evenings and weekends and has staff that is knowledgeable, professional and responsive to customer needs
L. Educate the community on workforce issues, activities and available services
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Outcomes
A. Increased opportunities for education and training beyond high school
B. Increased opportunities for workers to obtain new and more technologically complex skills
C. Increased opportunities for all individuals to have access to the benefits of information and telecommunications technology
D. Change thinking from a "teaching" society to a "learning" society, where education is transferred from a supply to a demand driven process and there is integration of the workforce and education environments
E. Increased preparation and integration into the workforce of population groups that historically have been left out
F. Increased capability of employers to reconcile the needs of women, work and families
G. Reduced education and training drop out rates at all levels (secondary and post-secondary)
H. Increased awareness and response to the impacts of welfare reform on the workforce
I. Maintained balance between the needs of welfare recipients and other targeted population groups against those of employers and the concept of universal access to services
J. Reduced economic disparity that exists between population groups in the community.
K. Increased pool of workforce applicants who have "basic skill, basic technology skills (computers) and basic workforce readiness skills"
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