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Chapter 445- 50% Training Requirement Waiver Request

A waiver identifying the requested reduction from the statutorily required ITA reserve, specifying the percentage (between 0 and 49%) of Title I funds for Adults and Dislocated Workers that the regional board proposes to reserve for the required training services. This request must include supporting data, to show:

1. How the reserved training funds will be spent for ITAs and each of the other authorized training services; and

2. How the redirected training funds will be spent for other services.

1. Workforce Connection is requesting to allocate and expend 25% of WIA funding to training activities. We continue to support traditional ITA, OJT, EWT and Internship training through our Workforce Connection offices. We firmly believe that training funds should be managed in a way that culminates positive outcomes for individuals and not just creating expenditures for sake of achieving a spending threshold. Challenges that Workforce has faced over the past years has reduced our ability to focus solely on training enrollments, but to shift our efforts in assisting our local business base during this economic recovery. This shift has increased recruitment and screening efforts as well intensified efforts in candidate assessment and candidate employment preparation. Furthermore, we have customers that we have invested staff time and funds in that are still unable to gain employment due to lack of experience and strong competition. Reduction in need for Employed Worker and OJT services has further impacted these individuals.

In the past we have been able to allocate and expend a considerable amount of our ITA budget within the Employed Worker and On the Job Training programs. However, economic conditions dictate how and when businesses can invest in training. While slower times may seem like the ideal opportunity for training, the businesses are faced with tight budgets, reduced staffing and tighter restraints on human resources. The first aspects of business to be struck in down times are human resources and training. The chart below represents EWT enrollments by program year. Our enrollments performed strong until we entered program year 2007/08. Despite increased marketing efforts, as the economy faltered the demand for EWT diminished. The Program year 2010/11 showed a slight increase in enrollments based on a grant specifically written for the Healthcare industry to train Critical Care Nurses. This training was funded by the Healthcare II Grant and was specific to Munroe Regional Medical Center. We have recently reworked our EWT process and are currently marketing to engage new businesses. Our recent partnership with MRMA (discussed in more detail later) is also generating addition leads for EWT training.

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The reduction of local businesses wishing to train has also affected our ability to utilize OJT to its fullest extent. Employers that are faced with ‘doing more with less’ are finding it harder to commit the man hours required to train a new employee. In today’s market they expect that they can find a fully trained individual and should not have to invest additional time in training. This further leads us to providing more intensive services to our local businesses to meet their expectations of recruitment and placement. This same issue has affected our ability to generate meaningful Internships. Businesses are very interested in participating, but at this time cannot commit to a structured training plan to make the internship successful. We continue to market OJT, and despite the difficulties mentioned above have managed to focus a large portion of our current training dollars to this service. The chart below shows the steady growth of OJT agreements through PY 09/10 when the demand for OJT began to taper off.

Traditional ITA has been affected in a similar way. Businesses are not willing to hire a job seeker that has just completed schooling when there are thousands of experienced workers to choose from. These businesses look to Workforce to recruit and screen this talent for them.

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Spending funds in ITA without positive outcome is wasteful spending and generates a sense of resentment from our customers. All of these challenges combined create an environment in which it is difficult to spend funds in training AND the funds are much needed to handle business in areas that are seeing a demand such as recruitment and placement. We recently closed approximately 600 (of which 445 had received training services) WIA cases negatively due to the fact that without employment opportunities in their fields of training they became disenfranchised and would no longer respond to Workforce staff reaching out to engage them. A majority of these WIA enrollments date back to times of high enrollment through ARRA and multiple NEG grants.

Below is a comparison of budgetary figures for program years 2011/12 and 2012/13:

2011/12 Spent 2012/13 Projected Spending

ITA $75,151.00 $855,445.00 EWT $1,391.00 $79,671.00 OJT $365,430.00 $104,847.00 Internship $224,852.00 $100,600.00 Total $666,824.00 $1,140,563.00

Below is a comparison of enrollments and projections from program years 2011/12 and 2012/13:

2011/12 Enrolled 2012/13 Projected Enrollment

ITA 420 385 EWT 24 43 OJT 104 38 Internship 60 10 Total 608 476

2. At this time we are experiencing a spike in additionally requested value added services

including applicant screening and assessment from our business community. While our local economy is still suffering greatly, there has been a marked increase of employment opportunities in this Region. With increased hiring comes a greater need for Workforce to act as the HR ‘arm’ for many of these businesses. Region 10’s economy is comprised mostly of small to medium sized businesses. These businesses lack the much needed resources for recruiting and screening applicants. It is common knowledge that a single Job Order can garner literally hundreds of applicants in a single day. Small to medium sized businesses simply do not have the resources to screen all of the applicants. Workforce feels that by reducing our business services in an effort to funnel funds directly to training activities we will be partially responsible for the stalling of local hiring as many businesses have stated they would simply avoid filling a position versus dealing with the mass applicants that they are seeing. This inability to provide value added services will severely limit our ability to reach the governor’s 50,000 job placement challenge.

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Additional screening, however, is labor intensive and is further complicated by the fact that only partially registered job seekers can “apply” through EFM. The increased demand for assistance has caused Workforce to adjust its policy on which types of jobs (hourly wage, etc.) qualify for this service. Workforce would normally consider establishing additional staff positions to support this demand rather than adjusting qualifying criteria. Balancing the different demands for services requires the ability to plan flexibility into your budget. Firm spending requirements or bureaucratic budgetary processes strip that ability. Primary focuses for redirected funds will include:

Increased outreach to small and medium businesses Intensified job seeker screening for job orders Provision of additional Center staff to manage customer influx brought on by increased

management of job orders Additional customer workshops to address soft and hard skills gaps as address in the

Skills Gap Study (Attachment 1)

Documentation that substantiates any of the following:

The exceptional circumstances that warrant granting of a waiver; factors to consider may include:

1. The substantially greater demand for core, intensive and supportive services, and business services, relative to training services;

2. The regional board is entirely contained within a statutorily designated Rural Area of Critical Economic Concern (RACEC).

3. Addition and utilization of NEG, Pathways and Special Grants

1. We are currently facing a wider range of challenges than in the past when enrolling individuals into training. The majority of our customer base has now been unemployed for a period of time reaching, and often exceeding two years. Training is certainly an option for increasing skills, but the customer is then faced with continued expenses during the training. Over the last two years we have seen an extreme strain on our support service dollars. It is not good enough to help a customer enroll in school and leave them to their own devices to ensure a positive outcome. This will only lead to disenfranchised customers that ultimately drop classes, quit responding to Workforce staff and force local and State performance to drop. Workforce staff must be able to blend training and support service dollars into a customer’s ITA in order to foster a positive outcome. Customer travel, childcare and other ancillary expenses are often greater than the actual cost of tuition. We have retooled our WIA/PELL coordination efforts but even when a customer has use of their PELL funding to cover additional expenses during training this dollar amount is still not enough to see them successfully through their program. Furthermore we are seeing more cases where a customer is given a job offer but is in need of uniforms, boots, tools of the trade, etc. Due to high levels and durations of unemployment the

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customers from fields such as construction, manufacturing, HVAC and automotive services do not have these items as most (clothing and boots) are now worn and often times tools of the trade have been sold to cover household expenses or don’t meet current industry standards. These costs are essential to get a customer what is needed to start employment, but have been greatly reduced as support service dollars are limited. Travel assistance has become the most important support service when assisting the long term unemployed become re-employed. Most customers entering employment require travel assistance AT LEAST through their first pay period and many times beyond that as they struggle to catch up on back debt. Below is a breakdown of services provided by staff for the last several program years. The following illustrates the increased demand for Core and Intensive services over enrollment into training services.

PY Core Intensive Training

2010 36572 10410 1514

2011 67057 12351 465

07/01/2012 to 12/30/2012 56028 10046 309

The chart above clearly depicts the surge in Core and Intensive services with our current services provided at the Core level at 84 percent of last program year and Intensive services at 82 percent of last program year after just two quarters! These counts include both WP and WIA programs.

2. Region 10 is one of the geographically smaller Workforce Regions in the State of Florida. Our primary population base is located in Ocala which is centralized in Marion County. The outlying areas that are comprised of Citrus and Levy Counties both suffer from harsh economic conditions. Levy County is classified as a RACEC area. While Citrus County is not a RACEC it continues to struggle during this time of recovery.

Citrus County is largely a retirement area and despite continued efforts of Workforce, Economic Development and Chamber partnerships many expanding and new operation attempts have been slowed due to lack of infrastructure. Furthermore, the recent acquisition of the Progress Energy nuclear plants by Duke Energy has created uncertainty for potential growth in hiring and recruiting efforts. All of these factors combined have left Citrus County a rural retirement area with a workforce that is forced to act as a feeder for larger neighboring Metropolitan areas such as Tampa, Orlando and Ocala.

At the request of our Board and community partners we have significantly increased our exposure in Citrus and Levy Counties through increased marketing and outreach. Through

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established partnerships with local newspaper and radio media outlets we have been able to accomplish these goals with very few expenses. However, with a business base comprised mostly of small to medium sized service sector businesses these efforts have significantly impacted our need for additional Center staff to meet the needs of these businesses in regards to recruitment, screening and placement efforts. Our ability to meet these increasing demands has been stymied by the balancing of staff costs to training allocations.

Below is graphical representation of the increase in open Job Orders for Citrus, Levy and Marion Counties since July 1st, 2011. Our centers are currently operating at the same staffing levels as they were at the beginning of PY 2011.

3. Region 10 has been successful in seeking out and receiving grants to serve at-risk populations as well as large populations created by specific downsizing events such as the Manufacturing and Taylor Bean and Whitaker NEG Grants as well as Pathways Out of Poverty, Healthcare II and Electronic Health records. Due to these large grants we were able to limit local funding expenditures, but were left with larger than usual rollover of Formula funds this program year. Since 2008, the following numbers of customers were served with special grant funding above and beyond our usually Formula funds.

Grant PY Customers Served Grant Amount

Manufacturing NEG 2009/2010 610 $1,195,838.00 Taylor Bean (TBW) NEG 2009/2010 533 $1,580,298.00 Pathways out Of Poverty 2009 to 2011 344 $1,787,010.00 Healthcare II 2009/2010 258 $274,406.00 Electronic Health Records 2009/2010 344 $186,067.00 Totals 2089 $5,023,619.00

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A budget (or proposed budget) showing program components and major breakouts for each program (one-stop services, training providers, administrative costs, etc).

1. See Attachment 2

Identify how the current and long-term unemployment rate for the region will be impacted by a waiver, should it be approved. Documents that identify the regional board’s efforts to increase demand from individuals to meet market needs (to address the “talent gap”)

1. We will be addressing the two items above together as both bullet items go hand in hand with local efforts.

The Ocala MSA was recently recognized on a national level as one of three areas in the nation to have experienced the most significant drop in unemployment figures. We certainly in no way attribute our efforts alone to this accomplishment, but we certainly play a large role in the broad range of partnerships that foster an environment of job growth. We feel that our continued efforts through our Workforce offices and collaborative work with community partners will continue the trend of job placements for our unemployed and underemployed customer base.

Skills Gap Study

The on-going dialogue regarding the lack of skills that industry needs caused Workforce to fund a skills gap study. The study began in late May of 2012. The report was presented to the Workforce Connection Board and stakeholders on December 5, 2012. The report (Attachment 2) identifies gaps for existing industry and presents a pipeline approach for “aspirational industries.” Workforce Connection’s Board has approved a budget that establishes the services and structure approach recommended in the study. An on-going Task Force is being developed with the help of our educational and economic development partners that will review the recommendations and establish an implementation plan. The work of the committee will be used to prioritize training to meet employer needs.

One of our most recent partnerships with the Marion Regional Manufacturing Association (MRMA) explained later in more detail, has resulted in a joint hire between MRMA and Workforce to identify and meet additional needs of our local manufacturing businesses. The individual is housed in Workforce Connection offices and is a direct link to MRMA and their membership base. This existing relationship and ‘trusted face’ has opened numerous doors for Workforce to become even more involved in helping to solve issues for our local manufacturers. With manufacturing being one of our largest industries it is vital that we stay connected with and attuned to the needs of the manufacturing community. This intensified partnership will allow us to identify and overcome current and projected skills gaps through continued communication.

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Assessment As It Relates To Skills Gaps

Part of our local continuous improvement efforts also led to a survey of local businesses to determine what assessments industries are using and if these assessments could be utilized by Workforce to promote increased quality in our employment referrals. Part of this survey was also to identify what types of skills our local businesses are assessing for. This survey yielded results that were typical of an economic environment where a ‘buyers market’ exists for hiring businesses. The results from the businesses surveyed pointed to a severe gap in soft skills and labeled this gap as the primary reason a candidate does not get hired:

55.6% of the responders currently use a formal assessment tool and only 50% of those assess actual hard skills. The remaining rely on interviews to determine a candidate’s ability to do the job.

Of the Responders the most important elements reviewed during the assessment or

interview process were: o Behavioral Attributes o Personality o Occupational Skills

84.6% of the responders noted that the primary reason a candidate does not get hired is a lack of Soft Skills (grammar, communication, etc.)

73.6% of the responders stated that a lack of job specific skills was the secondary reason candidates are not hired.

However, 81% of the responders stated that the most important skill or trait for a candidate was Soft Skills.

And, with less than 25% of the responders relying on an actual hard skill assessment to make their hiring decisions it is apparent that 75% are basing decisions on a candidate’s skill level on information shared during the interview or as displayed on the customer’s resume. This has a direct correlation with an individual’s level of soft skills such as communication, grammar, etc.

Soft Skills are the predominant gap that we as Workforce must prepare to tackle in order to meet the needs of our businesses. Soft skills can only be refined and taught through intensive case management, workshops and smaller, topically focused workgroups and does not fit the mold of a “50%” expenditure.

As more of the skilled, unemployed individuals gain employment we will decrease our pool of individuals that possess both occupational and soft skills further promulgating the correlation of workforce offices with ‘unemployment offices’ that only work with unskilled labor. During this time of recovery the businesses of Florida should be looking to Workforce to provide professional, timely and meaningful services - all facets of our business that will foster an environment of dedication and belief in our mission moving forward.

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Documentation that the regional board and the Chief Elected Official have approved the waiver request.

1. See Attachment 3 An agreement that if the conditions warranting the waiver change, the regional board commits to comply with the ITA reserve requirement and will notify WFI of such compliance.

Workforce Connection staff and management have worked hard to fully understand what is needed by our local business community to maintain strong and fruitful partnerships. The points made in this document represent those current needs. We fully understand and commit to complying with the ITA requirement at the point in time when 50% of WIA funding allocated to training fully meets the needs of the business community that relies on Workforce to supply them with a well trained, groomed and prepared workforce. We will continue to pursue expanded OJT, EWT, Internship and Work Experience opportunities, though the success of those efforts remain uncertain at this time.

The budget submitted by the region should be the FY 2012/13 Budget Summary by sub-account, with an additional spreadsheet that compares expenditures at full compliance with the statutory ITA reserve requirement, and expenditures at the requested reserve reduction, thereby showing how the redirected training funds will be used if the requested reduction is approved.

1. See Attachment 4

Information regarding: Number of Full-Time & Part-Time Employees Number of Employees designated as supervisory/managerial, identifying those that also

provide direct services Description and total cost fringe benefits that are included in the salary item Professional fees (provide definition or description of what you capture as professional fees) Detail for the travel expenditures

At this time Workforce has the following for Full and Part Time employees:

Full Time CLM: 89 Part Time CLM: 1 Full Time DEO: 13 Full Time DEO OPS: 15 Part Time DEO OPS: 0

Of the 118 total staff, fifteen (15) are classified as a supervisor or manager including the Chief Executive Officer, Chief Operating Officer and Chief Business Development Officer.

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All supervisors and managers with the exception of the aforementioned executives provide direct services.

Fringe expenses as they relate to the overall payroll budget are as follows:

Percentage

Health Insurance $203,294.67 12.37% Dental $15,806.24 0.96% Life Insurance $7,241.08 0.44% Worker's Comp $27,953.42 1.70%

FICA

7.65% Unemployment Tax (Average of 2012 & 2013 )

2.11%

Retirement $145,149.90 8.83%

Total 34.06%

1. Full staffing budget detail – See Attachment 5

Current Organizational Chart for the regional board staff, and One-Stop Career Centers, if applicable.

1. See Attachment 6 The number of job placements to date in (program year) 2012 for clients receiving

Core and intensive services; and Core, intensive and training services.

1. Total Placements for those receiving Core and Intensive Level Services:

a. 07/01/2011 through 06/30/2012: 5853 b. 07/01/2012 through 12/31/2012: 5685

2. Total Placements for those receiving Training Services: a. 07/01/2011 through 06/30/2012: 1088 b. 07/01/2012 through 12/31/2012: 463

The figures clearly indicate that placements within this program year for customers receiving core and intensive services have nearly doubled in the first two quarters, while placements for customers receiving training services has actually dropped more than 50% behind the previous year placement figures at the midpoint of the program year.

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An explanation of how your region’s current business outreach services are helping to support a more collaborative effort between the regional board, local businesses, and educational institutions.

Revised ITA/Customized Training funding approach: The previous funding approach to ITA’s with eligible training providers was to budget two years’ worth of training costs from the current year funding. This allowed for one year’s cost to be spent during the first year of the grant funding, with the second year funding being carried over into the second year of grant funding.

There were significant business reasons for this approach.

a. Stabilized funding for tuition, books and fees for the entire training period, thereby assuring the customer that their training costs were covered for the entire training period. This removed the instability that is sometimes caused by the ups and downs of federal funding.

b. With lower “caseloads” less staff was required to manage those customers in training. This allowed for more funds to be directed to other workforce priorities, including more funds for EWT, OJT and employer services.

Workforce changed its policy to fund only year one of training costs for each trainee. This provides the ability to:

a. Provide more individuals with classroom training. With the same amount budgeted, twice as many could be enrolled in CT.

b. Provides for more diverse training options to be funded and/or more spent on other training options such as OJT, EWT and customized training.

Workforce established a revised business association with each of its training providers.

a. Each county has an “expediter” to work with our training providers to coordinate recruitment of students who visit the provider rather than Workforce.

b. Established basic referral standards that support mutual goal of completion and placement.

c. Established on-site enrollments during provider enrollment periods. d. Trained staff on new business paradigm and resultant policy changes.

Workforce Connection has also chosen to expand training options and increase previous budgets. These include adding internships and work experience as well as expanding EWT and OJT.

Cost of Private Provider Training- Policy change

Workforce Connection’s policy for training costs with private training providers set a maximum payment at the cost of tuition for the same program at a state college or school district’s technical center within our region, whichever was the most favorable to the customer.

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The policy was amended to pay the full costs of private provider training, if the program at our local public institutions was either unavailable or closed with a waiting list and the private provider chosen could enroll immediately.

Revising Marketing, Policies and Procedures

Workforce has policies regarding the operation of OJT and EWT that date to when they were provided by our contracted one stop operator. In addition, policies were dated in other ways and contained local policies that were not valid in the current economy.

Workforce CEO Rusty Skinner began meeting personally with key companies to determine why they were not using EWT, when many needed training for their current workforce. These meetings resulted in the following revisions.

a. Revising the marketing of EWT from “we pay 50% of the training costs ( a factual, precise statement) to “we pay up to 100% of the training costs”(Flyer attached). Businesses stated they did not have the “other 50%.”

b. More broadly defined “employed worker” so that an employee is considered eligible once they started work.

c. Expanded marketing to include real examples of previous EWT grant-sponsored training (Attachment 6).

d. Expanded reimbursable amounts, including: a. Lifted $25 cap on instructor wages; b. Accepted travel costs if required for either training or testing.

e. Streamlined the “initial application” and directed more staff support in the preparation of the funding request. We went from an initial Internet-based, “self-service” approach to a fully staff-assisted process.

Business Association Outreach

The Manufacturing industry has an established organization in Marion County called the Marion Regional Manufacturers’ Association (MRMA), but it operates without staff. Workforce funded a training coordinator and established a $300,000 training fund to support the training needs he identifies. Since October 1, the following are examples of outreach that has occurred.

a. Surveyed MRMA members identified CNC training, welding and soldering as training needs for current employees.

b. Brought in Florida MEP to discuss training options with interested manufacturers; presented Workforce ability to pay for costs; no action from invited employers even with follow-up.

c. Met with all local training providers regarding needs; d. Coordinating placement event for December graduates e. Made proposal on customized OJT and CBT to employer after identifying nationally-

recognized soldering instructor in St. Petersburg that would provide on-site employee and supervisor training for newly hired and existing workers. No response from employer to proposal, following up weekly.

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f. Made less official proposals/initial offers to various small employers seeking training, in process.

Workforce has business outreach contracts with each of the three economic development organizations that serve our area. Training is a key service discussed by these partners as the work to expand our business outreach services. This includes new prospect contacts as well as existing business outreach.

Economic Development

Workforce Connection has been active with our economic development partners for many years.

Workforce has often been asked to commit a training incentive to augment other economic development incentives. In the past, this commitment called for those funds to be “reserved” in the year “pledged” until that commitment could be transferred to the following year. With the 50% requirement, having such an ability past the first quarter of a fiscal year diminishes. The result will be that such support will only be possible when a firm definitively commits. If that commitment occurs after September 30 of any year, the training will most likely have to be funded starting July 1 of the following year (start of the next fiscal year). Over the past twelve months, Workforce has prepared a total of fifty-five (55) Talent Proposals for businesses recruited to locate/relocate into our region or for businesses within the region considering expansion. At one point Workforce had pledged $1Million in training assistance to those firms. Most of the responses, however, were for hiring support and talent information.

Shifting from “Managing costs to Spending”

While not stated, the 50% requirement represents a subtle shift from managing spending and containing costs to a philosophy of spending. In fact one of the amendments related to the 50% requirement even calls for cost not to be a consideration when using a training provider. This shift is implied in each of the concerns raised and could be an unintended consequence that will have a negative impact on the whole system.

Performance

The high levels of performance which Florida workforce boards have achieved has been the result of staff focusing on the ability of the customer to “benefit from training.” Too often customers have a vision of training that conflicts with their personal reality. A person desiring CDL training who has a poor driving record is one example. Quite often these customers are very vocal in their desire. History has proven that when enrollment and spending requirements in grants overshadow other metrics, performance suffers. Many of us have witnessed this recently with the federal stimulus funding and the push to spend and enroll.

Unforeseen Events

While we all hope that the sudden announcements of plant closing and layoffs have ended, they represent the types of unforeseen events that our workforce system is called up to engage. Other such events include hurricanes and storms. In each of these situations, the

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initial services required do not fit the 50% standard. Most employment disruptions are followed by the demands for job placement assistance, relocation assistance and support services. While national emergency grants (NEG) are possible, the initial costs of these events fall onto the local and state funds. Even when awarded, the effective date, more often than not, does not coincide with the initial delivery of services.

A list of FY 2011/12 ITAs for your region by category, and identify placements.

ITA Enrolled Placements Average Wage

Accountants 1 0 $0.00

Architectural Drafters 2 2 $11.20

Automotive Mechanics 4 1 $7.67

Avionics Technician 1 0 $0.00

Billing Clerks 1 1 $9.00

Bookkeeping Clerks 4 4 $10.63

Business Operations Specialists, All Other 1 0 $0.00

Business Teachers, Postsecondary 1 0 $0.00

Cardiovascular Technologists and Technicians 1 0 $0.00

Child Care Workers 1 0 $0.00 Claims Examiners, Property and Casualty Insurance 1 0 $0.00

Computer and Information Systems Managers 2 0 $0.00

Computer Software Engineers, Applications 1 0 $0.00

Computer Support Specialists 15 8 $15.00

Correctional Officers and Jailers 14 3 $13.59

Database Administrators 1 1 $11.00

Dental Assistants 1 1 $13.00 Executive Secretaries and Administrative Assistants 14 6 $14.18

Financial Managers, Branch or Department 1 0 $0.00 First-Line Supervisors/Managers of Landscaping 1 0 $0.00

First-Line Supervisors/Managers of Office 1 1 $8.25

General and Operations Managers 2 1 $15.72

Healthcare Support Workers, All Other 2 1 $9.00 Heating and Air Conditioning Mechanics and Installers 3 0 $0.00

Human Resources Managers 1 0 $0.00

Industrial Machinery Mechanics 1 0 $0.00 Licensed Practical and Licensed Vocational Nurses 19 7 $14.07

Management Analysts 1 1 $16.00

Mechanical Engineering Technologists 1 0 $0.00

Medical and Clinical Laboratory Technicians 4 1 $10.27

Medical and Public Health Social Workers 1 1 $11.50

Medical Assistants 17 4 $11.70

Medical Records and Health Information 28 20 $11.17

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Technicians

Medical Secretaries 9 2 $12.39 Mental Health and Substance Abuse Social Workers 2 1 $12.73

Mental Health Counselors 2 0 $0.00 Network Systems and Data Communications Analysts 1 0 $0.00

Nursing Aides, Orderlies, and Attendants 10 6 $8.75 Office and Administrative Support Workers, All Other 2 2 $10.50

Paralegals and Legal Assistants 3 2 $9.35

Pharmacy Technicians 1 1 $9.62

Physical Therapist Aides 4 3 $10.53

Physical Therapist Assistants 8 7 $9.37

Police Patrol Officers 9 2 $11.21

Private Detectives and Investigators 1 1 $13.50

Public Relations Specialists 1 0 $0.00

Radiologic Technicians 17 9 $13.07

Registered Nurses 20 9 $16.38

Security Guards 2 2 $8.69

Solar Photovoltaic Installers 1 1 $8.00

Special Education Teachers 1 0 $0.00 Substance Abuse and Behavioral Disorder Counselors 3 2 $8.30

Surgical Technologists 1 0 $0.00

Truck Drivers, Heavy and Tractor-Trailer 14 8 $11.17 Welding, Soldering, and Brazing Machine Setters 2 1 $12.00

Total 263 123 $11.38

The process of refining and developing training programs for our local targeted occupations involves the review of the Occupational Supply and Demand report. Often times we find that although occupations are on the Targeted Occupation List the projected local supply and demand prohibits the number of trainees that enroll in specific programs. If low projections exist on a ‘targeted’ occupation we will more than likely refrain from funding ITA’s in that occupation. Recent efforts by the region to streamline or automate service delivery through the One-Stop Career Centers. We have been very proactive in automating many services with two goals in mind:

A. Simplify access to services for our customers B. Increase efficiency of staff time

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Automation WTP Work Registration

The first process that we streamlined was the WTP Work Registration process. To ensure that the weekly work registration session and one on one counseling sessions provide meaningful services and not simply data collection we looked at different ways to eliminate the time spent completing paperwork. The first change was creating an instructional Webinar that details the WTP program and requirements as well as the needed paperwork. The customer is supplied the Work Registration packet at the completion of the webinar and is asked to complete it prior to attendance. This only leaves staff reviewing the paperwork and having the customer sign it. The remaining time is left to work with the group and set program expectations. Furthermore, any forms that a customer may need to access in the future are posted on our website for ease of access. WIA Application Like the WTP process, WIA has been fully automated so a customer no longer has to visit or make an appointment at a Workforce Connection center to apply for WIA assistance. Our WIA application has been converted into an easy to understand questionnaire that the customer completes online. Once submitted the form is converted into a .PDF documented and sent via e-mail to our WIA training team for review.

WIA/WTP Support Services Reloadable debit cards are utilized for the issuance of supportive services. We often find that customers with multiple barriers find themselves in situations where we need to be able to act quickly to keep them fully participating in their program. Our reloadable cards can have funds assigned to them at a moment’s notice when needed. Our case managers no longer have to wait for a check to be processed. Electronic Records Last program year brought about the implementation of the ATLAS electronic records system. The ATLAS system allows staff at any Workforce center to access a customer’s records. There is no longer a need to find a working file to see all of the details of a customer’s Workforce experience. This has eliminated all wait times for customers when a particular staff member is not available. Customer Traffic Tracking A portion of the ATLAS system includes the sign-in kiosks at the entrance to all of our centers. This tracking system allows staff to trend center traffic flow and traffic counts to better manage our staff resources to meet the demands of our job seeking customers. Staff Appointments and Workshops Customers are no longer required to call or visit a Workforce center to schedule a meeting with a Workforce representative or to reserve a seat for a workshop. Workforce provides a convenient, online time center where customers can view available appointment/workshop times and schedule themselves for a time that best meets their needs. All staff are listed in the

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time center by program and specialty so the customer can get to the right staff member the first time. Customers can also view our full line of workshops, select those that meet their needs and reserve a seat from anywhere they have internet access. Our workshops have also been made portable to reach our outlying areas. Travel is always a concern for our customers and the more local services we can provide outside of our brick and mortar locations the more meaningful our services are to our customers. Aside from the Workshops conducted in our three centers we also offer our workshops on a rotating basis in the following locations: Citrus County

Homosassa Library Crystal River Library (Coastal) Beverly Hills Library (Central)

Marion County

Dunnellon Library Belleview Library Forest Library Taylor College (Belleview) The Forest Community Center (Ocklawaha)

College of Central Florida – Patriot Connection

Program year 2012/13 marked the opening of our satellite office through partnership with the College of Central Florida. This office assists students of our local educational providers in locating Internship, Work Experience, OJT and employment opportunities. This partnership has provided us access to a broader talent development pipeline while providing access to Workforce services to the graduates of our partners. Outreach from this office covers the three county Region and all of our educational partners:

College of Central Florida Community Technical and Adult Education Taylor College Rasmussen College Withlacoochee Technical Institute

Patriot Connection Performance Total Served 591

Total Services Provided 3939 Total Entered Employment 61 Total Obtained Employment 43

Average wage of Entered Employments $9.19/hour

Page 18

Informational Webinars We currently have multiple informational webinars that cover topics from an orientation to Workforce services to preparing for an interview. The webinars can be viewed online so a customer has access anywhere they have an internet connection. All of Workforce Connection’s webinars are produced in-house so there is no additional cost for their creation. Additional Access Points Workforce Connection is comprised of Citrus, Levy and Marion Counties. A majority of this region is considered rural so travel to physical Workforce Connection offices can be a challenge for our customers. To help eliminate transportation barriers for our customers we have pushed many services out to remote partner locations either through use of space or Mobile Resource Unit (MRU). Workforce has partnered with many social service agencies in our Region to utilize space on a rotating basis to offer Workforce services to their client base. Many of these locations provide access for individuals participating in the WTP or SNAP programs. These satellite locations have greatly benefited our customers and have relieved some of the need for ongoing support services. Our MRU visits numerous rural locations throughout our Region. The MRU offers the same full line of services that are available in a Workforce Connection center. Our MRU makes multiple stops at remote locations each week to include: Williston Bronson Cedar Key Inglis

Our MRU provides Workforce services to customers that ordinarily would not be able to access our services due to rural locations and travel barriers. The table below shows the number of services provided to customers in the outlying areas of our region for PY 11/12 and PY 12/13 through December 31st, 2012.

The ability to continue offering services at remote locations will be based on the availability of staff funding moving forward. As illustrated below, the need for the availability of remote services has more than doubled this program year having provided more services as of the midpoint of this program year than were provided the entire program year of 2011/12.

Mobile Unit Activities Provided PY 2011/12 PY 7/1/2012-12/31/2012

439 509

Page 19

For FY 2011/12, the number of client services provided through the One-Stops Career Centers, and the number of “first-time” clients, if this information is captured

Region 10, like most regions has seen the services provided within our centers rise exponentially over the last few years. The chart below represents the total number of WP services provided by Workforce staff over the last six quarters. This chart clearly depicts an increase of WP services provided in our centers by almost eighty (80) percent in the last two quarters over the previous program year. Our centers are currently operating at the same staffing levels we were at at the beginning of PY 2011.

And, while Core and Intensive services under Wagner Peyser have increased by nearly eighty (80) percent across all of our centers we have seen the demand for enrollment into training activities remain relatively flat with the exception of the usual influx at the beginning of the fall semester.

0

50

100

150

Jul-

11

Au

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1

Sep

-11

Oct

-11

No

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1

De

c-1

1

Jan

-12

Feb

-12

Mar

-12

Ap

r-1

2

May

-12

Jun

-12

Jul-

12

Au

g-1

2

Sep

-12

Oct

-12

No

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2

De

c-1

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Training Enrollments 7/1/2011-12/31/2012

County 7/1/11-6/30/12 7/1/12-12/31/12

Citrus 29547 23764

Levy 7322 5881

Marion 71308 52386

ADDRESSING the SKILLS GAP

CITRUS, LEVY & MARION COUNTIES

2012

2

ACKNOWLEDGEMENTS

This report was prepared by Thomas P.

Miller and Associates, LLC (TPMA). TPMA

would like to thank all of the individuals

who participated in project. TPMA

appreciates the feedback provided by

individuals who provided input during the

skills gap forums, individual employer

interviews and the employer survey.

Thomas P. Miller and Associates would like

to also thank the leadership and staff of

Workforce Connection for their day-to-day

assistance and guidance throughout the

project.

Thomas P. Miller and Associates

1630 N. Meridian Street, Suite 430 Indianapolis, IN 46202

www.tpma-inc.com

3

TABLE OF CONTENTS

INTRODUCTION ............................................................................................................................................. 4

NATIONAL AND REGIONAL CONTEXT ........................................................................................................... 6

SECTOR-SPECIFIC SKILLS GAPS ...................................................................................................................... 9

MANUFACTURING ..................................................................................................................................... 9

HEALTHCARE ........................................................................................................................................... 13

INFORMATION TECHNOLOGY ................................................................................................................. 16

TRANSPORTATION, DISTRIBUTION AND WAREHOUSING ...................................................................... 18

BUSINESS AND FINANCIAL SERVICES ...................................................................................................... 19

CROSS-SECTOR SKILL GAPS ......................................................................................................................... 20

BLUEPRINT FOR MOVING FORWARD.......................................................................................................... 23

ADDRESSING IDENTIFIED SKILLS GAPS .................................................................................................... 23

EMPLOYER ENGAGEMENT ...................................................................................................................... 25

PIPELINE DEVELOPMENT ........................................................................................................................ 27

CONTINUING PARTNER COLLABORATION .............................................................................................. 28

CONCLUSION ............................................................................................................................................... 30

4

INTRODUCTION As communities across the country begin to

climb out of the Great Recession, more and

more businesses are confronted by the

skills gap phenomenon. With the national

unemployment rate hovering around 8

percent, there should be a vast talent pool

from which to hire, right? Well, not really.

Employers across the country and

throughout the world are having significant

difficulty finding skilled talent to fill job

vacancies.

The three-county region comprised of

Citrus, Levy and Marion counties is no

different. With a regional unemployment

rate of 10.1 percent in August 2012, there

were 21,105 individuals without a job.1 Yet,

local businesses cannot find job applicants

who possess the skills required for

employment. In short, there is a gap

between the skills currently possessed by

the regional workforce and the skills being

sought by regional employers.

This Skills Gap project set out to define the

specific skills sought by industries and

identify the gaps between those skill needs

and the qualifications of applicants and

recent graduates. The findings can then be

utilized to inform education curricula that

can help to “re-skill” unemployed residents

1 Workforce Connection, “Region hits employment

trifecta: unemployment down, labor force and employment numbers up,” September 21, 2012. http://www.clmworkforce.com/uploads/documents/AUG-2012-Employment-Release-9-21-12.pdf

to better compete for jobs in these

industries.

METHODOLOGY

Thomas P. Miller and Associates, LLC

(TPMA) assisted Workforce Connection in

assessing skills gaps in the region’s key

industries. TPMA facilitated a Launch

Meeting with the project’s Leadership Team

to clarify goals and intended outcomes.

Targeted industries were identified using

employment data, projected growth and

wages and were verified by the Leadership

Team. With this as a foundation, TPMA:

Held Industry-Specific Skills Gap Forums

– with priority industries identified, 10

Skills Gap Forums were held with

employers and service providers.

Participants in the sessions were asked

to reflect on their hardest-to-fill jobs,

the skills required for these

occupations and the extent to which

job applicants possess these skills.

Forums also included discussions about

future workforce needs. Forums were

conducted for Manufacturing,

Healthcare, Information Technology,

Business and Financial Services, and

Transportation, Distribution and

Warehousing (TDW).

Conducted Individual Employer

Interviews – interviews were

conducted with 6 employers to gather

information about specific skill needs

and obtain an understanding of the

root causes of existing skills gaps.

5

Designed and Analyzed an Employer

Survey – offered online and in hard-

copy, the survey helped to quantify and

verify the skills gaps that exist within

the three-county regional labor force.

Analyzed Aspirational Industry Data –

the Project Team explored industries in

which the region has an advantage in

attracting or growing jobs. Key

occupations within these industries

and the knowledge, skills and abilities

required for the occupations were

examined as well. This information is

included as an attachment to the

report.

A NOTE about EMPLOYER PARTICIPATION

One of the challenges during the project

was limited employer participation in the

Skill Gap Forums, interviews and survey.

Although information was widely

disseminated about these opportunities,

employer turnout remained low. The

Project Team views this as an opportunity

to learn how employers wish to be engaged

in the future and what can be done to

maximize involvement.

While participation was low, the

information collected is still helpful in

beginning to understand the common

challenges facing employers in the region

and also begin to uncover skills gaps in

several of the industries.

6

NATIONAL AND REGIONAL CONTEXT

The skills gap crisis can be felt in communities across the county. In fact, businesses throughout

the world report they struggle to find talent to meet their needs. The 2012 Talent Shortage

Survey Research Results, produced by the Manpower Group, polled 38,000 employers in 41

countries and reveals one in three (34 percent) employers find it hard to fill vacancies because

skilled talent is not available.3 Skilled trades positions are the most difficult for employers

across the globe to fill followed by engineering positions and sales representatives as the

second and third hardest to fill positions respectively.

In the United States, the percentage is significantly higher; 49

percent of the employers surveyed reported they have difficulty

filling jobs. The skills gap in the U.S. was attributed most

commonly to a shortage of applicants (55 percent) and overall

lack of experience among candidates (44 percent).4

Another survey of business leaders found that the percentage is

even higher when trying to find talent with a post-secondary

degree or credential that meets the company’s skill needs.

Produced by Civic Enterprises and Corporate Voices for Working Families, Across the Great

Divide: Perspectives of CEOs and College Presidents on America’s Higher Education and Skills

Gap notes that 60 percent of the business leaders engaged in their survey reported it is “Very/

Somewhat Difficult” to find enough people with a post-secondary degree who have the

knowledge and skills needed.5 The report offers that in addition to the demand for more and

more education within high-growth occupations, the increase in required skill and education

levels can be attributed to the following:

“...employers as a whole are steadily requiring more of their workers to innovate,

operate new technologies, and more generally maintain their competitive advantage in

their industries – competencies driven largely by more education.6”

2 Manpower Group, “2012 Talent Shortage Survey Research Results,” pg. 28

3 Manpower Group, “2012 Talent Shortage Survey Research Results,” pg. 4 - 6

4 Manpower Group, “2012 Talent Shortage Survey Research Results,” pg. 13 - 14

5 Civic Enterprises and Corporate Voices for Working Families, in association with the Institute for a Competitive

Workforce, U.S. Chamber of Commerce and Peter D. Hart Research Associates, “Across the Great Divide: Perspectives of CEOs and College Presidents on America’s Higher Education and Skills Gap,”March 2011, pg. 7 – 9 6 Ibid

TOP 10 JOBS U.S. EMPLOYERS ARE HAVING DIFFICULTY FILLING2

1. Skilled Trade Workers 2. Engineers 3. IT Staff 4. Sales Representatives 5. Accounting & Finance Staff 6. Drivers 7. Mechanics 8. Nurses 9. Machinists/ Machine Operators 10. Teachers

7

The skills gap does not just impact the employers needing to fill vacancies and the jobseekers

looking to find work. It also affects businesses’ ability to expand and grow new jobs. According

to Deloitte and The Manufacturing Institute, “For manufacturers, the skills gap issues isn’t just

influencing how they run their businesses today. Just as important, it’s affecting their ability to

grow and perform well into the future.”7 This is not just true for manufacturing, but for all

industries affected by skills gaps. If businesses are not able to find talent to remain

competitive, they are not able to add jobs or, worse, could face downsizing or closure.

The Regional Environment Fortunately, stakeholders in Citrus, Levy and Marion counties have a history of successfully

collaborating to address regional challenges. Regional leaders in workforce development,

economic development and education have been working together to transform the

community and, anecdotally, know a skills gap exists in the region. The skills shortage touches

all stakeholders – it is not just a workforce challenge or an education problem. It is also an

economic development concern and impedes the community’s quality of life.

Workforce Connection works with the Ocala/Marion County Chamber and Economic

Partnership (CEP), Citrus County Economic Development Council, Inc., and Nature Coast

Business Development Council, Inc. and provides funding to broaden their footprint of

employer services and to engage Workforce Connection at the table for business development.

Furthermore, Workforce Connection’s Business Development Team has worked on over 36

written proposals to employers and/or the economic development organizations in the three-

county area. Each of these proposals was either a package of workforce services and/or labor

market information for possible business expansion or relocation. If all were to be

implemented, the total number of potential employees and financial impact of these projects

could be as much as 4,000+ potential jobs or a total value of more than $1,500,000 (for all

projects for the past 18 months).

There are also currently two business incubators within the region and Workforce Connection is

collaborating with the Ocala / Marion County Power Plant Incubator and the Citrus Incubator.

Both incubators are focusing on growing small business, offering space, and collaborative

services such as assistance developing business plans from the SBDC, Workforce Connection

employer services and incentives, micro-loans, and others.

There are existing venues in Citrus, Levy and Marion counties that provide opportunities for

industry networking. They include:

7 Deloitte and The Manufacturing Institute, “Boiling Point? The skills gap in U.S. manufacturing,” 2011.

8

Growth 45%

Turnover 28%

Retire 17%

Not hiring 10%

Companies' Reasons for Hiring

The Marion Regional Manufacturers Association (MRMA) provides an environment for

manufacturing companies, suppliers and educators to exchange ideas, share knowledge,

discuss opportunities and share problems for the mutual benefit of the manufacturing

environment in Marion, Levy, Alachua, Citrus, and Sumter counties.

Ocala Human Resource Management Association (OHRMA) is an affiliate of the Society

for Human Resource Management and offers a platform for networking, information,

professional development and continued support of excellence in Human Resources.

The region is also currently exploring the possibly to create a second Human Resource

professionals group in Citrus County. Similar to ORHMA, the professional group will

focus on Citrus County HR professionals.

Data from the Employer Survey

The survey data collected reveals that most of the respondents

plan to be hiring new workers over the next few years.

According to their own projections, the 29 employers who

responded will hire between 442 and 620 individuals

collectively in the next 1 to 2 years. Furthermore, they expect

to hire 567 to 755 employees in the next 3 to 5 years. Note:

survey participants selected a range of the number of

employees they expect to hire (1 – 5 employees, 6 – 10

employees, 11 – 25 employees, 26 – 50 employees, 51 – 100

employees, More than 100 employees). Projections reported here

are based on the lowest and highest numbers in the selected range.

Of those who responded, 13 companies or 45 percent report hiring will result from business

growth, 8 businesses (28 percent) report replacements will be hired for turnover, and 17

percent or 5 companies will be filling vacancies due to retirements. Only three companies do

not plan to hire.

When asked to rate the quality of the overall workforce within the three counties, 7 percent of

the employers responding to the survey rate the workforce as “Excellent,” 38 percent rate it as

“Good,” 48 percent rate it as “Fair” and 7 percent report a “Poor” regional workforce.

Survey respondents were also asked to rate specifically the skill levels of job applicants. The

results show that generally applicants are not coming to employers with the necessary skills.

Only one employer (3 percent) rates job applicants’ skills as “Excellent” and another 17 percent

report they were “Good.” The majority of employers – 55 percent – respond skill levels are

“Fair” and the remaining 24 percent rate job applicants’ skill levels as “Poor.”

9

SECTOR-SPECIFIC SKILLS GAPS

MANUFACTURING Three input sessions were conducted with manufacturers and service providers familiar with

manufacturing. Two individual interviews were held with manufactures and 7 survey responses

were received.

Hard-to-Fill Occupations:

Welders – many manufacturers are requiring welders to be dual trained. There are currently

local programs offering training for welders in the region.

Many employers require the 3G certification, but prefer the 6G certification.

Employers are looking primarily for American Welding Society (AWS) certification.

Training is needed for individuals new to welding and also for individuals needing re-

certification.

There is a need for both Tungsten Inert Gas (TIG) and Metal Inert Gas (MIG) welding.

Upholsterers – several manufacturers in the three-county area employ upholsters including

furniture manufacturers and boat manufacturers. Because it is a unique skill set, area

manufacturers have “poached” workers from each other in the past. There are no specific

certifications are required.

CNC Machinists and Manual Machinists – There are very limited training programs available for

CNC Machining in the area, and participants reported the existing programs train individuals on

outdated equipment. The closest program that employers cited as having up-to-date

equipment is in Daytona.

Certifications currently being utilized include the National Institute for Metalworking

Skills (NIMS) certification and the Manufacturing Skills Standard Council’s (MSSC)

Certified Production Technician.

Employers reported that there is not high turnover among CNC Machinists, but when

someone leaves, it takes several months to fill the position.

Machinists have to be recruited from outside of the three-county region.

Manufacturers pay approximately $13 - $15 per hour for Manual Machinists and

approximately $15 - $18 per hour for CNC Machinists. Wages and benefits are

considered good for the region, but make it difficult to recruit individuals from Tampa or

other metro areas.

10

Machinists must be able to read blueprints, understand Algebra, and have training or

experience on the equipment. Candidates are often lacking the math skills and

experience.

Industrial Maintenance Mechanics/Technicians – employers need Industrial Maintenance

workers who possess both mechanical and electrical skills. Employers report they struggle to

find individuals with the practical application of these skills in a manufacturing environment.

The mechanical and electrical knowledge exists, but individuals often are not familiar with the

differences between wiring a house and wiring high-wattage manufacturing equipment.

Employers are specifically looking for electrical, mechanical and welding skills. Training

programs exist, but need to be better promoted to increase awareness.

Certifications being sought by employers include Basic PLC (programmable logic

controller) certification. There are too few individuals with PLC programming skills.

Many individuals are able to troubleshoot PLCs, but cannot program them.

Employers did not report any formal on-the-job training programs for new industrial

maintenance technicians, but one employer reported they are now training their own

Maintenance Mechanics because these positions are so hard to fill. They are not finding

young people who want to go into the trades.

Survey results show that maintenance workers can make a starting average wage of $16

per hour.

Engineers – employers reported there are more and more job functions being rolled under the

Engineering title. For example, in one manufacturing facility, the position of Quality Control

Specialist has now become Quality Control Engineer.

There are many new, fresh engineers graduating from 4-year colleges and universities

and employers are forced to decide if they will hire them knowing they will require

additional training and will also have to adjust to the work environment.

Employers are looking for a Bachelor’s degree in Engineering.

Fiber Glass Repair – this is a very specific skill needed for the marine industry and requires an

eye for detail, artistic/ creative aptitudes and dexterity. The manufacturer typically promotes

incumbent workers who show promise into these positions.

Drafters – One survey respondent noted they have difficulty hiring people for drafting

positions. The job will pay an average starting salary of $20 per hour and requires a

certification in AutoCAD. Candidates often do not have experience in structural steel detailing

and miscellaneous metals.

11

Incumbent Workers:

Manufacturers are expecting to continue to focus on LEAN and Six Sigma concepts.

As technology advances, some manufacturers have realized a need to provide basic

computer training to include Excel and Word skills.

For the manufacturers that have added more quality control, refresher courses on basic

math and reading have been provided.

Skills Gaps:

The younger generation’s expectation of the workplace sometimes does not fit.

Emerging workers expect a flexible and fast-paced environment, which does not always

exist.

Employers report that basic reading, writing and math skills are not possessed by many

applicants. Specific skills that are lacking include Algebra, blueprint reading, and the use

of basic measurement tools such as calipers.

Soft skills – critical thinking and problem solving skills, communication (both written and

verbal), ability to get along with others, attendance, general work ethic and attitude –

are needed.

Several manufacturers mentioned candidates’ ability to adapt to the manufacturing

work environment. A few reported that they gage a candidate’s willingness to adjust to

the environment by how quickly they walk through the plant. If they rapidly walk

through the plant, the hiring manager or supervisor assumes they will know to adjust to

the pace of the manufacturing facility.

Other Input:

Manufacturers are not looking for “specialists” anymore. Instead, they are looking for a

workforce that is cross-trained and multi-skilled.

Many manufactures who offered input shared they have a “promote from within”

philosophy and try to recruit employees to participate in apprenticeship-type programs

for training for the higher-level positions.

All manufacturing machines are specialized and require a certain level of training.

Stakeholders need to think about what the core manufacturing concepts are and make

sure there is a pipeline of talent with these skills. Then, employers are willing to train

them.

Manufacturers face a challenge when recruiting workers. Participants felt that many

individuals only want to work in air conditioned environments and with computers.

Furthermore, younger adults are not interested in manufacturing in many cases.

12

Students and emerging workers are not enrolling in the programs that exist to support

manufacturing. Furthermore, when they do come into manufacturing, the younger

workers do not have patience for the entry-level positions and wages. They need to be

better educated about what to expect from manufacturing environments and career

pathways.

Participants suggested the need to re-paint careers in manufacturing in a positive light,

possibly highlighting products manufactured in the area as part of a public relations

campaign.

13

HEALTHCARE One input session was held with healthcare employers and service providers familiar with the

healthcare industry. Three individual interviews were conducted and one healthcare

representative responded to the employer survey.

Hard to Fill Positions:

Registered Nurses – local individuals are lacking experience. Ideally, employers prefer a new

hire to have at least 2 years of experience. Turnover is high among registered nurses;

employees often leave for opportunities that offer better work-life balance.

There are few Registered Nurses with a Bachelor’s degree in the area. The closest

program is at the University of Florida in Gainesville. The College of Central Florida,

however, is currently developing a bridge to a Bachelor of Science in Nursing degree.

Individuals coming out of the 2-year programs lack some of the technical skills,

knowledge of health care regulations, and patient satisfaction and safety.

Employers are also looking for practical experience in lead positions and supervisory

skills.

Specialized nursing positions are difficult to fill as well. For example, one of the

employers who participated shared they were having trouble hiring a Clinical Staff

Development Nurse who is responsible for staff training and teaching.

According to employers, there has historically been a shortage of RNs and an oversupply

of Licensed Practical Nurses (LPNs). One of the employers reported that they employ

approximately 450 RNs and only about 15 LPNs. Furthermore, once the LPNs leave or

retire, they will probably not be replaced. The employers reported that this is driven by

state regulations and the need to have a Registered Nurse who is responsible for

multiple duties. However, partners who are working with healthcare providers such as

assisted living facilities report these employers are seeking LPNs.

Medical Coders – As the healthcare industry prepares for the expanded ICD-10-CM code set,

regional employers are concerned about both transitioning current coders to the new codes

and also hiring new workers that will be able to be successful with the technologies.

There is tremendous pressure to progress toward electronic health records which

requires anyone in clerical healthcare positions, but especially coders, to be more

technologically savvy.

Internship programs exist for coders at physician’s offices. Individuals who have a

certificate can gain experience and then work toward an Associate’s degree in Health

Informatics.

14

Medical Social Workers – This position requires a Master of Social Work degree. Candidates

with this level of education and at least 1 year of post-graduate experience are difficult to find.

Physical Therapy and Occupational Therapy Assistants – There are currently training programs

for Physical Therapy Assistants, but no programs to prepare Occupational Therapy Assistants in

the area. Both occupations offer competitive salaries for the region.

Medical Technologists – Employers reported they often recruit graduates from 2-year or 4-year

science programs and then enroll them in a training environment like a Medical Technician Lab.

After getting some experience, these individuals can sit for the Medical Technologist test.

Employers stated that this is a well-kept secret within the healthcare industry. If an individual

has a 2-year degree and gets experience and on-the-job training at a clinic, hospital, or

physician’s office, then he/she can sit for the exam.

Surgical Technicians – There is high demand for Surgical Technicians. The position requires an

Associate’s degree and a national certification. The program at the College of Central Florida

leads to the national certification.

Skills Gaps:

Soft Skills – communication with doctors and patients, understanding how they fit into

the big picture, attendance and timeliness, how to be a good team member and

corporate citizen – are needed.

The new HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems)

survey is making customer service and satisfaction critical in the healthcare industry as it

plays into reimbursement rates. Specifically, hospitals need to be sure they are

delivering excellent pain management, courtesy, food quality, bed side manner,

communication, etc. This is important across all positions and workers.

Employers have had to provide additional training on unethical behavior and

organizational ethics. They are seeing more issues and are taking a proactive approach

to address any ethics concerns.

Job candidates need to show that they are driven and demonstrate initiative.

Employers reported that some job candidates expect to be hired just because they have

taken the right classes. This sentiment is most prevalent in the candidates who are

toward the end of their career and have recently changed careers.

Candidates are lacking experience, but employers are willing to train for the hard-to-fill

positions.

Graduates from the region’s training programs are well prepared, but still need to be

acclimated to the workplace.

15

Additional Input:

The career paths are well filled by the current programs available from the region’s

post-secondary schools.

Employers cited the importance of compassion and caring that is required for so many

healthcare positions. It is very difficult to assess job candidates for compassion, but

some employers have created internal assessments.

There will be many retirements as Baby Boomers reach retirement age.

The number of individuals who can enroll in the nursing program at the College of

Central Florida is limited; the waiting list is long and often individuals are discouraged.

Some go for Certified Nursing Assistant (CNA) training first and then go back to school

to become a Registered Nurse. Similar waiting lists exist for physical therapy assistant

programs as well.

The area loses 50% of its population each year when the “snow birds” leave during the

summer months. The hospitals and other healthcare providers have to try to plan

staffing around this phenomenon.

16

INFORMATION TECHNOLOGY Two input sessions were offered to employers from the Information Technology industry. One

individual interview was conducted and three survey responses were received from the

industry.

Hard to Fill Positions:

Programmers – Employers reported they have difficulty hiring programmers. There is not a

large pool of candidates in the area with the necessary experience. Previous experience as a

programmer was reported as the most important hiring requirement.

The specific skills and knowledge that are sought after include C sharp and familiarity

with the .net framework.

Survey results show that programmers can earn an average starting salary of

$35,000/year.

The people who are best suited for success in this position are individuals that have

technical aptitudes and have some experience with software and networking. These are

the ideal candidates for additional training.

Currently, there are not technology training programs that provide the needed level of

education and training.

Systems Integrator – A survey respondent noted that for systems integrators it is difficult to

find individuals with the necessary electronic skills, rather than computer skills. The position

does not require specific training, but technical school or previous experience is preferred. The

specific skills that are sought after include electronic training and the basic use of tools and

testing equipment.

Incumbent Workers:

Incumbent workers need to skill up on cyber security. This is a growing trend in the

industry and the company needs to be able to offer the service to clients.

Mobile internet solutions are also increasing in importance. Current workers will need

to boost these skills.

Skill Gaps:

Job candidates are lacking experience, specifically programming experience.

One employer noted they were planning to offer training for candidates who

demonstrated technical aptitudes, but they were disappointed with the candidates who

applied.

Electronic skills are missing in the current workforce.

17

Additional Input:

The processes and knowledge in the Information Technology industry change rapidly.

Individuals interested in careers in IT must be lifelong learners and commit to updating

their skills on a regular basis.

There is not a large enough pool of talent for the Information Technology.

18

TRANSPORTATION, DISTRIBUTION AND WAREHOUSING Limited inputs were received from the Transportation, Distribution and Warehousing (TDW)

sector. A regional input session was conducted and one employer from the TDW sector

responded to the employer survey.

Hard to Fill Positions:

Diesel Mechanics – Employers have asked regional training providers to deliver training for

Diesel Mechanics, but the training is very expensive. Currently, the closest training programs

are in the Orlando and Daytona areas.

Maintenance Repair Operators – The regional airports need Maintenance Repair Operators

who are responsible for painting, body work and repair of aircrafts. This position requires FAA

certifications.

Other hard to fill positions:

Technical representatives – the respondent noted this position requires a college degree

and experience.

Motorcycle Mechanics – the employer reported that 97% of the candidates who applied

for the position lacked any experience. The employer looks for specific certifications in

motorcycle mechanics.

Skills Gaps:

Communication skills are necessary. For example, one shift needs to talk to the next

shift to share important information.

Additional Information:

The regional community needs to focus on sending positive messages about

opportunities in Transportation, Distribution and Warehousing. “Logistics” can be a

difficult concept for younger workers and students to understand.

19

BUSINESS AND FINANCIAL SERVICES Limited inputs were received from the Business and Financial Services sector. Two regional

input sessions were schedule, but there were few participants. Three employers responded to

the survey from the Business and Financial Services sector.

Key Data from Employer Survey:

Office Receptionist – An employer from the business and financial service industry shared it is

specifically difficult to hire an office receptionist. The position does not require a specific

certification, but does require bookkeeping knowledge and interpersonal skills.

Sales Representatives – Responding to the employer survey, an employer noted the company

has trouble hiring Sales positions. Specifically, the skills required include retail sales, customer

service and generally a good work ethic.

Office Managers – Office managers are difficult to hire and require management, customer

service, and retail sales skills.

Licensed Real Estate Agents – These positions require a Florida license and a proven track

record in successful sales. Specific skills also include the ability to develop leads and work with

people.

Additional Input:

The call centers in the area are constantly in recruitment mode for new workers. The

positions they are looking to fill require customer service skills, writing, listening and

problem solving.

Two of the call centers in the area are intending to only promote from within and have

training for special projects.

Call center operations are expanding industries in the region and will continue to fill

positions. Although detailed information was not collected from sector representatives,

workforce professionals know from current working relationships with clients that call

centers in the region will be expanding jobs.

20

CROSS-SECTOR SKILL GAPS Each of the priority industries has specific skills in-demand. But, there are common foundations

cited by employers across the industries that can be built up in the regional workforce. In skills

gap forums, interviews and survey responses, employers repeatedly noted the following cross-

sector skills gaps:

Soft skills – commonly cited as lacking by both employers and service providers, soft

skills are sometimes referred to as “employability skills” and were defined as having a

positive attitude, good work ethic, critical thinking skills, professionalism, and showing

respect. Soft skills can also include communication and customer service. Oftentimes,

soft skills reflect candidates’ behaviors and attitudes rather than specific skills.

Basic academic skills – the employers who responded to the survey as well as those that

participated in the forums noted that candidates often come to them in need of

remediation on basic math, reading and writing skills. Algebra is the most commonly

cited math that is lacking and both written and verbal communication are essential to

success in all workplaces.

Previous experience – while it is not a specific skill, many employers in both the

interviews and in the survey reported that job candidates are typically lacking previous

work experience. Furthermore, the survey revealed that for many positions, companies

are considering experience rather than any specific credential or degree. This poses

significant challenges for the region’s emerging workers as they try to get a foot in the

door and gain experience on the job.

Because soft skill and basic academic skills can be defined differently by different audiences,

the foundations laid out in the Employment and Training Administration’s (ETA) competency

model framework offer a good starting point to define exactly what skills are needed.

Developed as part of the Industry Competency Model Initiative, ETA has worked with partners

from industry to identify models that represent both foundational and technical competencies

necessary for success in key industries. The goal of the effort is to promote an understanding of

the skill sets and competencies that are essential to educate and train a globally competitive

workforce.8 Workforce Connection has utilized the competency model framework with sector-

specific committees to examine skill needs and has adapted the models for regional demands.

These can be re-visited and updated for today’s in-demand skills.

8 Career One Stop, Competency Model Clearinghouse, ETA Competency Model Initiative,

www.careeronestop.org/competencymodel/ETA_industry_competency_initiative.aspx

21

In its Building Blocks framework, ETA suggests the following foundational competencies are

needed for success in occupations across all industries:9

WORKPLACE Competencies

Teamwork

Adaptability/ Flexibility

Customer Focus

Planning & Organization

Creative Thinking

Problem Solving & Decision Making

Working with Tools & Technology

Workplace Computer Applications

Scheduling & Coordinating

Checking, Examining & Recording

Business Fundamentals

ACADEMIC Competencies

Reading

Writing

Mathematics

Science & Technology

Communication–Listening & Speaking

Critical & Analytical Thinking

Active Learning

Basic Computer skills

PERSONAL EFFECTIVENESS Competencies

Interpersonal Skills

Integrity

Professionalism

Initiative

Dependability & Reliability

Willingness to Learn

The specific soft skills mentioned by employers in Citrus, Levy and Marion counties are

represented above in both the Personal Effectiveness competencies and the Workplace

competencies. Skills such as professionalism, interpersonal skills, dependability, teamwork,

customer service, working with tools, and problem solving were all cited by regional employers.

As noted above, employers in the three-county region often noted applicants are lacking math,

reading and writing skills – all included in the Academic competencies. ETA defines

foundational Mathematics as:

Quantification – Reads and writes numbers; counts and places numbers in sequence;

recognizes whether one number is larger than another.

Computation – Adds, subtracts, multiplies, and divides with whole numbers, fractions,

decimals, and percentages; calculates averages, ratios, proportions and rates; converts

decimals to fractions; converts fractions to percentages.

Measurement and estimation – Takes measurements of time, temperature, distances,

length, width, height, perimeter, area, volume, weight, velocity, and speed; uses and

9 Ibid.

22

reports measurements correctly; converts from one measurement to another (e.g.,

from English to Metric).

Application – Performs basic math computations accurately; translates practical

problems into useful mathematical expressions and uses appropriate mathematical

formulas and techniques.

Basic reading skills are defined as:

Comprehension – Locates, understands and interprets written information in prose and

in documents such as manuals, reports, memos, letters, forms, graphs, charts, tables,

calendars, schedules, signs, notices, applications and directions; understands the

purpose of written materials; attains meaning and comprehends core ideas.

Attention to detail – Identifies main ideas; notes details and facts; detects

inconsistencies; identifies implied meaning and details; identifies missing information;

identifies trends.

Integration – Critically evaluates and analyzes information in written materials;

integrates and synthesizes information from multiple written materials.

Application – Integrates what is learned from written materials with prior knowledge;

applies what is learned from written material to follow instructions and complete

specific tasks; applies what is learned from written material to future situations.

Writing competencies, according to ETA, are:

Organization and Development – Creates documents such as letters, directions,

manuals, reports, graphs, and flow charts; communicates thoughts, ideas, information,

messages and other written information, which may contain technical material, in a

logical, organized and coherent manner; ideas are well developed with supporting

information and examples.

Mechanics – Uses standard syntax and sentence structure; uses correct spelling,

punctuation, and capitalization; uses appropriate grammar (e.g., correct tense, subject-

verb agreement, no missing words).

Tone – Writes in a manner appropriate for business; uses language appropriate for the

target audience; uses appropriate tone and word choice (e.g., writing is professional and

courteous).

These competencies can be explored further with regional industry representatives to validate

that they truly are needed for success across multiple occupations in the three counties.

23

BLUEPRINT FOR MOVING FORWARD

ADDRESSING IDENTIFIED SKILLS GAPS

MANUFACTURING

With the input that has been gathered, it is unclear whether or not a critical mass exists for one

occupation that is most impacted by the skills gap. Many manufacturers seemed to prefer to

train in house. That said, many who participated expressed value in creating a customized

training program to address workplace fundamentals and manufacturing basics. Then,

employers can train for specific skills through on-the-job training, internships or

apprenticeships.

Input from the forums, interviews and employer survey suggests that core manufacturing

concepts include, but are not limited to:

Basic Algebra

Blueprint reading

Ability to use hand tools and measurement tools

Understanding of the manufacturing environment, including everyone’s contribution to

the “bottom line”

Again, the ETA’s competency model framework is helpful in providing additional information

about common manufacturing technical competencies. The Advanced Manufacturing

competency model was developed in partnership with The Manufacturing Institute, the Society

of Manufacturing Engineers, and the National Council for Advanced Manufacturing. The

framework suggests that building from Personal Effectiveness, Academic and Workplace

competencies, the following Industry-wide Technical Competencies are needed for jobs within

the sector:

Advanced Manufacturing: INDUSTRY-WIDE TECHNICAL COMPETENCIES

Manufacturing Process Design & Development

Production

Maintenance, Installation & Repair

Supply Chain Logistics

Quality Assurance/ Continuous Improvement

Sustainable & Green Manufacturing

Health, Safety, Security & Environment

These competencies are only intended as a starting point and will need to be vetted by regional

manufacturers for accuracy and relevance.

24

HEALTHCARE

Explore ways to support the College of Central Florida’s plans to bring a Bachelor’s Degree in

Nursing program to the region. The College currently offers an Associate’s degree in Nursing

and has articulation agreements with Florida’s universities for students to continue on toward

their Bachelor’s Degree. This 2+2 arrangement is an excellent tool to help individuals move

along the career pathway. When a student leaves the area to pursue additional schooling;

however, the community risks losing a part of its workforce for good. A regionally-based

Bachelor’s degree program would help to ensure that healthcare providers have access to the

high-skill talent they need, will provide a more convenient training option for individuals, and

will help the community mitigate brain drain.

ADDRESSING THE “EXPERIENCE” CHALLENGE

Employers across all industries reported job candidates do not have the experience they look

for when hiring.

Utilize internship and apprenticeship-type programs to provide emerging workers with

opportunities for on-the-job training.

Explore ways to leverage the companies currently housed within the region’s incubators

to offer students real-world experience.

Simultaneously, promote the value of credentials to area employers. Rather than only

hiring candidates with 3 – 5 years of experience, help employers to understand what

skills and competencies are demonstrated through certain credentials and related

assessments. This will help younger workers get in the door and will help employers fill

vacant positions.

25

EMPLOYER ENGAGEMENT

Workforce Connection’s commitment to regional businesses is nothing new. Over the years,

Workforce Connection has prioritized and invested in demand-driven solutions. Their

innovative approach has earned them credibility with other key stakeholders in the region,

including economic development, education and other business-serving organizations.

The partnership between workforce development and economic development in the central

Florida region is strong. Collaboration is truly how they do business and is evidenced in a

number of ways, including being a partner at the table with economic development in support

of attraction and expansion efforts. Workforce Connection quantifies and leverages workforce

development services and resources, such as on-the-job training contracts, into economic

development “packages” to lure new businesses and incentivize expansions of existing

businesses. These relationships have long existed with Workforce Connection and the

Ocala/Marion County Economic Development Council co-locating years ago and, more recently,

moving into the Enterprise Center on the Central Florida College’s campus to further strengthen

ties to education.

Workforce Connection also has a history of meeting the specific needs of existing industry.

Several years ago, Workforce Connection partnered with the Central Florida Community

College to implement manufacturing-related courses for incumbent workers that were

developed with industry input. Around the same time, Workforce Connections also led the

Citrus/Levy/Marion Counties Great Places to Work Project, which encouraged regional

employers to improve workplace practices. More recently, Workforce Connection worked with

a group of regional employers to create a customized training program to address

Fundamentals of Supervision, which was a common need of regional manufacturers. The

program was very successful, and plans are underway for a more advanced training.

While Workforce Connection has made great strides in business services, there is still

opportunity to increase awareness among businesses, particularly in terms of the tangible

services and resources that add value and have impact on a business’ bottom line.

Furthermore, Workforce Connection can continue to work with its partners at the

Ocala/Marion County Chamber and Economic Partnership (CEP), Citrus County Economic

Development Council and the Nature Coast Business Development Council to find ways to build

upon and deepen relationships with businesses in order to become positioned as their strategic

partner.

26

This Skills Gap project is an attempt by partners to keep their finger on the pulse of the skills

needed by regional industries. Moving forward, the partners could consider creating industry

partnerships for a few high-value industries with workforce needs. While the concept of

industry partnerships is not new, it is gaining traction across the country as a valuable solution

to the growing skills gap crisis, particularly in manufacturing. This moves the conversation from

a one-time focus group to an ongoing conversation driven by industry.

In the case of manufacturing, Workforce Connection is currently providing staff support to the

Marion Regional Manufacturers Association (MRMA), and serves as a convener to address

workforce needs through the full continuum of a talent development system–including talent

attraction, development and retention. MRMA can be expanded to include more

manufacturers from Citrus and Levy counties and can also be used as a model for building or

expanding other region-wide industry sector strategies throughout the three counties. Industry

partnerships like MRMA can focus on various aspects of career pathways, including pipeline

development in K-12 education, stackable credentials in post-secondary education and training

and incumbent worker training addressing the needs of existing workers.

27

PIPELINE DEVELOPMENT

The information collected from employers and partners reveals that several industries struggle

to maintain a pipeline of students or emerging workers. This was especially true of the input

gathered from Manufacturers and Information Technology representatives. When working to

fill the pipeline, it will be important to continue working with the K-12 school districts and, in

particular, their career academies. Other partners such as Junior Achievement are critical as

they can help to expose students to careers and entrepreneurial opportunities.

MANUFACTURING

Many of the schools and training providers have ongoing relationships with manufactures in the

region. For those that do not already have these relationships, Workforce Connection can help

facilitate connections between the manufacturing community and the region’s secondary and

post-secondary institutions. It is important that manufacturers play an active role in helping

students and teachers and guidance counselors better understand careers in manufacturing.

This can include providing guest speakers in the classroom, offering plant tours or job

shadowing opportunities.

Highlight the different products that are manufactured in Citrus, Levy and Marion

counties. This gives students a tangible understanding of what manufacturing means in

the three-county region.

Partner with the Marion Regional Manufacturers Association (MRMA) who can engage

its membership to participate in cultivating the talent pipeline.

Inform guidance counselors and others providing career advice about the various

opportunities in manufacturing, the wages they provide and, in many cases, the

technologically advanced environment in which they operate. They can then share this

information with students.

INFORMATION TECHNOLOGY

The processes and knowledge in the Information Technology industry change rapidly.

Individuals interested in careers in IT must be lifelong learners and engage in updating their

skills on a regular basis. These facets of careers in Information Technology can be promoted to

students and young adults who are interested in a dynamic career and have technical aptitudes.

A few of the schools in the region offer project-based learning programs such as

robotics competitions or Project Lead the Way. Explore way to expand these

opportunities so they are available throughout the region. These programs can help

expose students to technology careers or simple cultivate their interest in the field.

28

CONTINUING PARTNER COLLABORATION

Skills gaps will take more than just workforce development partners or education providers to

solve. To truly move forward on closing the gap, all community stakeholders will need to be

engaged. These stakeholders include, but are not limited to:

Employers – to provide input and

information about what skills are

being sought and the latest industry

trends and to play an active role in

promoting careers in their industries

Economic Development

Organizations – to provide guidance

on the regional economic dynamics

and to utilize its relationships with

businesses to gather information

about needs and challenges

Chambers of Commerce & Industry

Associations – to help engage their

members in validating the skills

needed for specific occupations; to

promote career opportunities in

their industries

Education providers – to update,

modify or develop curriculum and

training programs to prepare the

region’s workforce with skills

employers need

Local elected officials – to be

champions and to provide funding

when possible to the necessary

programs or initiatives

Community organizations – to

engage citizens in closing the skills

gap by promoting in-demand jobs to

parents and students, building soft

skills training into their programs, or

helping to facilitate job shadow/

mentorship opportunities among

students and businesses

As economic development organizations transition, it will be important to maintain the strong

partnership between economic development and workforce development. Workforce

Connection is well-positioned to play the role of convener and to keep partners engaged. In

order for a coordinated effort to emerge, Workforce Connection can consider forming a Skills

Gap Task Force. This small working group will determine priorities to act upon and can begin to

engage further with industry representatives and service providers to implement solutions.

Specific steps the Task Force might take include:

Re-visit the regional competency models developed by Workforce Connection and

update them with the latest industry needs and requirements

After identifying priority gaps to address, engage a core group of employers to help

build a more robust picture of the specific skill gaps in those occupations

Work with training and service providers to implement solutions

Assist in expanding or building industry partnerships in the region

29

As a neutral convener, Workforce Connection can coordinate the group, help maintain

momentum and monitor progress. It will be important for the Skills Gap Task Force to include

representatives from and partner with the region’s economic development organizations in the

region as they often have a pulse on the latest economic trends, business and industry needs

and existing relationships.

30

CONCLUSION

The skills gap is not a challenge that

remains stagnant. As professionals in

workforce development, education and

economic development know, the needs of

businesses change quickly. It is important

to begin to work toward solutions on

identified gaps, but also bear in mind that

employers will need to be continuously

engaged to identify their needs and validate

proposed solutions.

Partners who are working to close the skills

gap should be encouraged by the history of

collaboration and teamwork that exists

within Citrus, Levy and Marion counties.

The skills gap challenge affects the entire

community; therefore, partners will need to

leverage this foundation of successful

collaboration to help prepare the workforce

with the skills needed by regional

businesses.

Occupations for Aspirational Industries

Citrus, Levy and Marion Counties, Florida

Prepared by:

1

Introduction

In May 2012, Thomas P. Miller and Associates (TPMA) and Workforce Connection began a

project to build the labor market and industry advantages in three Florida counties: Citrus,

Marion, and Levy. This ongoing project includes three stated goals:

Define the skills sought by targeted industry sectors

Identify the gaps between industry skill needs and the qualifications of job

applicants and recent graduates

Utilize findings to inform education courses/ curricula that will be designed to “re-

skill” unemployed residents to better compete for jobs in these industries

In addition to defining target industry sectors based on existing strengths and competitive

advantages—explored in other phases of this project—this report reviews the skills and

education required for key occupations in 46 detailed industries, divided into three aspirational

clusters.

Industry clusters, and their key occupations and skills, examined in this report include:

Value-Added Logistics

Captains, Mates, and Pilots of Water Vessels

Cargo and Freight Agents

Transportation, Storage, and Distribution Managers

Medical Device and Scientific R&D Team Assemblers

Industrial Engineers

Medical Appliance Technicians

Aviation/Aerospace

Computer Systems Analysts

Computer Support Specialists

Aircraft Mechanics and Service Technicians

2

Methodology

Defining Industries In light of feedback gathered during on-site meetings with Workforce Connection, the TPMA

project team noted three aspirational industry clusters that resonated with regional leaders. As

noted above, these industry clusters include:

Value-Added Logistics

Medical Device and Scientific Research and Development

Aviation/Aerospace

Although this was a valuable starting point, a more detailed list of standardized industries1 was

required in order to analyze the top occupations, and their required skills and education levels,

for each industry cluster. To do so, the project team reviewed industry cluster reports from

around the country for value-added logistics and medical device research and development, as

well as a previous aviation/aerospace report complete for the Ocala region. This phase

produced a list of more than 50 six-digit NAICS industries among the three industry clusters.

Industry clusters were further refined for the Ocala region through an examination of projected

employment growth attributed to the region’s competitive advantage. Known as shift share

analysis, this approach estimates which portion of employment growth is a result of national

trends and how much is due to unique regional factors. The result was a list of 46 industries,

defined at the six-digit NAICS code level, among the three industry clusters. The full list can be

found in Appendix A.

Choosing Occupations

GEOGRAPHY

As described above, aspirational industries were analyzed based on the projected growth and

competitive advantages specific to the Ocala region. Once these clusters were defined,

however, the project team expanded the geographic scope to the broader Southeastern United

1 The project team relied on industry codes and definitions from the North American Industry Classification System (NAICS), as defined by the federal Office of Management and Budget. NAICS codes are “the standard used by Federal statistical agencies in classifying business establishments for the purpose of collecting, analyzing, and publishing statistical data related to the U.S. business economy” (U.S. Census Bureau, 2012).

3

States in order to choose occupations most commonly employed in, and therefore of critical

importance to, each industry cluster.

This approach is based on the logic that if the Ocala

region is to attract these aspirational industries, the

region may not currently possess the ideal mix of

required occupations. Therefore, the geography relied

upon to choose the top three occupations for each

industry cluster included six states: Florida, Georgia,

Alabama, Louisiana, Mississippi, and South Carolina.

The project team then compiled three lists of

occupations—one for each industry cluster—of the top

15 jobs that will be required to staff these industry

clusters in 2021, based on total number of jobs.

SPECIALIZATION

Several of the remaining occupations are commonly employed in Ocala’s aspirational industry

clusters but are not highly specialized; that is, they can be found across a wide variety of

industries and are not specific to the industry clusters in this report. Examples include file

clerks, receptionists, and other administrative support positions, as well as sales

representatives and occupations such as “Managers, All Other.” While these occupations are

not unimportant to the aspirational industries, emphasis was placed on occupations with

greater levels of relevant specialization. Refining the top 15 jobs from each occupation resulted

in the removal of non-specialized jobs from the occupation lists.

EDUCATION

The final list of three occupations per industry cluster was determined based on minimum

educational attainment levels. The project team eliminated from the list both the very high-

skilled jobs—those that require a masters or professional degree—and the very low-skilled

jobs—those that require less than moderate-term on-the-job-training.

The project team selected the final list of nine occupations with the goal of creating a balanced

mix of minimum educational attainment requirements.

Identifying Skills

O*Net Online is an initiative of the Department of Labor’s Employment and Training

Administration. The site includes a list of 120 areas of knowledge, skill, and ability (KSA) and, on

4

a scale from 0 to 100, their associated importance to each federally defined occupation. The

project team compiled these lists for the nine identified occupations and ranked the KSA

importance levels to identify the top 15 KSAs.

These are the knowledge, skills, and abilities on which Workforce Connection and its regional

partners should focus in order to build a more qualified and prepared workforce for the

region’s aspirational industries.

A longer list of the top 10 knowledge, top 10 skills, and top 10 abilities for each occupation can

be found in Appendix B.

5

Value-Added Logistics

Captains, Mates, and Pilots of Water Vessels

Cargo and Freight Agents

Transportation, Storage, and Distribution Managers

6

Captains, Mates, and Pilots of Water Vessels

Description

Command or supervise operations of ships and water vessels, such as tugboats and ferryboats,

that travel into and out of harbors, estuaries, straits, and sounds and on rivers, lakes, bays, and

oceans.

Minimum Education

Work experience. Required to hold license issued by U.S. Coast Guard.

Top 15 Required Knowledge, Skills, and Abilities

By Importance Level

Transportation

Judgment and Decision Making

Active Listening

Problem Sensitivity

Oral Expression

Operation and Control

Far Vision

Coordination

Critical Thinking

Oral Comprehension

Speaking

Control Precision

Spatial Orientation

Public Safety and Security

Operation Monitoring

80

77

76

76

74

74

74

74

72

72

71

71

71

70

70

7

Cargo and Freight Agents

Description

Expedite and route movement of incoming and outgoing cargo and freight shipments in airline,

train, and trucking terminals, and shipping docks. Take orders from customers and arrange

pickup of freight and cargo for delivery to loading platform. Prepare and examine bills of lading

to determine shipping charges and tariffs.

Minimum Education

Moderate-term on-the-job training.

Required Knowledge, Skills, and Abilities

By Importance Level

Transportation

Reading Comprehension

Oral Comprehension

Oral Expression

Active Listening

Critical Thinking

Speaking

Customer and Personal Service

Written Comprehension

English Language

Speech Clarity

Negotiation

Complex Problem Solving

Time Management

Active Learning

87

85

75

75

74

71

70

66

66

64

63

61

60

58

57

8

Transportation, Storage, and Distribution Managers

Description

Plan, direct, or coordinate transportation, storage, or distribution activities in accordance with

governmental policies and regulations. Include logistics managers.

Minimum Education

Work experience in a related occupation.

Required Knowledge, Skills, and Abilities

By Importance Level

Transportation

Oral Expression

Administration and Management

Problem Sensitivity

Customer and Personal Service

Coordination

Oral Comprehension

Speech Clarity

Speech Recognition

Critical Thinking

Time Management

Speaking

Reading Comprehension

Active Listening

Deductive Reasoning

79

77

76

76

75

75

74

74

74

72

71

70

68

67

66

9

Medical Device and Scientific R&D

Team Assemblers

Industrial Engineers

Medical Appliance Technicians

10

Team Assemblers

Description

Work as part of a team responsible for assembling an entire product or component of a

product. Team assemblers can perform all tasks conducted by the team in the assembly process

and rotate through all or most of them rather than being assigned to a specific task on a

permanent basis. May participate in making management decisions affecting the work.

Minimum Education

Moderate-term on-the-job training.

Required Knowledge, Skills, and Abilities

By Importance Level

Learning Strategies

Active Listening

Manual Dexterity

Oral Comprehension

Quality Control Analysis

Oral Expression

Active Learning

Instructing

Production and Processing

Operation Monitoring

Arm-Hand Steadiness

Finger Dexterity

Information Ordering

Near Vision

Equipment Selection

64

63

63

63

61

60

59

59

57

56

56

56

56

56

55

11

Industrial Engineers

Description

Design, develop, test, and evaluate integrated systems for managing industrial production

processes including human work factors, quality control, inventory control, logistics and

material flow, cost analysis, and production coordination.

Minimum Education

Bachelor’s degree.

Required Knowledge, Skills, and Abilities

By Importance Level

Engineering and Technology

Production and Processing

Oral Expression

Mathematics

Deductive Reasoning

Oral Comprehension

Problem Sensitivity

Critical Thinking

Mathematical Reasoning

Active Listening

Time Management

Reading Comprehension

Inductive Reasoning

Information Ordering

Speech Clarity

88

86

85

84

81

78

78

77

75

73

73

72

72

72

72

12

Medical Appliance Technicians

Description

Construct, fit, maintain, or repair medical supportive devices, such as braces, artificial limbs,

joints, arch supports, and other surgical and medical appliances.

Minimum Education

Long-term on-the-job training.

Required Knowledge, Skills, and Abilities

By Importance Level

Customer and Personal Service

Production and Processing

Mechanical

Active Listening

Reading Comprehension

Problem Sensitivity

Active Learning

Learning Strategies

Near Vision

Quality Control Analysis

Deductive Reasoning

Oral Comprehension

Design

Critical Thinking

Arm-Hand Steadiness

85

85

79

78

77

75

74

72

72

70

69

69

66

66

66

13

Aviation / Aerospace

Computer Systems Analysts

Computer Support Specialists

Aircraft Mechanics and Service Technicians

14

Computer Systems Analysts

Description

Analyze science, engineering, business, and all other data processing problems for application

to electronic data processing systems. Analyze user requirements, procedures, and problems to

automate or improve existing systems and review computer system capabilities, workflow, and

scheduling limitations. May analyze or recommend commercially available software.

Minimum Education

Bachelor’s degree.

Required Knowledge, Skills, and Abilities

By Importance Level

Active Learning

Computers and Electronics

Reading Comprehension

Complex Problem Solving

Critical Thinking

Active Listening

Troubleshooting

Monitoring

Service Orientation

Time Management

Oral Comprehension

Problem Sensitivity

Quality Control Analysis

Coordination

Systems Analysis

88

87

87

85

84

80

76

75

75

75

75

75

74

73

73

15

Computer Support Specialists

Description

Provide technical assistance to computer system users. Answer questions or resolve computer

problems for clients in person, via telephone or from remote location. May provide assistance

concerning the use of computer hardware and software, including printing, installation, word

processing, electronic mail, and operating systems.

Minimum Education

Associate’s degree.

Required Knowledge, Skills, and Abilities

By Importance Level

Computers and Electronics

Customer and Personal Service

Critical Thinking

Oral Comprehension

Problem Sensitivity

English Language

Speaking

Oral Expression

Active Listening

Deductive Reasoning

Information Ordering

Written Comprehension

Complex Problem Solving

Inductive Reasoning

Near Vision

95

88

72

72

72

69

69

69

66

66

66

66

63

63

63

16

Aircraft Mechanics and Service Technicians

Description

Diagnose, adjust, repair, or overhaul aircraft engines and assemblies, such as hydraulic and

pneumatic systems. Include helicopter and aircraft engine specialists.

Minimum Education

Postsecondary vocational award.

Required Knowledge, Skills, and Abilities

By Importance Level

Mechanical

Reading Comprehension

Repairing

Finger Dexterity

Control Precision

Problem Sensitivity

Troubleshooting

Manual Dexterity

Equipment Maintenance

Near Vision

Written Comprehension

Complex Problem Solving

Equipment Selection

Writing

Active Listening

90

81

81

81

78

78

75

75

74

72

72

70

70

70

69

17

Attachments

Appendix A: NAICS Codes for Aspirational Industry

Clusters

Appendix B: Top 30 Knowledge, Skills, and Abilities

per Occupation

Appendix C: KSA Definitions

18

Appendix A

NAICS Codes for Aspirational Industry Clusters

Value-Added Logistics

493110 General warehousing and storage

493120 Refrigerated warehousing and storage

493130 Farm product warehousing and storage

493190 Other warehousing and storage

488390 Other Support Activities for Water Transportation

483112 Deep Sea Passenger Transportation

483113 Coastal and Great Lakes Freight Transportation

483114 Coastal and Great Lakes Passenger Transportation

483211 Inland Water Freight Transportation

483212 Inland Water Passenger Transportation

488310 Port and Harbor Operations

488320 Marine Cargo Handling

488330 Navigational Services to Shipping

481112 Scheduled Freight Air Transportation

481212 Nonscheduled Chartered Freight Air Transportation

488510 Freight Transportation Arrangement

541614 Process, Physical Distribution, and Logistics Consulting Services

Medical Device and Scientific R&D 339112 Surgical and medical instrument manufacturing

339113 Surgical appliance and supplies manufacturing

334510 Electromedical and electrotherapeutic apparatus manufacturing

334517 Irradiation apparatus manufacturing

541711 Research and development in biotechnology

541712 Research and development tin the physical, engineering and life sciences

19

NAICS Codes for Aspirational Industry Clusters Continued

Aviation/Aerospace

334220 Radio and Television Broadcasting and Wireless Communications Equipment

Manufacturing

334290 Other Communications Equipment Manufacturing

334511 Search, Detection, Navigation, Guidance, Aeronautical, and Nautical System and

Instrument Manufacturing

334512 Automatic Environmental Control Manufacturing for Residential, Commercial, and

Appliance Use

334513 Instruments and Related Products Manufacturing for Measuring, Displaying, and

Controlling Industrial Process Variables

334514 Totalizing Fluid Meter and Counting Device Manufacturing

334515 Instrument Manufacturing for Measuring and Testing Electricity and Electrical Signals

334516 Analytical Laboratory Instrument Manufacturing

334519 Other Measuring and Controlling Device Manufacturing

336411 Aircraft Manufacturing

336412 Aircraft Engine and Engine Parts Manufacturing

336413 Other Aircraft Parts and Auxiliary Equipment Manufacturing

336999 All Other Transportation Equipment Manufacturing

481112 Scheduled Freight Air Transportation

481212 Nonscheduled Chartered Freight Air Transportation

488190 Other Support Activities for Air Transportation

488510 Freight Transportation Arrangement

517410 Satellite Telecommunications

541330 Engineering Services

541511 Custom Computer Programming Services

541512 Computer Systems Design Services

541513 Computer Facilities Management Services

541519 Other Computer Related Services

20

Appendix B

Top 30 Knowledge, Skills, and Abilities per Occupation

Value-Added Logistics

Captains, Mates, and Pilots of Water Vessels

Knowledge Importance Skills Importance Abilities Importance

Transportation 80 Judgment and Decision Making

77 Problem Sensitivity 76

Public Safety and Security 70 Active Listening 76 Oral Expression 74

Geography 64 Operation and Control 74 Far Vision 74

Customer and Personal Service 57 Coordination 74 Oral Comprehension 72

Administration and Management 57 Critical Thinking 72 Control Precision 71

Mechanical 54 Speaking 71 Spatial Orientation 71

Education and Training 51 Operation Monitoring 70 Depth Perception 70

Telecommunications 51 Active Learning 69 Speech Clarity 69

Computers and Electronics 48 Instructing 68 Selective Attention 68

Personnel and Human Resources 47 Equipment Maintenance 66 Near Vision 66

21

Cargo and Freight Agents

Knowledge Importance Skills Importance Abilities Importance

Transportation 87 Reading Comprehension 85 Oral Comprehension 75

Customer and Personal Service 66 Active Listening 74 Oral Expression 75

English Language 64 Critical Thinking 71 Written Comprehension 66

Computers and Electronics 49 Speaking 70 Speech Clarity 63

Administration and Management 47 Negotiation 61 Near Vision 56

Clerical 37 Complex Problem Solving 60 Problem Sensitivity 56

Geography 37 Time Management 58 Speech Recognition 56

Mathematics 31 Active Learning 57 Written Expression 56

Sales and Marketing 25 Mathematics 57 Deductive Reasoning 50

Economics and Accounting 23 Coordination 56 Inductive Reasoning 50

Transportation, Storage, and Distribution Managers

Knowledge Importance Skills Importance Abilities Importance

Transportation 79 Coordination 75 Oral Expression 77

Administration and Management 76 Critical Thinking 72 Problem Sensitivity 76

Customer and Personal Service 75 Time Management 71 Oral Comprehension 74

Clerical 61 Speaking 70 Speech Clarity 74

Mathematics 56 Reading Comprehension 68 Speech Recognition 74

English Language 54 Active Listening 67 Deductive Reasoning 66

Personnel and Human Resources 51 Judgment and Decision Making 63 Inductive Reasoning 66

Education and Training 47 Negotiation 59 Written Comprehension 66

Production and Processing 46 Writing 59 Written Expression 61

Public Safety and Security 44 Active Learning 58 Near Vision 60

22

Medical Device and Scientific R&D

Team Assemblers

Knowledge Importance Skills Importance Abilities Importance

Production and Processing 57 Learning Strategies 64 Manual Dexterity 63

Mechanical 47 Active Listening 63 Oral Comprehension 63

Education and Training 38 Quality Control Analysis 61 Oral Expression 60

English Language 37 Active Learning 59 Arm-Hand Steadiness 56

Mathematics 37 Instructing 59 Finger Dexterity 56

Public Safety and Security 37 Operation Monitoring 56 Information Ordering 56

Customer and Personal Service 34 Equipment Selection 55 Near Vision 56

Administration and Management 32 Reading Comprehension 55 Control Precision 53

Design 27 Coordination 54 Problem Sensitivity 53

Engineering and Technology 26 Equipment Maintenance 54 Deductive Reasoning 50

Industrial Engineers

Knowledge Importance Skills Importance Abilities Importance

Engineering and Technology 88 Critical Thinking 77 Oral Expression 85

Production and Processing 86 Active Listening 73 Deductive Reasoning 81

Mathematics 84 Time Management 73 Oral Comprehension 78

Administration and Management 67 Reading Comprehension 72 Problem Sensitivity 78

Mechanical 65 Complex Problem Solving 71 Mathematical Reasoning 75

Computers and Electronics 64 Mathematics 69 Inductive Reasoning 72

Design 62 Writing 67 Information Ordering 72

Education and Training 57 Judgment and Decision Making 66 Speech Clarity 72

English Language 57 Speaking 65 Visualization 69

Clerical 56 Active Learning 64 Written Comprehension 69

23

Medical Appliance Technicians

Knowledge Importance Skills Importance Abilities Importance

Customer and Personal Service 85 Active Listening 78 Problem Sensitivity 75

Production and Processing 85 Reading Comprehension 77 Near Vision 72

Mechanical 79 Active Learning 74 Deductive Reasoning 69

Design 66 Learning Strategies 72 Oral Comprehension 69

English Language 62 Quality Control Analysis 70 Arm-Hand Steadiness 66

Engineering and Technology 60 Critical Thinking 66 Finger Dexterity 66

Education and Training 58 Equipment Selection 65 Manual Dexterity 66

Medicine and Dentistry 55 Time Management 65 Oral Expression 66

Administration and Management 49 Judgment and Decision Making 64 Speech Clarity 66

Mathematics 48 Service Orientation 64 Visualization 66

Aviation/Aerospace

Computer Systems Analysts

Knowledge Importance Skills Importance Abilities Importance

Computers and Electronics 87 Active Learning 88 Oral Comprehension 75

English Language 72 Reading Comprehension 87 Problem Sensitivity 75

Customer and Personal Service 67 Complex Problem Solving 85 Deductive Reasoning 72

Design 65 Critical Thinking 84 Inductive Reasoning 72

Telecommunications 60 Active Listening 80 Written Comprehension 69

Mathematics 52 Troubleshooting 76 Near Vision 66

Education and Training 51 Monitoring 75 Oral Expression 66

Communications and Media 47 Service Orientation 75 Speech Recognition 66

Engineering and Technology 47 Time Management 75 Information Ordering 63

Administration and Management 39 Quality Control Analysis 74 Speech Clarity 63

24

Computer Support Specialists

Knowledge Importance Skills Importance Abilities Importance

Computers and Electronics 95 Critical Thinking 72 Oral Comprehension 72

Customer and Personal Service 88 Speaking 69 Problem Sensitivity 72

English Language 69 Active Listening 66 Oral Expression 69

Telecommunications 61 Complex Problem Solving 63 Deductive Reasoning 66

Clerical 56 Reading Comprehension 60 Information Ordering 66

Administration and Management 50 Active Learning 53 Written Comprehension 66

Engineering and Technology 50 Coordination 53 Inductive Reasoning 63

Education and Training 48 Instructing 53 Near Vision 63

Public Safety and Security 42 Judgment and Decision Making 53 Speech Clarity 63

Mathematics 40 Monitoring 53 Written Expression 60

Aircraft Mechanics and Service Technicians

Knowledge Importance Skills Importance Abilities Importance

Mechanical 90 Reading Comprehension 81 Finger Dexterity 81

Design 68 Repairing 81 Control Precision 78

Customer and Personal Service 64 Troubleshooting 75 Problem Sensitivity 78

Engineering and Technology 63 Equipment Maintenance 74 Manual Dexterity 75

Mathematics 56 Complex Problem Solving 70 Near Vision 72

Physics 56 Equipment Selection 70 Written Comprehension 72

Transportation 56 Writing 70 Arm-Hand Steadiness 69

Law and Government 55 Active Listening 69 Information Ordering 69

Administration and Management 54 Critical Thinking 69 Deductive Reasoning 66

Chemistry 54 Installation 68 Inductive Reasoning 66

25

Appendix C

KSA Definitions Knowledge Administration and Management — Knowledge of business and management principles

involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.

Biology — Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment.

Building and Construction — Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.

Chemistry — Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods.

Clerical — Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.

Communications and Media — Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.

Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.

Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.

Design — Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.

Economics and Accounting — Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data.

Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.

Engineering and Technology — Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.

26

English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.

Fine Arts — Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.

Food Production — Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques.

Foreign Language — Knowledge of the structure and content of a foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.

Geography — Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life.

History and Archeology — Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures.

Law and Government — Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.

Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.

Mechanical — Knowledge of machines and tools, including their designs, uses, repair, and maintenance.

Medicine and Dentistry — Knowledge of the information and techniques needed to diagnose and treat human injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures.

Personnel and Human Resources — Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.

Philosophy and Theology — Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture.

Physics — Knowledge and prediction of physical principles, laws, their interrelationships, and applications to understanding fluid, material, and atmospheric dynamics, and mechanical, electrical, atomic and sub- atomic structures and processes.

Production and Processing — Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods.

27

Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.

Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.

Sales and Marketing — Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.

Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.

Telecommunications — Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.

Therapy and Counseling — Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.

Transportation — Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including the relative costs and benefits.

Skills

Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.

Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.

Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.

Coordination — Adjusting actions in relation to others' actions.

Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.

Equipment Maintenance — Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.

Equipment Selection — Determining the kind of tools and equipment needed to do a job.

Installation — Installing equipment, machines, wiring, or programs to meet specifications.

Instructing — Teaching others how to do something.

28

Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.

Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.

Management of Financial Resources — Determining how money will be spent to get the work done, and accounting for these expenditures.

Management of Material Resources — Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work.

Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job.

Mathematics — Using mathematics to solve problems.

Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.

Negotiation — Bringing others together and trying to reconcile differences.

Operation and Control — Controlling operations of equipment or systems.

Operation Monitoring — Watching gauges, dials, or other indicators to make sure a machine is working properly.

Operations Analysis — Analyzing needs and product requirements to create a design.

Persuasion — Persuading others to change their minds or behavior.

Programming — Writing computer programs for various purposes.

Quality Control Analysis — Conducting tests and inspections of products, services, or processes to evaluate quality or performance.

Reading Comprehension — Understanding written sentences and paragraphs in work related documents.

Repairing — Repairing machines or systems using the needed tools.

Science — Using scientific rules and methods to solve problems.

Service Orientation — Actively looking for ways to help people.

Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.

Speaking — Talking to others to convey information effectively.

Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.

Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.

Technology Design — Generating or adapting equipment and technology to serve user needs.

29

Time Management — Managing one's own time and the time of others.

Troubleshooting — Determining causes of operating errors and deciding what to do about it.

Writing — Communicating effectively in writing as appropriate for the needs of the audience.

Abilities

Arm-Hand Steadiness — The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.

Auditory Attention — The ability to focus on a single source of sound in the presence of other distracting sounds.

Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.

Control Precision — The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.

Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.

Depth Perception — The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.

Dynamic Flexibility — The ability to quickly and repeatedly bend, stretch, twist, or reach out with your body, arms, and/or legs.

Dynamic Strength — The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue.

Explosive Strength — The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object.

Extent Flexibility — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.

Far Vision — The ability to see details at a distance.

Finger Dexterity — The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.

Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.

Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).

Glare Sensitivity — The ability to see objects in the presence of glare or bright lighting.

Gross Body Coordination — The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion.

30

Gross Body Equilibrium — The ability to keep or regain your body balance or stay upright when in an unstable position.

Hearing Sensitivity — The ability to detect or tell the differences between sounds that vary in pitch and loudness.

Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).

Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).

Manual Dexterity — The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.

Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to solve a problem.

Memorization — The ability to remember information such as words, numbers, pictures, and procedures.

Multilimb Coordination — The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.

Near Vision — The ability to see details at close range (within a few feet of the observer).

Night Vision — The ability to see under low light conditions.

Number Facility — The ability to add, subtract, multiply, or divide quickly and correctly.

Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.

Oral Expression — The ability to communicate information and ideas in speaking so others will understand.

Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.

Perceptual Speed — The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.

Peripheral Vision — The ability to see objects or movement of objects to one's side when the eyes are looking ahead.

Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.

Rate Control — The ability to time your movements or the movement of a piece of equipment in anticipation of changes in the speed and/or direction of a moving object or scene.

31

Reaction Time — The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears.

Response Orientation — The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part.

Selective Attention — The ability to concentrate on a task over a period of time without being distracted.

Sound Localization — The ability to tell the direction from which a sound originated.

Spatial Orientation — The ability to know your location in relation to the environment or to know where other objects are in relation to you.

Speech Clarity — The ability to speak clearly so others can understand you.

Speech Recognition — The ability to identify and understand the speech of another person.

Speed of Closure — The ability to quickly make sense of, combine, and organize information into meaningful patterns.

Speed of Limb Movement — The ability to quickly move the arms and legs.

Stamina — The ability to exert yourself physically over long periods of time without getting winded or out of breath.

Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects.

Time Sharing — The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).

Trunk Strength — The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing.

Visual Color Discrimination — The ability to match or detect differences between colors, including shades of color and brightness.

Visualization — The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.

Wrist-Finger Speed — The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.

Written Comprehension — The ability to read and understand information and ideas presented in writing.

Written Expression — The ability to communicate information and ideas in writing so others will understand.

50% Tracking FY 2012 Friday, February 15, 2013

Summary

Total Revenue Total Obligations for Training Total % to Budget

Adult 3,609,561 889,739 0.25

DW 1,984,240 322,739 0.16

Total WIA 5,593,801 1,212,478 0.22

Detail on 50%

Adult Total Expenditure & Obligations Total in 50% Budget Percentage to date

ITA 706,992 618,700 1.14

EWT 42,083 355,000 0.12

OJT 27,393 100,000 0.27

Internships 11,271 331,177 0.03

Training staff 102,000 200,000 0.51

Total 889,739 1,604,877 0.55

Dislocated Worker Total Expenditure & Obligations Total in 50% Budget Percentage to date

ITA 218,597 516,655 0.42

OJT 16,319 142,000 0.11

Internships 150,000 0.00

Training Staff 87,823 170,000 0.52

Total 322,739 978,655 0.33

Grand Total 1,212,478 2,583,532 0.47

ITA Obligations for FY 2013

(For individuals already enrolled)

Adult 400,078

Dislocated Worker 266,718

dfrench

Typewritten Text

Attachment 3

2012 Budget adjustments

Fund/Grant Current Budget Changes Updated Budget Unobligated

(2013/2014)

Adult:

ITA 618,700 81,300 700,000

OJT 100,000 (30,000) 70,000

Internships 331,177 (211,177) 120,000

Henkels 200,000 (150,000) 50,000

Training staff 200,000 - 200,000

Employed Wkr 349,997 (149,997) 200,000

Supportive Svs. 112,000 100,000 212,000

Direct charge staff 353,060 96,940 450,000

Workshop Consultants 27,000 - 27,000

Contract labor 30,000 - 30,000

Admin 312,150 (4,581) 307,569

Overhead 965,664 5,074 970,738

3,599,748 (262,441) 3,337,307 289,371

Younger Yth:

Henkels operating 219,964 228,636 448,600

Henkels participant 68,638 60,806 129,444

Admin 35,917 36,297 72,214

Overhead 34,654 37,231 71,885

359,173 362,970 722,143

Older Yth:

Henkels operating 677,236 (228,636) 448,600

Henkels participant 215,844 (73,185) 142,659

Admin 109,930 (36,297) 73,633

Overhead 96,289 (24,852) 71,437

1,099,299 (362,970) 736,329

NEG OJT:

OJT 150,800 (337) 150,463

Supportive Svs. 30,070 - 30,070

Direct charge staff 60,006 - 60,006

Admin 26,390 336 26,726

267,266 (1) 267,265

Dislocated Worker:

ITA 516,655 (296,655) 220,000

OJT 149,209 (99,209) 50,000

Internships 150,000 (100,000) 50,000

Training staff 170,000 - 170,000

Supportive Svs. 28,000 52,000 80,000

Direct charge staff 134,179 129,821 264,000

Workshop Consultants 27,000 - 27,000

Contract labor 30,000 - 30,000

Admin 174,155 (25,006) 149,149

2012 Budget adjustments

Fund/Grant Current Budget Changes Updated Budget Unobligated

(2013/2014)

Overhead 619,459 (61,241) 558,218

1,998,657 (400,290) 1,598,367 543,486

Wagner Peyser:

DEO staff trv 3,500 - 3,500

Special Svs./operating 102,652 (2,415) 100,237

Admin 14,271 1,455 15,726

Overhead 134,998 960 135,958

255,421 - 255,421

DVOP:

DEO staff trv 1,000 - 1,000

Special Svs./operating 34,611 (749) 33,862

Admin 4,787 420 5,207

Overhead 27,702 329 28,031

68,100 - 68,100

LVER:

DEO staff trv 3,500 - 3,500

Special Svs./operating 14,773 (383) 14,390

Admin 2,457 215 2,672

Overhead 29,257 168 29,425

49,987 - 49,987

REA:

Direct charge staff 78,577 (3,280) 75,297

Admin 10,563 685 11,248

Overhead 51,564 2,595 54,159

140,704 - 140,704

FSET:

Direct charge staff 69,816 (3,231) 66,585

Supportive Svs. 34,500 (1,121) 33,379

Admin 14,024 908 14,932

Overhead 51,660 3,444 55,104

170,000 - 170,000

UC:

Direct charge staff 71,165 (1,316) 69,849

Admin 9,567 637 10,204

Overhead 21,308 679 21,987

102,040 - 102,040

WTP:

Direct charge staff 558,088 66,912 625,000

Supportive Svs. 465,665 (16,898) 448,767

ITA 144,500 (106,500) 38,000

Admin 170,067 24,827 194,894

2012 Budget adjustments

Fund/Grant Current Budget Changes Updated Budget Unobligated

(2013/2014)

Overhead 528,756 35,228 563,984

1,867,076 3,569 1,870,645

EUC:

Operating 11,747.00 (490) 11,257

Admin 1,579.00 102 1,681

Overhead 29,770.00 388 30,158

43,096 - 43,096

July2012-December 2012

Estimated January 2013-June 2013

Salaries BCBS Guardian %5 Basic Retirement

Match Salaries BCBS Guardian %5 Basic Retirement

Match

Total

102 Pay Grade 42849.76 10228.32 1381.68 2149.03 596.18 42979.82 10228.32 1381.68 2149.03 596.18

114540.00

104 Pay Grade 76600.15 15342.48 1990.74 3136.76 1684.61 72707.96 12785.40 1593.90 2543.32 1152.71

189538.03

106 Pay Grade 22460.67 2557.08 479.70 1123.03 1123.03 20661.29 2557.08 479.70 1033.06 1033.06

53507.72

107 Pay Grade 720539.24 92481.06 15581.63 30552.99 23446.41 627365.57 104840.28 14946.48 28278.12 24076.91

1682108.69

108 Pay Grade 239208.66 28127.88 5254.86 11682.19 9039.94 250387.41 30684.96 5254.86 10773.88 8131.63

598546.27

109 Pay Grade 232026.10 25144.62 4510.11 10606.01 9254.53 264086.03 30684.96 4278.87 9188.01 7836.53

597615.77

110 Pay Grade 82303.87 7671.24 1633.80 4069.13 4069.13 81382.47 7671.24 1633.80 4069.13 4004.13

198507.94

111 Pay Grade 69210.90 5114.16 1269.54 3375.84 3375.84 67518.23 5114.16 1269.54 3375.84 3375.84

162999.89

113 Pay Grade 81268.32 5114.16 1433.82 4070.82 4070.82 81417.31 5114.16 1433.82 4070.82 4070.82

192064.87

114 Pay Grade 62546.70 2557.08 705.48 3127.34 3127.34 62546.70 2557.08 705.48 3127.34 3127.34

144127.86

3933557.04

Attachment 5

Staffing Budget Costs by Salaries

and Benefits

Attachment 6

Business/One Stop Services

WIA/Adult & DW

Career Specialists (11)

Program Managers/Subject

Matter ExpertsWTPWIAWP

LVER/DVOP (8) WIA Youth

H&M Contractor(12)

Organizational Chart CEO

Administrative Assistant

Chief Business Development Officer

COO

Business

Development Manager

(3)

Recruitment Specialists (11)

Customer Service

Representative (11)

Placement Specialists (15)

Workshop Facilitator (1) ++

Staff Support

(9)

WT & SNAP Career

Specialists (12)

One Stop Center Managers

CitrusLevy

Marion

Call Center (2.5)

Manager

(2)

DEO/TAA

(1)

Mobile Customer Service Rep.

(2)

Human Resources Manager

Director of Program Development

Director of Compliance &

Reporting

Director of IT

Director of finance

Communications Manager

Project Coordinator/QA/Grants

(3)

MISAnalyst

Systems Administrator

Network Specialist

Web Developer

Accountant(2)

Bookkeeper

Facilities Support

Administration and Development

North Florida Workforce Development Board

bud2012-attachment1 3/18/2013 1

CLMRWDB-ATTACHMENT #1REVISED BUDGET PY 2012 (JULY 2012 - JUNE 2013)

2/28/2013 ADULT Younger Older TAA ARRA DISL. TOTAL WIA WAGNER VETERAN VETERAN REA FSET UC RWB 6 TOTAL AWI WTP EUC Community UN- TOTAL GRANDYth Youth 2011 NEG OJT WORKER PEYSER DVOP LVER GRANT Action RESTRICT TOTAL

REVENUE 37.22% ITA 22.87 % ITA 31.87% ITA

P.Y. 2012 CONTRACTS 2,148,959 632,844 647,030 47,271 264,210 1,049,803 4,790,117 238,226 68,100 49,987 140,704 170,000 102,040 37,980 807,037 1,714,448 43,096 3,933 0 1,761,477 7,358,631CARRYFORWARD 1,477,719 89,299 89,299 0 3,056 1,092,050 2,751,423 17,195 0 0 0 0 0 0 17,195 156,197 0 0 20,042 176,239 2,944,857

TOTAL REVENUE 3,626,678 722,143 736,329 47,271 267,266 2,141,853 7,541,540 255,421 68,100 49,987 140,704 170,000 102,040 37,980 824,232 1,870,645 43,096 3,933 20,042 1,937,716 10,303,488

EXPENDITURES:

ADMIN AVAILABLE

ADMIN PERCENT 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 10.00% 0.00% 10.00% 10.00% 10.00% 10.00%

TOTAL ADMIN AVAILABLE 362,668 72,214 73,633 4,727 26,727 214,185 754,154 25,542 6,810 4,999 14,070 17,000 10,204 0 78,625 187,065 4,310 393 2,004 193,772 1,026,551

CLM ADMIN. STAFF

PROJECTED EXPEND 307,569 72,214 73,633 0 26,726 149,149 629,292 15,726 5,207 2,672 11,248 14,932 10,204 0 59,990 194,894 1,681 0 0 196,576 885,858

TOTAL ADMIN % FUNDS AVAIL 8.48% 10.00% 10.00% 0.00% 10.00% 6.96% 8.34% 6.16% 7.65% 5.35% 7.99% 8.78% 10.00% 0.00% 7.28% 10.42% 3.90% 0.00% 0.00% 10.14% 8.60%

BALANCE AVAIL XFER TO PROG S 55,098 0 0 4,727 0 65,036 124,862 9,816 1,603 2,326 2,823 2,068 0 0 18,635 -7,830 2,628 393 2,004 -2,804 140,693

PROGRAM SERVICES:

SERVICE PROVIDER CONTRACTS;

DEO STAFF TRAVEL 0 3,500 1,000 3,500 8,000 0 8,000HENKELS & MCCOY 448,600 448,600 897,200 0 3,933 3,933 901,133WORKSHOP CONSULTANTS 27,000 27,000 54,000 0 0 54,000CONTRACT LABOR TRAINING 30,000 30,000 60,000 0 0 60,000SPECIAL SVS. 0 100,237 33,861 14,389 148,487 0 148,487

SUB TOTAL SERVICE PROVIDER 57,000 448,600 448,600 0 0 57,000 1,011,200 103,737 34,861 17,889 0 0 0 0 156,487 0 0 3,933 0 3,933 1,171,620

bud2012-attachment1 3/18/2013 2

2/28/2013 ADULT Younger Older TAA ARRA DISL. TOTAL WIA WAGNER VETERAN VETERAN REA FSET UC RWB 6 TOTAL AWI WTP EUC Community UN- TOTAL GRANDYth Youth 2011 NEG OJT WORKER PEYSER DVOP LVER GRANT Action RESTRICT TOTAL

PROGRAM SUPPORT:

INFRASTRUCTURE/IT 118,791 33,349 34,112 0 0 67,928 254,180 5,985 2,011 1,032 4,344 5,767 4,030 0 23,170 64,142 649 0 0 64,791 342,141FACILITIES 83,200 4,275 2,281 1,427 0 65,103 156,286 123,824 23,954 27,333 21,701 12,014 13,817 3,980 226,623 84,755 25,305 0 0 110,060 492,969COMMUNITY OUTREACH 122,037 34,261 35,044 0 0 69,783 261,125 6,148 2,066 1,060 4,463 5,925 4,140 0 23,803 65,894 667 0 0 66,562 351,489BUSINESS DEVELOPMENT 161,026 0 0 0 0 88,493 249,519 0 0 0 5,889 7,818 0 0 13,706 86,947 880 0 0 87,827 351,053CORE SERVICES 485,683 0 0 0 0 266,911 752,594 0 0 0 17,762 23,580 0 41,341 262,247 2,655 0 0 264,902 1,058,837

SUB TOTAL PROGRAM SUPORT 970,737 71,885 71,436 1,427 0 558,218 1,673,704 135,958 28,031 29,425 54,159 55,104 21,987 3,980 328,643 563,984 30,158 0 0 594,142 2,596,489

TRAINING AND SUPPORT: 0 0 0 0ITA 700,000 220,000 920,000 0 38,000 38,000 958,000OJT 70,000 150,463 50,000 270,463 0 0 270,463INTERSHIPS 120,000 50,000 170,000 0 0 170,000HENKELS 50,000 50,000 0 0 50,000TRAINING STAFF 200,000 170,000 370,000 0 0 370,000EMPLOYED WORKER 200,000 0 200,000 0 0 200,000

SUB TOTAL TRAINING % 1,340,000 0 0 0 150,463 490,000 1,980,463 0 0 0 0 0 0 0 38,000 0 0 0 38,000 2,018,463SUPPORTIVE SVS 212,000 129,444 142,659 45,844 30,070 80,000 640,017 33,379 33,379 448,766 11,257 460,023 1,133,419DIRECT CHARGE(STAFF) 450,000 0 0 0 60,006 264,000 774,006 0 0 0 75,298 66,585 69,850 34,000 245,732 625,000 0 20,042 645,042 1,664,780

0TOTAL DIRECT CLIENT 2,059,000 578,044 591,259 45,844 240,539 891,000 4,405,686 103,737 34,861 17,889 75,298 99,964 69,850 34,000 435,598 1,111,766 11,257 3,933 20,042 1,146,997 5,988,281

UNOBLIGATED (2013/2014 ITA) 289,371 0 0 0 1 543,486 832,859 0 0 0 0 0 0 0 1 0 0 0 0 1 832,860

SUMMARY

TOTAL AVAILABLE 3,626,678 722,143 736,329 47,271 267,266 2,141,853 7,541,540 255,421 68,100 49,987 140,704 170,000 102,040 37,980 824,232 1,870,645 43,096 3,933 20,042 1,937,716 10,303,488

TOTAL DIRECT CLIENT 2,059,000 578,044 591,259 45,844 240,539 891,000 4,405,686 103,737 34,861 17,889 75,298 99,964 69,850 34,000 435,598 1,111,766 11,257 3,933 20,042 1,146,997 5,988,281TOTAL PROGRAM SUPPORT 970,737 71,885 71,436 1,427 0 558,218 1,673,704 135,958 28,031 29,425 54,159 55,104 21,987 3,980 328,643 563,984 30,158 0 0 594,142 2,596,489TOTAL ADMINISTRATIVE 307,569 72,214 73,633 0 26,726 149,149 629,292 15,726 5,207 2,672 11,248 14,932 10,204 0 59,990 194,894 1,681 0 0 196,576 885,858

TOTAL BUDGETED COST 3,337,307 722,143 736,329 47,271 267,265 1,598,367 6,708,681 255,421 68,100 49,987 140,704 170,000 102,040 37,980 824,231 1,870,645 43,096 3,933 20,042 1,937,715 9,470,628

UNOBLIGATED 289,371 0 0 0 1 543,486 832,859 0 0 0 0 0 0 0 1 0 0 0 0 1 832,860832,859 1 1 832,860

0 0 0 0REVENUE SUBSCHEDULEPY 2012 NEW FUNDS 2,122,029 632,844 647,030 47,271 264,210 1,049,803 4,763,187 157,437 68,100 49,987 140,704 170,000 102,040 37,980 726,248 1,714,448 43,096 3,933 1,761,477 7,250,912PY 2011 INCENTIVES 26,930 26,930 80,789 80,789 0 107,719

0 0 0 00 0 0 0

TOTAL PY 2011 FUNDS 2,148,959 632,844 647,030 47,271 264,210 1,049,803 4,790,117 238,226 68,100 49,987 140,704 170,000 102,040 37,980 807,037 1,714,448 43,096 3,933 0 1,761,477 7,358,631

CARRYFORWARD2011 FUNDS 1,477,719 89,299 89,299 0 3,056 1,092,050 2,751,423 17,195 0 0 0 17,195 156,197 0 0 20,042 176,239 2,944,857

0 0 0 0 0TOTAL CARRYFORWARD 1,477,719 89,299 89,299 0 3,056 1,092,050 2,751,423 17,195 0 0 0 0 0 0 17,195 156,197 0 0 20,042 176,239 2,944,857