Annual Conference on Workforce Training of the League ... - ERIC

DOCUMENT RESUME

ED 380 157 JC 950 143

AUTHOR Braun, Harry; And OthersTITLE WorkForce Challenge: A Community Partnership [and)

Annual Report, May 1993.INSTITUTION Danville Area Community Coll., IL.PUB DATE Feb 95NOTE 77p.; Materials presented at "Workforce 2000," the

Annual Conference on Workforce Training of the Leaguefor Innovation in the Community College (3rd, SanDiego, CA, February 8-11, 1995).

PUB TYPE Reports Descriptive (141) Speeches/ConferencePapers (150)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS Apprenticeships; Articulation (Education); Community

Colleges; Cooperative Education; High SchoolStudents; *Partnerships in Education; ProgramDescriptions; *School Business Relationship; SchoolCommunity Relationship; Self Evaluation (Groups);*Technical Education; *Tech Prep; Two Year Colleges;Two Year College Students; *Vocational Education;*Work Experience Programs

IDENTIFIERS Danville Area Community College IL

ABSTRACTWorkforce Challenge 2000 was developed by diverse

sectors of Vermilion County, Illinois, to plan and implement aprogram to prepare and maintain a qualified, adaptable workforce forthe county and the area served by Danville Area Community College.The program seeks to address the need to replace a large number ofretiring workers in the next decade; to prepare workers and futureworkers for higher-tech, more complex jobs; to improve the educationprovided to local children; to provide unemployed adults with theskills necessary for work; and to help young people and theirparents, teachers, and counselors to know that the Danville area willhave jobs for them. To address these workforce development concerns,Workforce Challenge participants have established five goals: (1)

conduct a community awareness program for the Workforce Challengeinitiative; (2) assist educators to better prepare students to meetthe workforce needs of the community; (3) increase the collaborationand investment between education and business and industry; (4)

increase the involvement of parents in preparing their children foreducation and employment; and (5) increase the involvement of humanservice agencies in preparing their clients for education andemployment. In 1992, the program was awarded Phillip MorrisCorporation and Higher Education Cooperative Act grants. The earlyWorkforce Challenge successes have been promising and include anumber of activities designed to reshape the workforce in theDanville area. One successful component of the Workforce Challenge isa Tech Prep Youth Apprenticeship program, which includes a 2-yearguided high school curriculum, 2 years at Danville Area CommunityCollege earning an associate of applied science degree, three summers(10 weeks) paid work experience while studying, and 2 years full-timeemployment at TEEPAK, Inc. A 1993 annual report, promotionalmaterials and newsletters, and the text of a video presentation areincluded. (KP)

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Workforce Challenge: A Community Partnership [and]Annual Report, May 1993

U S DEPARTMENT OF EDUCATIONQi r 11 F.chwat Ona orrAP-t

EDUCATIONAL RESOURCES INFORMATION

CENTER (RERIC)

pips document has been reproduced asreceived from the person or organintionoriginating itMinor changes have been made '.':

improve reproduction quality

Points of view or opinions stated in thisdocument do not necessarily iepresent

official 0E141 position or policy

Harry Braun

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

M. Meader

TO THE EDUCATIONALRESOURCESINFORMATION

CENTER (ERIC)

r)Materials presented at "Workforce 2000" the AnnualConference of Workforce Training of the League for

Innovation in the Community College (3rd, San Diego,CA, February 8-11, 1995).

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WorkForce Challenge

MARY LOU MEADERDanville Area Community College

2000 East Main Street, Danville, Illinois 61832(217) 443-8586

WorkForce Challenge: A Rural Community Model

The following information was presented in video form at the Leaguefor Innovation in the Community College's Annual WORKFORCE 2000Conference entitled "The Workforce Landscape: Change and Challenge"held in San Diego, California during February, 1995.

NOVEMBER 1989

TEEPAK, Inc. and General Motors Central Foundry approachedDr. Harry Braun, President, Danville Area Community College, withconcerns regarding the skilled workforce of this area. Nearly40% of this workforce reach retirement aae in this decade.

Would workers be available to replace retirees?Would these workers have the skills they need

for the technological work place of 1990's?Was this area developing th= kind of workforce

that could attract and sustain economic growth?Was that exposure changing as new technologies emerged?

WORKFORCE CHALLENGE

From those early discussions with Dr. Braun, by early spring 1990,WorkForce Challenge was formed. A 25-person steering committeedeveloped plans. Led by joint chairs Braun, Illinois Powerregional manager, Jesse Price, and Central Foundry plant manager,Al Scargall, the committee determined WorkForce Challenge mission:to plan and implement a program to prepare and maintain aqualified, adaptable work force for Vermilion County and the areaserved by Danville Area Community College.

In January 1991, the effort expanded, with more than 200 peoplefrom different sectors of the community exploring ways to achievethat mission. In committees and subcommittees, participantsbrainstormed, studied, surveyed, and consulted with employers,labor representatives, parents, teachers, students, counselors,administrators, and others. From that process, participantsreached a consensus on how to address a number of inter-relatedlocal work force concerns.

To address those work force development concerns, WorkForceChallenge participants established five goals:

Conduct a community awareness program for theWorkForce Challenge initiative.

2. Assist education to better prepare students to meetthe work force needs of our community.

3. Increase the collaboration and investment betweeneducation and bus1ness/industry.

4. Increase the involvement of parents in preparing their

children for education and employment.

5. Increase the involvement of human service agencies inpreparing their clients for education and employment.

In 1992, the WorkForce Challenge initiative was awarded PhilipMorris Companies, Inc. and Illinois Higher Education CooperativeAct grants. The grant funding provided for the hiring of a fulltime director, Mary Lou Meader. WorkForce Challenge was alsorecognized as one of the top work force development initiatives bythe Illinois Community College Board in 1992. The early WorkForceChallenge successes have been promising and include a number ofactivities designed to re-shape the work force throughout the areaserved by Danville Area Community College.

During May 12 and 13, 1993, Industry Week magazine sponsored aYouth Apprenticeship conference in Chicago, Illinois. TheWorkForce Challenge Steering Committee sent seven representativesfrom the DACC area to the conference. Larry Smith, TechnicalTraining Manager of TEEPAK, Inc., was among those representatives.Governor John McKernan provided a keynote address that caught theattention of the WorkForce Challenge representatives. Larry Smithreturned from the conference convinced that the' youthapprenticeship would address the aging workforce concerns atTEEPAK, as well as, complement the on-going quality movement at theplant. Roger DeMoor, TEEPAK Plant Manager, was familiar with theconcept, having worked with the European apprenticeship program,and encouraged Larry Smith in his efforts.

Smith began in the plant with production managers identifying thespecific skills and training new employees would possess. Thisteam listed specific -hands-on" skills needed at the worksite aswell as soft skills such as problem solving and communication.This process produced two pages of skills, courses, training andqualities desirable in new hires.

The next step was to gather educators, counselors, Tech Prepofficials, voc-ed directors and college representatives. Smithpresented the TEEPAK list to this audience requesting that theyconsider how and where it fit in curricula of area high schools,the vocation center, and Danville Area Community College. The TechPrep Youth Apprenticeship that emerged from this communitypartnership includes:

*a two-year guided high school curriculumincludes Ford Academy of Manufacturing Science curriculum

*two years at DACC earning Associate of Applied Science degree*three summers (10 wks) paid work experience while studying*two years full-time employment at. TEEPAK, Inc.

After completing this design phase, Larry Smith presented the TechPrep Youth Apprenticeship program to senior plant management atTEEPAK. Roger DeMoor, plant manager, described two reasons forproceeding with the youth apprenticeship: One being the aging

workforce at Teepak, and the other being TEEPAK's responsibility tocontribute to the workforce development of the area being a keycitizen. Ken Orze, operations manager, described a shift in theskill set tht requires more communication with educationdescribing the kills companies need in new hires, and also thevalue added to TEEPAK's ability to compete in a world market withthis youth apprenticeship program.

During the spring of 1994, Larry Smith visited nineteen sophomorehigh school classes, both in Illinois and Indiana, outlining theTEEPAK Youth Apprenticeship and how they could apply. More than250 students applied; guidance counselors screened theseapplications and sent to TEEPAK those who:

*had good attendance records*had sophomore level reading and math scores*no discipline problems in or out of school recorded.

All applicants and their families were then invited to TEEPAK tolearn the details of the program and to tour the plant. Aninterview schedule was developed that involved both oral andwritten questions. The student was asked to submit two writteninterview questions ahead of time and asked to write two more atthe time of the interview. Teams of two supervisors from the plantconducted the interviews. When the field of candidates wasnarrowed to twenty, these students and their parents wereinterviewed a second time. After a period of 15 months, a class often youth apprentices for TEEPAK was introduced by Senator PaulSimon during a press conference at Danville Area Community College.

This is truly a community partnership. This Tech Prep YouthApprenticeship is truly a WIN/WIN situation for everyone:

*students wina good educationset of skillspaid work experiencebright future

*parents winfuture mapped outcollege education

*education winsmajor role in development of programmeet needs of 70% of students not going for

four-year degree right after high school

*TEEPAK winsworkforce that meets future challengesinvestment in community

*community winskeep our talented youthsustain economic growth.

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Students currently involved remark that this opportunity providesthem with new friends, learning new things, a good collegeeducation, and being able to work and go to school at the sametime.

Parents appreciate the post secondary educational opportunities,the skills the students wouldn't traditionally receive during highschool, and the bright, secure future for their children.TEEPAK, Inc. is considered a leader and a pioneer throughout thearea served by Danville Area Community College. This model may beused and customized by others. The quality of our workforcecontributes to the economic development of this area, and TEEPAK ispraised by those involved in attracting new businesses andretaining the business already thriving here.

Dr. Braun, President, Danville Area Community College, regards thisprogram as, "...the value-added aspect of education. It lendsreliability to what we're teaching in the classroom. The YouthApprenticeship validates Career and Technical education." If wewant a vibrant economy and a workforce that adds value and achievestop wages, then business must team with education and create thepartnerships that bridge the education to economy span.

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The pages attached are copies of overhead transparencies used byLarry Smith, Technical Training Manager, TEEPAK, Inc. during thispresentation.

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Some of the most forward thinking, comes from looking back.

"Wake Up, America". -

Why Should EmployersGo To All This Trouble?

Teepalk YOUTH APPRENTICESHIP PROGRAM

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1. Saves on training and retraining costs

Reduces,the inddence and severityof onatheajob accidentss among new hires

3. Youth Apprenticeship graduates begin with ahigher level of communication skills

4. A vehicle is provided for direct curriculumdevelopment so that students graduating fromYouth Apprenticeships are immediatelyemployable and productive

S. Can bring on board people who work togetherwell in groups

6. Able to hire people with critical thinking skillsand the ability to transfer learned knowledgefrom one area to another and apply it

7. Have a happier and more motivated workforcesince the youth apprentice will have spenttime in simulated and real worksites, and willknow what is expected of them.

8. Keep educational systems up to date on newand emerging technologies.

9. Can reap the rewards of good public relationsand publicity.

10. It is cost effective.

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Youth Apprenticeshipand Insurance LiabilityA Fact Sheet Prepared by Jobs for the Future

National Youth Apprenticeship Initiative

This fact sheet presents general guidelines for understandingliability issues surrounding youth apprenticeship. Also includ-ed are innovations at the state and local level that have triedto m lessen the costs and responsibility of employers. Thefinal section points out ways in which practitioners feel their: programs could benefit from changes in state or

federal laws and policies.

Readers of this fact sheet should also see the JFF FactSheet entitled "Youth Apprenticeship and Child Labor

Laws" and the matrix "10 Site Practices on Employment, Payand Insurance Liability for Youth Apprentices."

Liability issues can be broken down into three general categories-a student's transporta-tion to and from the job site; the time spent on the job; and post-employment. While manyinitial questions have been raised about the added expense or complication of having students onthe job site, youth apprenticeship program designers have found most of the legal issues straight-forward and costs minimal (with the exception of transportation). In fact, a brief inquiry conductedby the youth apprenticeship program in Pennsylvania found that the addition of 16-year-olds to aworkforce would not increase insurance premiums.

Liability is largely dependent on who is the actual employer of the youth apprentice.Aside from the company itself, a school or a third-party might also act as the employer. In Maine,technical schools will act as the agent for the student apprentice. The schools will bill the employ-ers for hours worked by the student. In the Tulsa Craftsmanship 2000 program, a 501(0(3) acts asthe employer and is thus responsible for all liabilities.

Transportation

In general, the party responsible for transportation is also liable in the case of an acci-dent. If the school is transporting the student, then normal school bus coverage applies. The sameis true if the employer covers transportation.

Some programs have students sign an agreement at the beginning, stating that they areresponsible for their own transportation. Teachers and administrators cite precedent for thisin cooperative education programs. In the case of a student driving him/herself to the workplaceduring the school day, there should be no difference from liability issues for students getting toschool or an extra-curricular activity.

* Under an up-front agreement, some programs state that if a student chooses to transporther/himself, then the school is not liable and the student's own Insurance should apply.

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* The Careers and Occupational Awareness-Check into Health (COACH) program in Michigan has aletter from the school system's insurer stating that it would cover students participating in the pro-gram except when they are actually on the job and being paid by the employer. In the absence of astudent's own Insurance, the school would, In that case, be the liable party.

* In Philadelphia, the school has had to provide urban students with costly transportation toworkplaces in outlying areas, because local auto insurance rates are prohibitively high for youth.

* Project Pro Tech students in Boston rely on public transportation to their jobs in city hospitals.The school system provides students with a transit pass.

* Oakland, CA, Health and Bioscience Academy students are provided with a transit pass for thefirst month of their paid internship, either by the school system or the employer.

* Cambridge-Lesley Careers in Education students either walk or ride the elementary school busto the schools where they work as teacher's aids. As unpaid volunteers, they remain under schoolliability policies.

* When mentors of Oakland, CA, Health and Bioscience Academy transport students, they arerequired to notify the school district oftheir plans ahead of time, in writing. Provided they do this,the school district provided insurance coverage, similar to a school field trip.

Workers' Compensation

A student in an observer or volunteer role in the workplace is, in effect still in an extension of theschool. Once the student becomes actively involved in the work, and/ or begins to oper-ate equipment, or is paid by the employer, then s/he becomes an employee of the firm.The student then comes under the employer's workers' compensation coverage.

* Oregon legislation on youth apprenticeships specifically states that the training agent-theemployer-shall provide workers' compensation coverage for youth apprentices.

* As the employer, Maine technical schools are legally responsible for workers' compensationcoverage. This is structured into the program so as to avoid the disincentive of workers' compen-sation costs to the employer. Health insurance may eventually be done in a similar manner.

* in Pickens County, SC, students working for very small employers unable to provide workers'compensation will be covered under the State School Board Association's policy. The state board isself-insured, and cooperative students have been added to the policy in the past for no extracharge.

* Some Oakland, CA, Health and Bioscience Academy students are paid by the school district withfederal grant money. These students are covered by the school district.

Unemployment Insurance

Unemployment insurance is generally not provided to youth apprentices, either by spe-cific state legal exemption or by the fact that they are part-time employees.

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* In Pennsylvania, the work of a student learner under 22 who is enrolled at a non-profit or publiceducation institution that grants credit for academic/work experience activities is not consideredwhen determining the eligibility of an individual for. unemployment compensation benefits.

* Michigan law states that student learners are not eligible for unemployment insurance.

* Project Pro Tech employers in Boston have agreed to make youth apprenticeship student immuneto any company lay-offs.

Liability for student actions on the job

An employer is liable for the finished product or service produced in her/his establishment.

Policy Changes recommended for youth apprenticeship

* State coverage of transportation reimbursement for schools.

* State insurance coverage for employers and/or students who wish to provide their own trans-portation.

* State provision of workers' compensation in situations in which employers are unable to providecoverage because of their size.

Child Labor Laws and Youth ApprenticeshipA Fact Sheet Prepared by Jobs for the Future

National Youth Apprenticeship Initiative

Since youth apprenticeship is designed to give stu-dents paid work experience, program planners mustbe well-versed in existing federal and state lawsregarding the employment of minors. Statutes andadministrative regulations establish legal guidelineson the number of hours minors may work, the typesof jobs they can perform, necessary safety precau-tions, and the amount and form of compensation.The guidelines can affect both program and systemdesign. A

This fact sheet summarizes some basic aspects of **"41.1"L--

federal law and presents the experience andinnovations of ten different sites in developingyouth apprenticeship within the guidelines ofthis law. The final section lays out how federal and state lawregarding child labor and work-based learning might be changed to help sup-

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port youth apprenticeship while maintaining the protections for minors that are the goal of childlabor laws.

Readers of this fact sheet should also refer to the JFF Fact Sheet entitled "Youth Apprenticeship andInsurance Liability" and matrix "10 Site Practices on Employment, Pay and Insurance Liability forYouth Apprentices."

Federal and State Laws

Laws regarding the employment of minors exist both at the federal and the state levels. The feder-al and state government share jurisdiction in this area. Federal law on the employment ofminors in nonagricultural work is summarized in "Child Labor Bulletin No. 101: ChildLabor Requirements in Nonagricultural Occupations," based on the Fair Labor StandardsAct (FLSA) (See Appendix 1). Readers interested in agricultural employment of minors shouldsee "Child Labor Bulletin No. 102." References to the employment of minors hereafter will be tononagricultural employment.

All states also have child labor laws. Individual state laws on youth employment are issued bythe state department of labor and can be easily obtained. State child labor laws and/or other feder-al laws, such as those relating to occupational health and safety, etc., may have higher standards.In general, the more stringent standard must be observed. This is also true for state vs. feder-al minimum wage laws-the higher minimum applies.

Federal law establishes standards for two distinct groups of youth-14- and 15-year-olds and 16-and 17-year-olds. The law treats persons who are at least eighteen years of age as adult workers.

In general, minimum age standards are as follows:

* Ages 14 and 15 A minor must be at least 14 years of age to be employed in specified occupa-tions, outside school hours, for limited periods of time each day and each week, The FLSA limits 14and 15 year-olds to specific occupations when employed in retail , food service or gas establish-ments. The law forbids employment in most other industries, including manufacturing, processing,transportation and communication, unless the youth is involved in a Work Experience and CareerExploration Program (see below). In addition, 14- and 15-year-olds are prohibited from working inany of the occupations deemed by the U.S. Secretary of Labor as hazardous, with no exceptions.

* Age 16 Sixteen years is the basic minimum age for employment in the United States. AT 16years of age, youths may be employed in any occupation other than one declared hazardous by theSecretary of Labor. (The sections below list Hazardous Occupations and Exemptions).

* Age 18 Minimum age for employment in nonagricultural occupations declared hazardous bythe Secretary of Labor.

Time and Hour Restrictions

Federal law restricts the number of allowable work hours for 14- and 15-year-old. Fourteen- and15-year-olds are not permitted to work:

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* during school hours;* before 7 a.m. or after 7 p.m. (except 9 p.m. from June 1 through Labor Day);* more than three hours per day on school days; or* more than 18 hours per week during school weeks.

Students enrolled in Work Experience and Career Exploration Programs (see definition below) maybe employed during the school day and up to 23 hours in a school week. (Appendix 2 lists federaland individual state hour restrictions).

Federal law does not restrict the time or duration of employment for 16- and 17-year-olds. Somestates have set limits for this group. Wisconsin, for example, limits 16- and 17-year-olds to 4 hoursof employment on school days.

Hazardous Occupations

The Secretary of Labor has declared 17 occupations to be particularly hazardous ordetrimental to the heaith and well-being of 16- and 17-year-olds. These include, for exam-ple, manufacturing and storing explosives; motor-vehicle driving and outside helper; exposure toradioactive substances; power-driven hoisting apparatus; mining (other than coal mining); power-driven bakery machines; manufacturing brick, tile and kindred products: and wrecking, demolitionand shipbreaking operations.

In some cases, careful structuring of the workplace component can ensure that students do notoperate certain machinery, thus satisfying U.S. Department of Labor concerns. States may haveadditions to this list. Exemptions exist for apprentices and student learners in some of these occu-pations (see "Exemptions" below).

Youth Apprenticeship Programs geared toward manufacturing, metalworking and health care bearthe greatest concern for specifics of this section of the law, since occupations that involve power,driven metal forming, punching and shearing machines and those involving exposure to radioac-tive substances and to ionizing radiations are considered hazardous. Exemptions exist in the for-mer category, but not the latter.

* Legislation establishing youth apprenticeship in the State of Oregon states that in licensedtrades and in hazardous occupations, on-the-job training for students 16 years of age may be sim-ulated cooperatively at industry training centers." Discretion as to where this training will takeplace - on the job site or in the training center - lies with the apprenticeship committee employingthe youth.

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Work Force Challenge

Annual ReportMay 1993

Vision Statement

The Danville area work force will satisfy the needs and expectationsof employers and prospective employers for the twenty-first century.

Mission Statement

Plan and implement a program to prepare and maintain a qualified,adaptable work force for Vermilion County, Illinois, which w11 beserved by Da -Mlle Area Community College.

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TABLE OF CONTENTS

I. Executive Summary

II. Body of Report

III. Conclusion

IV. Appendices

A. Summary of Need for Workforce Challenge

B. Human Resources Survey Results

C. Information from Department of Labor study, "What WorkRequires of Schools"

D. Original Participants in Workforce Challenge

E. Implementation Organization and Strategies For WorkforceChallenge

F. Description of Workforce Challenge Committees

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EXECUTIVE SUMMARY

In November 1989, representatives of Teepak and Central Foundry approachedDanville Area Community College President Harry Braun with serious concerns abouttheir work forces. About 40 percent of the manufacturing work force in VermilionCounty will be eligible for retirement within the next ten years. The plant managerswanted to know: Would workers be available to replace the retiree: ? Would thosereplacement workers have the skills they need for the technological workplace of the1990s and beyond?

During meetings the following spring between College officials and business,industry, service, and other community leaders, more concerns about the work forcebecame apparent. The success of business and industryand ultimately, an entireareadepends on the availability and quality of the work force. Was the Danville areadeveloping the kind of work force that could attract and sustain economic growth?Were students being exposed to the skills they would need in their jobs on into thetwenty-first century? Was that exposure changing as new technologies emerged?

Too often, the answer to those questions was "no. " It was clear to all involved thatthe Danville area needed to make some changes to prepare for the future. 74 was alsoclear that the changes were more than DACC or any other single entity couldaccomplish alone.

So out of those early discussions, diverse sectors of the community joined to formWorkforce Challenge 2000.

From Spring 1990 through the end of that year, a 25-person steering committeedeveloped plans. Led by joint chairs Braun, Illinois Power regional manager Jesse Priceand Central Foundry plant manager Al Scargall, the committee determined WorkforceChallenge mission: to plan and implement a program to prepare and maintain aqualified, adaptable work force for Vermilion County and the are served by DanvilleArea Community College.

In January 1991, the effort expanded, with more than 200 people from differentsectors of the community exploring ways to achieve that mission. In committees andsubcommittees, participants brainstormed, studied, took surveys, and consulted withemployers, labor representatives, parents, teachers, students, counselors, administratorsand others. In June, chairs of each committee and subcommittee presented their ideasand the ideas they had gathered from the community. Other participants madesuggestions, asked questions, and developed recommendations. From that process,participants reached a consensus on how to address a number of inter-related localwork force concerns.

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Those concerns. are:

1. The need to replace a vast number of retiring workers in the next decade.

Several local plants reduced their work forces during the 1980s by laying off ornot hiring younger employees. Now, however, many of the older workers who stayedare nearing retirement. When the Job Training Partnership surveyed 31 localmanufacturing and service businesses, the businesses said they expected about 1,750 oftheir employees to retire within the next ten years. For those businesses to stay viable,they will need to find qualified workers to replace the retirees.

2. The need to prepare workers and future workers for higher-tech, more complexjobs.

Many of the jobs that once could be filled easily by people without high schooldiplomas now require computer knowledge and other advanced skills. Also, job areasthat will be growing in the next decade tend to be the ones that require more knowledgeand specialized skills. According to the Illinois Department of Employment Security, allbut two of the top ten occupations expected to have the most job openings by the year2000 will require at least a high school diploma. Those two occupations are janitors andwaiters/waitresses. They are also among the lowest-paying of the top ten jobs. Thehighest-paying--general managers and top executives--require a bachelor's degree.

3. The need to improve the education provider," to local children.

As job requirements change, the preparation for those jobs also must change.Educators and representatives from business and industry agree that schools have notkept up with changing work force needs.

4. The need to provide unemployed adults with the skills necessary for work.

Because the Danville area has experienced high school drop-out rates in theneighborhood of 25 percent, the community now faces the challenge of helping manyresidents who lack marketable job skills. In addition to helphig those adults, localagencies need to retrain workers whose job skills have become obsolete.

5. The need to help young peopleand their parents, teachers, and counselorsunderstand that the Danville area will have jobs for them.

Because the Danville area has suffered through harsh economic times, many highschool and college graduates believe they must leave their hometowns to get good jobs.However, in the Job Training Partnersh ;T1 survey, those 31 businesses alone anticipatedneeding about 5,250 new employees by the year 2000.

To address those work force development concerns, Workforce Challenge participantshave established five goals. Those five goals are:

1. Conduct a community awareness program for the Workforce Challengeinitiative.

2. Assist education to better prepare students to meet the workforce needs of ourcommunity.

3, Increase the collaboration and investment between education andbusiness/industry.

4. Increase the involvement of parents in preparing their children for educationand employment.

5. Increase the involvement of human service agencies in preparing their clientsfor education and employment.

In 1992 the program was awarded Phillip Morris Corporation and Higher EducationCooperative Act grants. Among other things, the grant funding provided for theprogram's first full-time director, Ms. Mary Lou Meader. Workforce Challenge was alsorecognized as one of the top work force development initiatives by the IllinoisCommunity College Board in 1992. During her short tenure, Ms. Meader has quicklyshifted the program into an implementational mode. The early Workforce Challengesuccesses have been } :omising and include a number of activities designed to re-shapethe work force in the Danville area.

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Workforce ChallengeAnnual Report

May 1993

GOAL 1Conduct a community awareness program for the Workforce Challenge initiative.

OBJECTIVE A:Develop an awareness campaign targeting the local community concerning the futurework force needs of the area.

TasksConduct a continuous evaluation of local employment opportunities, with bettercommunication between government agencies, business/industry and education.

Develop an information file on the local work force which can be used for speeches,pamphlets, fliers, videos, etc.

Develop a speakers bureau.

OBJECTIVE B:Inform the community about the impact a global economy is having and will have oncurrent and future work force needs.

TasksUtilize local business and industry to sponsor programs that describe the worldeconomy and the way it could affect the area.

Target counselors, teachers, students, and parents as to changing opportunities in thelocal and global work force.

OBJECTIVE C:Update and publish periodically a list of requirements for all jobs to informstudents and others about what skills will be needed.

ACCOMPLISHMENTS:New logoIntroductory videoSix-month marketing planJob survey mailed to approximately 100 area businesses.

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May 1993

GOAL 2Assist education to better prepare students to meet the work force needs of ourcommunity.

OBJECTIVE A:Develop and implement curricula to make sure kindergarten through post-secondarystudents learn the foundations and competencies needed in the work force.

Tasks:Incorporate the teaching of foundations and competencies in an integrated mannerthroughout the entire curriculum at all levels of education. Foundations andcompetencies that will be taught include:

FoundationsBasic skillsreading, writing, arithmetic and mathematics, speaking,

listeningThinking skillscreativity, decision-making, problem-solvingPersonal qualitiesresponsibility, self-esteem, integrity

CompetenciesResourcesInterpersonal skillsInformation utilizationSystemssocial, organizational, technologicalTechnology

Encourage all levels of education personnel to incorporate "customer satisfaction" and"continuous improvement" in teaching strategies.

Encourage each school system to include representatives from business, industry, andlabor in its curriculum review processes.

Incorporate actual job tasks into classroom projects and assignments.

Assist each school system to develop job shadowing, plant tours, and internshipprograms to help teachers understand what skills their students will need in theworkforce.

Develop an "exit course" for all high school seniors that teaches and tests for basiccompetencies, as well as important social and interpersonal skills.

7 2J

Implement across all occupational, career, and technical curricula a process in whichstudents demonstrate acceptable levels of performance in specific areas of content andapplication of technologies which are verifiable by certification.

Encourage each school system to develop a follow-up system for graduates.

OBJECTIVE B:Improve coordination and communication between Danville Area Community Collegeand area schools.

TasksSurvey schools systems to determine what facilities, equipment or other resourceswould be available for use by area schools.

Establish at Danville Area Community College a regional training center for curriculumdevelopment and in-service training for Workforce Challenge.

Encourage educational entities and businesses to share equipment and facilities withone another.

OBJECTIVE C:Assist students in discovering their career interests and determining what preparationthey need to pursue those interests.

TasksIncorporate career development activities into every level of the education system on anon-going basis.

Develop student internship, partnership, and mentorship programs with local businessand industry.

Encourage school systems to conduct area-wide job fairs and career days.

OBJECTIVE D:Provide more effective in-service training and resources for teachers, counselors, andadministrators.

TasksEncourage and provide resources for teachers to seek more continuing education andprofessional development activities.

Provide more time for in-service for teachers.

Emphasize the concept of continuous improvement in the performance appraisals ofeducational personnel.

308

OBJECTIVE E:Improve students' self-esteem, helping them realize they are capable of succeeding inschool and, later, work.

TasksEmphasize to teachers their importance as positive role models for students.

Incorporate into the curriculum the importance of attitude, self-esteem, and behavioralskills, as well as the importance of education.

Provide early counseling intervention in all schools to improve the likelihood of schoolsuccess.

Increase the number of minority faculty and staff in those educational institutionswhich have minority populations.

Encourage teachers to promote teamwork, communication, and cooperation amongstudents.

OBJECTIVE F:Develop and implement innovative and non-traditional ideas for improving education.

TasksIdentify and change current restrictions (state education parameters, labor contracts,and other hindrances) that prevent innovation.

OBJECTIVE G:Seek additional state and federal funding for education.

TasksWork with other constituencies in developing an equitable statewide system forfunding education.

Increase monetary support from the private sector.

Involve business and industry as advocates for increased funding for education.

Seek grant support from the U. S. Department of Labor and other potentialfunding sources for Workforce Challenge.

ACCOMPLISHMENTS:Elementary Education Task Force establishedWork Force Challenge represented on area school districts planning andimprovement teamsWork Force Challenge presentations at high school in-services and institutesDirectory of Services 105 area businesses to share with education.

9

31


May 1993

GOAL 3Increase the collaboration and investment between education and business/industry.

OBJECTIVE A:Expand business and industry participation in "Adopt a School" programs (also calledschool/business partnerships).

TasksCreate a committee of business and educational personnel to provide programcoordination.

Develop a plan to inform business and industry of how to participate.

Prepare promotional materials.

Hold kick-off meetings to reintroduce the concept to businesses, principals, andsuperintendents in the area.

OBJECTIVE B:Encourage business and industry leaders to run for election to local school boards.

TasksEstablish a committee of three to seven people consisting of present school boardmembers, PTO members, and Partners in Education sponsors.

Publicize the importance of school board membership.

Provide candidates with information about running.

OBJECTIVE C:Encourage employers to enable parents to participate in school activities.

TasksDevelop "parent visitation" time similar to personal leave days for pre-arranged schoolfunctions.

OBJECTIVE D:Develop reciprocal in-house training for educators and business/industry employees.

3410

TasksOpen business/industrial in-house training to educators as well.

Present joint business/education seminars on current workplace trends and educationalinnovations.

OBJECTIVE E:Bring more business and industry personnel into the classroom as guests and speakers.

TasksProvide opportunities for both labor and management representatives to speak tostudents at school programs.

Have the speakers stress hiring needs, required skills and the relationship betweenschoolwork and jobs.

Stress the negative effect such behaviors as drug use might have on employment.

Consider "reverse shadowing" allowing workers to follow students in school andexplain how various classes might relate to the work they do.

OBJECTIVE F:Provide schools with information about speakers, tours, and other business/industryresources that are available by providing a resource guide.

TasksCollect the information from business and industry.

Compile and publish the information.

Distribute the guide, "Community Resource Guide to Education" to all teachers in theDACC district.

Periodically update the guide.

OBJECTIVE G:Encourage employers to limit the number of hours students work, to ensure more timefor schoolwork.

TasksEstablish a committee of business and education representatives to develop reasonablelimits for working students.

Let employers know those generally accepted limits.

Recognize employers who follow those limits.

11

3

OBJECTIVE H:Encourage graduates to remain or return to the community to work for local businessesand industries.

TasksRecognize employers who hire through the "Cooperative Education" system.

Develop job-recruiting programs in business and industry similar to military recruiting.

Provide incentives such as aggressive job placement, training scholarships, and upwardjob mobility.

OBJECTIVE I:Coordinate and provide up-to-date training to keep workers current with changingwork force needs.

TasksEncourage local industries and businesses to share corporate in-house trainingprograms and resources through the development of an industry resource catalog bythe Business and Economic Institute at DACC.

Develop a worker development program that would assure a certain level of skills.

Develop a comprehensive training plan for future labor leaders.

ACCOMPLISHMENTS:Manufacturers/Service Alliance committee formedApprenticeship program established between Armstrong High School andWalter Danville CorporationInternships established for teachers and students for summer 1993Funding non-targeted high schools for Tech Prep activities.

3.?12


May 1993

GOAL 4Increase the involvement of parents in preparing their children for education andemployment.

OBJECTIVE A:Increase parent participation in the education process.

TasksEncourage schools to develop a school/family council that will represent thedemographics of the community served by the school. The council should includeteachers, parents, single parents, and other interest groups.

Develop programs that will bring parents to the schools and educate them about theirrole in the education process.

Hold a Swap Day at high schools and middle schools and a Parents Day (orGrandparents Day or Adopt-a-Grandparent Day) at elementary schools.

Develop a Homework Hotline or Activity Hotline at each school--a tape-recordedmessage parents can call to keep up-to-date on what is happening at their children'sschools.

OBJECTIVE B:Improve communication between schools and parents through newsletters and otherpersonalized methods.

OBJECTIVE C:Increase and improve schools' efforts to meet with parents.

ACCOMPLISHMENTS:"Parents" workshop planned for Fall 1993Bibliography of assistance for parents being organizedManufacturers/Service Alliance committee identifying methods list forbusinesses demonstrating high values placed on educationWork Force Challenge video presentations at PTO organization meetings.

13


May 1993

GOAL 5Increase the involvement of human service agencies in preparing their clients foreducation and employment.

OBJECTIVE A:Bring both functionally unemployed and newly displaced workers back into the workforce as productive employees.

TasksIdentify adults with long histories of unemployment and poor work histories andprovide opportunities for them to learn the skills they need to secure employment.

Improve communication to business and industry about current outplacement servicesfor newly unemployed workers.

Coordinate the referral to and information about services available for recentlydisplaced workers.

OBJECTIVE B:Provide improved human services to workers, helping them solve or reduce personalproblems that affect their job performance.

TasksProvide more training for supervisors to help them assess employees' problems,intervene in crises and refer employees to Employee Assistance Programs and otherappropriate services.

OBJECTIVE C:Encourage the development of quality child care and elder care services in thecommunity.

OBJECTIVE D:Reach a larger number of troubled youth and very troubled youth with improvedhuman services programsenabling more to overcome personal barriers to developinggood job skills.

TasksDevelop Student Assistance Programs at all schools, with human service professionalsavailable to assess student needs, intervene in crises, and refer children and/or familiesto needed services.

14

Seek funding and provide alternative education and training opportunities to troubledyouth in non-traditional settings.

OBJECTIVE E:Encourage people with personal problems to voluntarily seek help from human serviceagencies.

TasksDevelop a promotional campaign to make people aware of the help that isavailable and how human services tie in with work force development.

ACCOMPLISHMENTS:Private Industry Council for the Job Training Partnership has committeesworking on each Goal 5 objectiveSubcommitee studying the development of a consortium of small businessesforming an employee assistance programEldercare and child care facilities being studiedA community assistance referral network established through the United Way office.

15

CONCLUSION

The need to develop and maintain a capable work force is the single most criticalissue facing the Danville area. The quality of the work I, )rce directly affects the area'sability to retain its current businesses and industries and attract new ones. But it alsoaffects the quality of life available in the area, the standard of living of area residentsand the resources available for continuing improvements in the community.

The Danville area is not alone in facing grave challenges for its future. Across thenation, community leaders are concerned about factories closing down, workers whoare not prepared for high-tech jobs, and schools that don't seem competitive withforeign education systems. The communities that succeed in adapting to the changingworld will thrive. The ones that don't will gradually disappear. And the dilemma hasimplications for the entire country:.experts agree that the United States as a whole mustchoose between developing a highly skilled work force or resigning itself to lower orbelow average wages.

Through Workforce Challenge, the Danville area has recognized its workforce problems and taken the first steps toward resolving them. By joining forceson Workforce Challenge, various sectors of the community have met the goal ofincreasing cooperation. Publicity about Workforce Challenge has increased thecommunity's awareness of the work force needs of the future. An educationsummit held in February 1991 brought together 1,000 junior high and high schoolteachers and administrators to talk about how education must change to meet theneeds of a changing world. A second education summit for all area educatorsoccurred in October, 1991. Committees were formed and priorities wereestablished following the compilation of both education summits.

Much of the work connected to WorkForce Challenge is yet to be done.Developing ideas for change was the easy part; making the changes andanswering new challenges as they arise will be more difficult. From the twoeducation summits and the two years of community planning committeesdetailed reports a compilation of nearly 200 pages this annual report wasdeveloped. Many who worked on the early stages of WorkForce Challenge 2000have volunteered to see their plans through-the next stages, and new volunteersare gathered as each objective is implemented. The committees are grow ling andsubdividing as tasks are assigned.

WorkForce Challenge has a new logo and a modified name, signifying thatthe two year study and planning stage is complete. WorkForce Challenge hasevolved from the conceptual stage into an active force in the community. Thefinal logo graphic portrays a strong, bold, forward looking commitment fromDanville Area Community College to master the changing conditions which areso vital to the economic health of this area, the region, and the nation.

16 38

There is no conclusion for the Work Force Challenge project. The initiative willcontinue growing and expanding as we adapt to changing work place needs.Programs such as the youth apprenticeships will be models for many otherprograms that will follow. "As we plant seeds, they will reproduce many timesover," says Director Mary Lou Meader. "The need is now."

For the project to be successful, the community must find the necessary resources,implement the plans, evaluate the results, and adjust strategies as a more challengingwork force environment evolves. As a county-wide effort, Work Force Challenge cannotsucceed without the community partnership.

17 3

APPENDIX A

Summary of Need For Workforce Challenge

LOCAL CONCERNSForty percent of Vermilion County's manufacturing work force will be eligible forretirement by the year 2000.Thirty-one of the countys largest employers have identified a need for 2,027technicians, craftsmen, operators, or laborers by the year 2000.These same employers have identified a need for 1,362 office and clerical specialistsby the year 2000.These same employers have identified a need for 1,204 officials, managers, orprofessionals by the year 2000.There will be a need, in these 31 businesses, for 688 sales or service workers by theyear 2000.Local health care providers cannot find enough trained nurses, radiologicaltechnicians, and emergency room personnel to meet current labor market needs.

NATIONAL CONCERNSIncomes of our top 30% earners are increasing while those of the other 70% spiraldownward.The primary concern of more than 80% of employers is finding workers with goodwork ethics and appropriate social behavior.No nation has produced a highly-qualified, technical work force without firstproviding its workers with a strong general education.We have no national system capable of setting high academic standards for thenon-college bound student.Public educational programs are under-funded, serve only a small number ofpeople, lack cohesion, and are not tied to local labor market policies.More than 70% of U. S. jobs require some form of skills training but will notrequire a four-year college degree by the year 2000.Other nations insist that virtually all of their students reach a higher educationalstandard than we do.Other nations operate comprehensive systems, combining training, labor marketinformation, job search, and income maintenance for the unemployed we do not.Other nations support education and company-based training through generalrevenue or payroll tax financing schemes we do not.Five or six industrialized nations provide better schooling and job training fornon-college bound students than we do.If we hope to remain a competitive and productive economy, we cannot afford tocontinue to allow 25% of our future workers to drop out of school.The choice that America faces is a choice between high skills and low wages.Gradually, silently, we are choosing low wages as a community, is this what wewant?

Sources: JTP Human Resources Survey; Focus Group Meetings with Area Employers; and the NationalCenter on Education and the Economy, "Americas Choice: high skills or low wages!" June 1990.

18

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4341

APPENDIX C

CHARACTERISTICS OF TODAY'S ANDTOMORROW'S WORKPLACE

TRADITIONAL MODEL HIGH PERFORMANCE MODEL

STRATEGYMass production Flexible productionLong prouction runs Customized productionCentralized control Decentralized control

PRODUCTIONFixed automation flexible automationEnd-of-line quality control On-line quality controlFragmentation of tasks Work teams, multi-skilled workersAuthority vested in supervisor Authority delegated to worker

HIRING AND HUMAN RESOURCESLabor-management confrontation Labor-management cooperationMinimal qualifications accepted Screening for basic skills abilitiesWorkers as a cost Workforce as an investment

JOB LADDERSInternal labor market Limited internal labor marketAdvancement by seniority Advancement by certified skills

TRAININGMinimal for production workers Training sessions for everyoneSpecialized for craft workers Broader skills sought

CHARACTERISTICS OF TODAY'S ANDTOMORROW'S SCHOOLS

SCHOOLS OF TODAY SCHOOLS OF TOMORROW .

STRATEGYFocus on development of basic skills Focus on development of thinking skillsTesting separate from teaching Assessment integral to teaching

LEARNING ENVIRONMENTRecitation and recall from short-term Students actively construct knowledgememory for themselvesStudents work as indivivals Cooperative problem solvingHierarchically sequenced - basics Skills learned in context of real problemsbefore higher order

MANAGEMENTSupervision by administration Learner-centered, teacher directed

OUTCOMEOnly some students learn to think All students learn to think

Source: U.S. Dept. of Labor, "What Work Requires of Schools," June 1991.

21

45

APPENDIX D

Workforce Challenge Volunteers

Joint Chairs Goal Committees Curt Huffman Janet RedenbaughHarry Braun Sharon Ady Patty Ann Hughes Brad ReeleyJesse Price Karen Ahrens Ellen Hurley Jan ReynoldsAl Scargall Alayne Anderson Bob Jones John Reynolds

Gordon Anderson Pat Keller Jennie RichSteering Committee Terry Anderson Dave Kienest George RichardsAnn Abel Teresa Arnold Pat Kuchefski Mark RobertsVicki Bernthal Susan Baldwin Edward Layden Annie RobertsonBill Bounds Jody Biscoe Edina LeCleir Joe RottmanJane Brown Brock Blinn* Susan Legg Judy RudnickeThomas Byrket Chuck Brooks Joe Linares Suzie SchatzDennis Doran Betty Bryant Sara Longfellow Augustus ScottLinda Federman Bill Bucher Brenda Ludwig Betty Seidel*Ronald Geguzys Don Burke* Bill Matthews Lisa SmithThomas Ginder Chuck Carpenter Clyde Mayer Phil SmithDave Kietzmann Molly Culbert Larry McConkey Carol Smock*Lou Mervis Martha Curry Alice McGowan Dave StimacChuck Morris Kim Daulton Earl McGowan Audrey SyrcleTimothy Musgrave Jenny Dawson Mary McKeown Sally TechtowMarc Parise Art De Pugh Bill McMahon Dave ThomasDonald Patterson John Douglas Jan Miller Minnie WalkerDon Pennington Steve Downing Dan Milligan Dave WalterEllen Russell* Viv Dudley Jessica Mills Denise WebsterJoseph Stutsman Dorothy Sturm Duensing Susan Mills Jack WebsterSharon Walker Pat Ehrnwald Denia Milne Gail WestRobert Weist David Fields Brian Mitchell Tracy WestRichard Weller Judy Finkle John Mockaitis John WhiteTerri White Mike Finkle Jim Monfredini Karen WolfeCandy Underhill* Dennis Forest Michael Mooney Tom Wonder lin

Debbie Frerichs Jeanne Mulvaney Jay WoodardStakeholders Kerry Frerichs Judith MyersMary Chambers John Ganyard Barb Nelson Jamaica, Oakwood,Tom Conron Herb Glenn Keith Nelson Georgetown, Catlin,Neil Ehrlich John Grygiel Rita Nordheden Hoopeston, WestvilleCarol Green Darlene Halloran Jan O'Rourke & Danville HighTom Jenkins Pat Hartshorn Margie Parise School TeachingDianne Kurth Marilyn Hecker Alice Payne StaffsCarol Lewis Linda Heeren Terry PayneEarl Lindsey Tom Hermann Judd PeckMary Lou Meader Rachel Heron Phyllis Perry *Goal CommitteeCassandra Reed Russ Hiatt Creighton Petkovich ChairsAlbert Royce Debbie Hicks Sandy PowellRonald Serfoss John Hirt Warren PrattRichard Trower Esther Hooper Verna QuickGordon Varner Karen Huchel Bruce Rape

APPENDIX E

Implementation Organization For Workforce Challenge

Steering CommitteeWorkforce Challenge

DirectorWorkforce Challenge

Mary Lou Meader

C._Parents Committee Danville Area ----.\ 13anville Area

Implementation ofiance

Private IndustryImplementation of Ed ti ti on al All Manufacturers and

Service AllianceImplementation of

CouncilParental Goal Implementation of

Educational Goal Human Service Goal

Steering CommitteeJim AndersonVicki BernthalHarry BraunBill BoundsR. Thomas ByrketCynthia Cronkhite DavisDon DeanRoger De MoorDennis DoranJohn DouglasLinda FedermanDavid FieldsDianna KirkSara LongfellowLou MervisDebbie MillsDennis MizellChuck MorrisTimothy MusgraveDonald PattersonEllen RussellAl ScargallBetty SeidelLarry SettlePaul ShannonRandy SmithJoe StutsmanCandy UnderhillSharon WalkerRobert WeistRichard WellerTerri White / Lisa Smith

/ Industry Goal

Manufacturers/ServiceAlliance Committee

John GanyardSteve BrunnerBill SmallEarle McGowanJohn AhrendtDan Clapp / Lynn LawtonChristopher DunnCraig Speckman

Mike KidwellBrock BlinnRocky HillRomeo ZamberlettiDavid KietzmannTerri White / Lisa SmithBetty SeidelSara Longfellow

Elementary EducatorsConnie Alexander Dave CarrellRalph Baumann Doug TaylorEva Cornwell Rita McCannonDonald Cunningham Melinda TuckerJames De Young Harry BraunDeb Gdala Jim OwensAnna Beth Gilmour Debbie UnewitzNancy Gray Sue DoleCarl Hall Wayne ScarlettFran Lemke Jean BrownKathy McCoy Gail BiggerstaffRhonda Miller David KietzmannRobert Shafer Sharilyn NormanMike Metzen Kevin TateTim Musgrave Angie Walsh

13

47

APPENDIX F

Description of Workforce Challenge Committees

STEERING COMMITTEEThe Steering Committee is a task force of 25 community leaders representing a broad

spectrum of community interests. Individuals from business, industry, labor, education,professions, health care, media and human service agencies make up this committee thatoversees the development and implementation of Workforce Challenge .

WORKFORCE CHALLENGE DIRECTORThe director of the project runs the day to day operation and coordination of the

implementation of the Workforce Challenge plan. This individual will report to theWorkforce Challenge steering committee.

PRIVATE INDUSTRY COUNCILThe Private Industry Council is a 30 person committee that serves as the Board of

Control for the Vermilion County Job Training Partnership program. The PIC will havethe primary responsibility for increasing the involvement of human service agencies inpreparing their clients for education and employment.

DANVILLE AREA MANUFACTURERS AND SERVICE ALLIANCESThe Danville Area Manufacturers Alliance is a task force made up of Chief Executive

Officers from the areas largest manufacturers. The Danville Area Service Alliancerepresents the Presidents or CEOs of other major area employers including health careproviders, service industries, smaller businesses, and professionals. The primaryresponsibility of these Alliances is to increase the collaboration and investment betweeneducation and business/industry.

DANVILLE AREA EDUCATIONAL ALLIANCEThe Danville Area Educational Alliance consists of representatives from local

educational institutions including Danville Area Community College, the RegionalSuperintendent, Superintendents of area public and private school systems, the VocationalOccupational and Technical Education Center, and the Vermilion Vocational EducationDelivery System. The primary responsibility of the DAEA will be to assist education tobetter prepare students to meet the work force needs of the community.

PARENTS COMMITTEEThe parents committee consists of concerned parents from all school districts

throughout the area. This committee will assist the Danville Area EducationalAlliance in helping to improve education. The primary responsibility of thiscommittee is to increase the involvement of parents in preparing their children foreducation and employment.

4324

Volume IV

°F CHANGEum>

A Joint Publication of Work Force Challenge & Danville Area Community College Spring 1994

Teamwork + Action =Results7a7nwork.

It's one of the main skills needed in the workforce ofthe future. Area leaders striving to prepare the workforcefor the future are already demonstrating teamwork intheir efforts.

The scope of this project is too large for any oneperson to be representative," said Mary Lou Meader,WorkForce Challenge director.

From developing youth apprenticeships to creatingnew school advisory councils to helping educators andstudents, Work Force Challenge has become a partneron several teams, often in concert with the Tech Prepprogram.

The most significantevents with Work ForceChallenge in the past sixmonths have been incollaboration with TechPrep," Meader said.

Work Force Challenge isa local effort to updatecurrent workers' skills andensure that current studentsare prepared for the jobsthey'll eventually take. TechPrep is a national and stateeffort to prepare studentsfor the highly technicalworkplaces they'll enter.

Because of the similargoals, "we try to collaborateas much as possible. It's a waste of energy andresources if we don't," said Debra Mills, Tech Prepdirector for the Danville Area Community College district.

Recently, Meader and Mills have joined forces onseveral proje

They've formed what Meader calls a "school-to-workteam on youth apprenticeships" with VOTEC Principal,Kay Smoot and Danville High School Tech PrepCoordinator, Dianna Kirk. The teamwork has already

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8

paid off in a program at Teepak and a grant to increaseapprenticeships throughout the county. (See relatedstory on following page.)

They've created two new business advisorycouncils, to help schools throughout Vermilion County.

They've introduced the community to the ideas of aninternationally known human resources authority andfuturist, Leo C. Coleman Jr. Coleman's December visitto Danville was sponsored by WorkForce Challenge, butthe groups he spoke to included Tech Prep teachers.

They've helped teach area counselors about thechanging workforce. With the Career Development

Training Institute, the IllinoisOccupational InformationCoordinating Committee,WorkForce Challenge andTech Prep made DACCone of just 14 sites in thestate to receive a nationalteleconference for a day-long counselors' workshopon March 10th.

They've presented theirideas to the Danville AreaEconomic DevelopmentCorporation board. WhenMeader and Mills, alongwith Smoot and Kirk, spoketo the board retreat onMarch 18th, it showed "thedynamic presentation we

can make as a team," Meader said.They've planned a conference on May 24th to

interest up to 300 eighth grade girls in careers requiringmath and science knowledge. The conference, calledFutures Unlimited, is co-sponsored by the local chapterof the American Association of University Women andseveral entities connected to DACC.

They've worked together on setting up or fundingteam building workshops and business tours for

(continued on page 8)

T...."

Unified Effort For Suiinmer youth Employment

MI Danville Area Community College49

2 Winds of Change Spring '94

Our Youth at Worken area high school juniors will

break new ground when they startin a youth apprenticeship programat Teepak next fall. They stand togain much more than they're riskingin the innovative venture.

The deal for the students: they'llgo through manufacturingtechnology courses at VOTEC andDanville Area Community College.During each summer vacation,they'll work at Teepak, and Teepakwill pay for their associate's degree.At the end, they're all but assuredof a Teepak job.

The deal for Teepak: if all goesas expected, in four years they'llhave ten well-trained employeesready to join their workforce,bringing the exact skills thatTeepak needs.

Larry Smith, Technical TrainingManager at Teepak, said hiscompany saw a need for the youthapprenticeship program whenofficials realized about 40 percentof their approximately 800 workerswill be eligible to retire within thenext six years.

Replacing all that lostknowledge and experience will bedifficult because the technologicalknowledge and other skills requiredfor workers increase each year.

"Someone just coming out ofhigh school with no special trainingwill not meet our needs," Smithsaid.

Teepak officials initially went toDanville High School seeking helpwith an apprenticeship program.Principal Ellen Russell directedthem to VOTEC because it drawsstudents from all of VermilionCounty.

With Mary Lou Meader,Work Force Challenge director,acting as an intermediary, plannerssoon included officials fromTeepak, VOTEC, DACC, and theDanville High School and DACCTech Prep programs. Through thatcoordinated effort, in FebruaryVOTEC received a $24,000 Tech

Prep grant to nurture and developyouth apprenticeships in VermilionCounty.

Smith and Smoot went to the 15Vermilion County high schools andsix in western Indiana to explain theprogram. By April, Teepak had 400applications from sophomoresinterested in starting the programnext year.

"There is a large, large demandfor programs like this for studentswho do not want to go on to a four-year degree," Smith said.

With the help of the schools,Teepak is narrowing down the fieldof applicants based on attendance,discipline and the students'reading and math skills. Students

.40s go tt)jOcih:iwpy

do. I earn_. . wnen

;everte,,p, , ...- pbilon't a ere.

6 -e L - 4, -,,'They'lliolow."

recommended by their schools willbe invited to tour Teepak with theirparents. .

"We'll let them see the jobs thatwould ultimately be theirs," Smithsaid.

Recognizing that most highschool sophomores are notexperienced job seekers, Teepakwill give the students a list ofinterview questions to prepare for.Besides having a face-to-faceinterview, they'll have to makesome responses in writing. Thestudents' parents will also beinterviewed.

"If the parents are notsupportive, the students are notlikely to complete the program,'Smith said.

Students will be chosen Oymid-A) l)

June, with four coming fromwestern Indiana, two from DanvilleHigh School and two each fromnorthern and southern VermilionCounty schools.

Much of the students' in-schoolcurriculum will be relatively generic,but the summer work will be veryspecific to Teepak's needs.

"Each summer, the projects theywork on will be tied into whatthey've learned in school," Smithsaid. "A lot of kids go throughschool saying, Why do I have tolearn this? When will I ever use it?'That won't happen here. They'llknow".

Though the students willprobably spend about 75 percent oftheir first summer in a classroom,by their third summer they'll spendthe bulk of their time working, eitherin the production area or qualitycontrol labs.

Teepak officials hope studentswill develop a preference by thatlast summer for where in the plantthey want to work.

"It's more cost effective if they'reslotted into (the jobs they'llultimately hold) during the summerso they're trained as much aspossible," Smith said.

Teepak officials hesitate toguarantee students a job at the endbecause they can't predicteconomic factors four years ahead.However, "we'll have about $9000invested in each individual... It's ourloss if we invest $9000 in studentsand then can't utilize them." Smithsaid.

Students are expected to workfull-time at Teepak for at least twoyears. If they don't, they or theirparents must reimburse the $3,100for the associates degree.

Though parts of theapprenticeship program may bemodified as Teepak and educatorsdiscover what works and whatdoesn't, Teepak intends to bring ina new group of juniors every year.


Winds of Change Spring '94 3

Reality CheckXst eighth graders don't know

much about the choices andresponsibilities awaiting them in theworld of work.

They probably also don't knowmuch about small business. And itsvery unlikely that they have amentor in the business world.

The Work Force Challenge SmallBusiness Council wants to remedyall those situations.

Beginning in the fall,-the councilwill sponsor monthly half-daycareer awareness sessions forabout 26 eighth graders fromthroughout the Danville AreaCommunity College district.

Topics of the sessions willinclude work ethics,communication, reading andmath, personnel,marketing/customer service,production/quality control,bookkeeping/inventory controland team building/problemsolving.

Each session will begin atDACC with a panel of businesspeople discussing the day'stopic. Then the eighth graderswill split up and spend about twohours visiting local businesses,either alone or in pairs. At theend, the students will return toDACC to share their experienceswith one another. The students Eadewill also be expected to reportback to their classmates at theirhome schools about what they'velearned.

The career awareness programwill continue for the entire schoolyear.

Small Business Councilmembers, who ran a small-scale"pilot" project of a careerawareness day in April, seenumerous benefits for eighthgraders.

Earle McGowan, councilspokesperson, hopes the programcan counter the belief of moststudents -and many adults--that ifthey can't get a job with a big

employer like Teepak or Quaker,"then there's nothing for them inDanville."

McGowan, president of BlaxPrinting, cites statistics that sevenof ten people work for employerswho have 100 or fewer workers; sixof ten are at workplaces with 25 orfewer employees.

Seeing the range of smallbusinesses in Danville should helpstudents understand more of theiroptions when it comes time to job

photo courtesy of the Commerctot.News

banking and provided me with theinner strength to develop into what Iwanted to be," she said. "I probablywouldn't be in this field without thatperson's push."

Noting that most successfulpeople can tell similar stories ofsupportive mentors, she sees thisprogram as an opportunity for herto turn around and play the samerole for someone else.

She also thinks of the future: "Idon't have any children yet, but I

sure hope there's a program likethis around when I do."

Additionally, she's excited aboutC- having the chance to expose

students to different businessesand the demands of employers.

"I feel strongly about gettingpeople into the workplace," shesaid. "If you've never experiencedsomething, you don't know ifthat's what you want to do."The Small Business Council

chose to target eighth graders sothe students can adjust their highschool schedules if they findthey're interested in a particularcareer. And, if they do develop amentor relationship, that canbenefit them throughout highschool.The 26 students--two each from

all the middle schools in the

McGowan, Bicu MINN, with students

hunt, he said. Besides printers andbankers, the Small BusinessCouncil includes realtors, retailers,accountants, construction companyowners, small manufacturers andother business representatives.

Based on her own experience,Kim Webster, Assistant VicePresident of lending at FirstNational Bank of Danville, seesgreat value in the mentorialrelationships that might developbetween eighth graders and srriall-business people.

"I had a wonderful mentorthrough Junior Achievement. Hetaught me the in's and out's of

51

district- -will be chosen based on. t recommendations from their

schools. The program is designedfor students who are notnecessarily straight A students oreven aiming for a four-year collegedegree, but are willing to work hardfor their grades.

Small Business Councilmembers plan a long life for thecareer awareness project.

"We want it to be ongoing,"McGowan said. "We want a newcrop of eighth graders the next yearand the next year and the nextyear."


Shifting Gearsor Matthew Graham, the transition

from high school to a good job wasas smooth as a ride in a well-maintained CadilL-,k,-.

Graham, a farm boy who decidedhe didn't want to stay on the farm,enjoyed working in the automotiveprogram at Hoopeston High School.So after graduating in 1989, hesought a two-year degree inAutomotive Technology at theAutomotive Service EducationProgram in Carbondale.

But that program isn't atraditional school: he had tobe sponsored by anemployer - -in his case,Win C. Smith OldsmobileCadillac-GMC Inc.Alternating with everysemester he spent takingclasses in Carbondale, hespent a semester atSmith's, working with andlearning from experiencedtechnicians.

"Then I was back here(at Smith's) working on myown when I graduated,"said Graham. "I wasbasically guaranteed a job."

When he started working atSmith's before his first semester inCarbondale, his work descriptionincluded "washing cars and cleaningtoilets," he said. With the degree,he's s full-fledged technician.

Seeing friends struggle to findjobs after finishing school--evensome with four-year degrees- -Graham knows how lucky he was togo through ASEP. He also sees howsuch a program helps employers.

"Basically, the company can train

their employees as they want," hesaid, noting that Win C. Smithcurrently has two other traineesworking there through the ASEPprogram.

' Graham, 22, has now workedfull-time at Smith's for three years.He specializes in electrical systems,anti-lock brakes and computer-controlled suspension. Because ofthe complexity of modem cars, "it'svirtually impossible now to know

Graham said he would advisecurrent high school students whoare interested in cars to considerbeing technicians: "It's a decentliving, better than most. There aremany jobs out there that you have togo to school more but they payless."

But regardless of a student'sinterest, "when you look for asummer job or a weekend job, findsomething connected to what you

want to do (after graduating)if at all possible. It gets itunder your belt."For example, when he wasin high school, some of hisfriends figured it didn't matterif they flipped burgers orbagged groceries, as longas they made some moneyat it. Graham went after ajob at a gas station. Eventhough he did nothing muchmore complicated thanchanging oil, the experiencelooked good when heapplied to ASEP.Graham also stronglyadvises getting training after

high school. He credits his parentswith insisting he go on to school

Actually, he was offered a job inHoopeston just on the basis of hishigh school automotive training. Buthe knew it was a dead end.

"You can't just jump out of highschool and get into this unless youwant to wash cars all your life," hesaid.

. .2

Matthew Giatiarn; masteTectink.km

every part of a car," he said.The complexity and the constant

changes in cars also mean thatGraham and other technicians likehim have to keep getting trainingeven after they've finished a degree.Graham figures he goes to trainingseminars at least twice a year.

He enjoys the chance to loammore--and he's proven that he doeslearn. .Last year he was the onlyOldsmobile technician at Smith's topass a test ranking him as a "mastertechnician." 5 2


Back In Businessgannon Bireline found a different

Danville when she moved back toher hometown in November afternearly ten years away.

"I see a synergy with WorkForceChallenge, the Business andEconomic Institute and theEconomic DevelopmentCorporation," said Bireline, a 1984Danville High School graduate."There's a cooperation therefostering growth . . .Things arealready set up to work."

Bireline, 28, left Danville to attendthe University of Illinois, where shegot her bachelor's degree incommunications with aconcentration in advertising. Thenshe went to Drake University lawschool, graduating with honors in1991.

She worked for the districtattorneys office in Milwaukee butbecame disillusioned because of themany people she saw caught in andvictimized by the system. Then shemoved to Chicago to work forLifespring, an adult educationcompany intended to empowerpeople to become more effective intheir personal and professional lives.Though she still admires theLifespring program, she decided togo out on her own after a year.

She now runs Ai ete LeadershipConsulting, which providescustomized training for businesses,educators and other groups ontopics such as personaleffectiveness, interpersonal skillsand team building. She has clients insuch places as Kansas City,Chicago, Hobart, Indiana, thoughshe'd like to be able to narrow her

focus to just Danville.Bireline admits that it was the

economic realities of starting herown business, not any deep longingfor Danville, that made her returnhome. In fact, when she came backlast year, she harbored negativeviews of the community: "I didn't

want to come back here. I sawDanville as racist, backward . . .

fundamentally stuck."She was also facing a difficult

point in her life: she had just had abroken engagement, and her fatherdied on Thanksgiving Day.

But what Direline has seen sincereturning has restored her faith inDanville. It's also led her tocontribute her services to help

53

improve the community.In January, she started a year-

long program known as ProjectDanville. She runs a free seminar onsome principle of leadership everyTuesday night at 7:30 p.m. at theBremer Conference Center. Morethan 30 people have been trainedaltogether; attendance on any givenTuesday ranges from four to 20.

Once a month, Bireline also hasa longer seminar on topics peoplerequest. And she's willing to conductan intensive, 90-day workshop thatinvolves several week-end trainingsand could lead participants toundertake dramatic change in theirlives.

"It's just living out the notion ofbeing a leader in your life for 90days," Bireline said. "I've runprograms similar to this before-it's amazing what people do."

Just through the weeklyseminars, Bireline sees peoplemake changes such as joining achurch and mending fences withfamily members.

"People can come to one sessionand be empowered," she said. "Asmore people get involved, it willhave a greater impact."

Project Danville is designed forthe vast group of people who lie inbetween the visible leaders alreadydoing more than their share, and thechronic complainers who only wantto make everyone miserable.Bireline's trying to reach those whocare about the community, see theneed for changes but feel they can'tmake a difference.

"They go home and sit in front of(continued on page 6)


Matching OutfitsDanville area youth looking for

summer jobs--and the businesseswho might want to hire them--willhave an easier time gettingtogether this year than everbefore.

For the first time, local summerjob training programs arecoordinating their efforts. And twonew programs, including onesponsored in part by Work ForceChallenge, will provide moreopportunities.

Through the coordinated effort,"we can offer a menu toemployers," said Renee Beasley,director of the Job TrainingPartnership at DACC. "And now, if(youths) aren't eligible for oneprogram, they can qualify foranother. We're all focused, now,let's get the youth employed."

The coordinated effort cameabout partly in response to U.S.Department of Labor requests andpartly because of linkages formedthrough Work Force Challenge,Beasley said.

"It takes a bit more talking butwe found out we can work welltogether," she said.

JTP and the Illinois Departmentof Employment Security have hadsome coordination before, but thisis the first year others have beeninvolved. Beasley hopes next yeareven private organizations, suchas churches, can join in as well.

The coordinated programsinclude:

JTP Summer Youth JobTraining Program. which will workwith about 300 youth ages 14-21who meet certain incomerequirements.

BACK . . . IN BUSINESS(cor ii inued from page 5)the TV and wish," Bireline said. "ButI'm encouraged by these people. Ifeverybody did what they could, thisplace would be cleaned up so fast."

Project Danville is currently run

The !DES's new "Hire theFuture" program for youth betwee 1the ages of 16 and 21 who have atleast a C average and meetattendance requirements.

The Youth DevelopmentInitiative, which is run jointly withWorkForce Challenge, the DanvilleHousing Authority and LeadershipDanville. It's for about 25 highschool graduates up to age 21,

eagencleeRrograrns-coardlhOettitt likeorle=stogspcpp7tVyou're tibliunhlnd-all-over Danville looidng

,

for the tightissio gram ."1.

and is particularly aimed atminorities, though other youth mayalso participate. The studentsmust have at least a 2.5 gradepoint average and a goodattendance record.

Besides working, the YouthDevelopment Initiative studentswill be required to do three hours aweek of community service.

The program is partly geared togetting college students home forthe summer, in hopes that they'llsee opportunities in the Danvillearea and return to work full-timeafter school.

"I feel that in training (youth)properly and employing them,we're preparing the community'sworkforce," said Jeanne Mulvaney,

with the help of community sponsors.When it ends in January 1995, "whatthen, depends on the needs of thecommunity," Bireline said.

She's willing to help a lot more.

executive director of LeadershipDanville.

Mulvaney, who's based at theDanville Area Chamber of Commerce,said her group's involvement in thecoordinated jobs program shouldprovide "a linkage betweenemployers and youth."

Pat Keller, IDES manager, saidemployers should appreciate thecoordination because they'll bevisited by only one representativeof summer jobs programs, insteadof one from each agency.

"Employers are very busypeople. They don't want all of usknocking on their door."

And when youth register witha particular jobs program,representatives from the otherprograms will be there in caFethe youth fits in one of the othersinstead.

John S. Herring Sr., assistantcoordinator of special populationsat DACC, said the new YouthDevelopment Initiative programand the coordination betweenagencies is wonderful.

He runs a potential scholarshipprogram for about 90 high schoolstudents, who likely will feed intothe jobs offered by the variousagencies.

Though the YDI program onlyapplies to the seniors in hisprogram, "it will be a carrot todangle in front of the studentswe're following now," he said.

And with all the agencies'programs coordinated, "it's likeone-stop shopping," he said."You're not running all overDanville looking for the rightprogram."

"I'm grateful for the way I wasbrought up here," she said. "This ismy chance to give back."

54


Opening Eyesorkforceor training begins long

before high school.That's why elementary school

educators are as concerned aboutWork Force Challenge as those atthe high school and communitycollege level. The Work ForceChallenge Elementary EducatorsTask Force was formed so that localelementary school teachers andadministrators, like their secondaryand post-secondary counterparts,can ensure that their students areready for the workplace of the future.

To work toward that goal, thetask force has been forging ties witharea business and industry. In

.

. .

-4

some of the skills that are needed inthe workplace," said Owens, CatlinGrade School principal. "Teacherscommented that they didn't realizethe highly technical nature of someof the local industries."

Kathy McCoy, another task forcemember, said, "I think it's been aneye-opener for all of us to work withbusiness.

Businesses see the sameproblems as us. And they saythey're willing to help--that's great."

Besides working with businesses,the task force is looking at ways toincrease parents' involvement inschools.

1.

MN%

Northern District Advisor', Council in conterende. ..*

January, about 25 task forcemembers toured local businessessuch as Central Foundry, Teepak,Danville Metal Stamping andCreative Products of Rossville Inc.The morning tours were followed byan afternoon panel discussionbetween educators and localemployers.

Jim Owens, task force chair, saidthe tours and discussion increasedunderstanding on both sides.

While business officials learnedabout some of the mandatesschools deal with, "we got to see

"If we don't get them involved, ourefforts won't do any good," saidMcCoy, a third grade teacher atHoneywell Grade School inHoopeston.

For example, it's hard for schoolsto deal with students whose parentshave not taught them basic skills likeresponsibility.

The task force is discussing aprogram called Parents 2000,geared to helping parents learnabout good career fields, collegesand other opportunities such asapprenticeships.

55

OUR YOUTH AT WORK(continued from pace 2)

Smith said Teepak hopes othercompanies will follow them intoapprenticeship programs.Through WorkForce Challenge,he has met with officials of othercompanies to talk aboutapprenticeships. He notes theprocess will be easier for othersbecause Teepak has already laidthe groundwork.

"We're like the Lone Ranger onthis," Smith said. "If it works we'llbe the hero."

Kay Smoot, VOTEC principal,said the Tech Prep grant will helpwith other companies. Though it'sonly a one-year grant, it can berenewed.

Currently, Krupp-Gerlach havetwo youth apprentices, and "othercompanies are interested," Smootsaid.

She calls youth appren-ticeships a "win-win situation"because all sides benefit.

For the businesses, "they getto train their workers and canpreview the kids before they'reoffered a full-time job," she said.For the students, "theapprenticeships are paid and itgives them a wonderfulexperience base. If nothing else,it's a good reference, but it couldlead to a full-time job."

Meader, the WorkForceChallenge director, said theTeepak youth apprenticeshipprogram is a wonderful exampleof the innovative training neededfor the future.

"That's what we should beshooting fcr," she said.

TECHOPREP


Mission Accomplishedhe WorkForce Challenge group

working on business and industrygoals has done what it set out to do.But members; are still ready to domore.

"We've fulfilled our initialpurpose," said John Ganyard, chairof the Manufacturers ServiceAlliance Committee. "We've gonethrough the Work Force Challengeplan and implemented theobjectives that we could."

He now sees much of the drivefor related Work Force Challengeprojects transferred to the newbusiness advisory councils, becauseso many local employers areinvolved in them.

Still, "I see our group pulled in

TEAMWORK . . .

(continued from page 1)educators this summer.

Meader, Mills and others pointwith particular pride to the advisorycouncils throughout VermilionCounty as examples of whatteamwork can accomplish. Thecouncils began meeting in January,with educators and business andindustry representatives workingtogether to develop a wide range ofplans and projects.

For example, a subcommittee ofthe north district council is becominga clearinghouse for school-bust' .,spartnerships.

In the northern part of VermilionCounty, "most schools do not (havepartners) or if they do, they are notvery active," said Tim MusgravrBismarck-Henning schoolsuperintendent. He expects that tochange.

Musgrave is co-chair of the northcouncil with Dan Clapp, president ofCreative Products Inc. of Rossville.Clapp has already given educatorstours of his business, and is gladschools are interested in having himand other business people comeand speak to students.

when special help is needed," saidGanyard, shirring departmentmanager at Teepak.

Committee members are workingon promoting school-businesspartnerships, distributing newbrochures and meeting witheducators and employers.

Additionally, the MSA Committeemet with the Work Force ChallengeElementary Educators Task Force inJanuary.

"That opened the dialogue,"Ganyard said. "The meeting endedwith us in the position that if theyhave issues they need help with,they need to let us know."

His committee members showeda "strong willingness" to help, he

"The information we're getting, asan industry, changes so rapidly thatif we don't have open lines ofcommunication with schools, we'regoing to miss the boat," he said.

In the south district, the co-chairsare Bob Delmotte, Georgetown-Ridge Farm school Superintendent,and Jeff Kurtz, vice president of FirstNational Bank of Catlin. Both arepushing for more job shadowing andmentors for students.

Delmotte noted that when he leftschool, if graduates took a job theydidn't like, they could just quit andget another job the next day. Suchtransitions are much harder now, sostudents need a chance to discover,"Oh, this isn't what I want to do"before they commit to a particularfield.

Kurtz said the councils'collaboration between school andbusiness is just common sense.

"It's the way it should alwayshave been. Businesses are theultimate users of what schoolsproduce. And businessessometimes have resources schoolscan't come up with."

said.One pf the MSA Committee's

other prOjects is to develop aspeakers bureau of technicians foreducators to call upon to exposestudents to technical careers.

"In most speakers' bureaus, it'sall white collar," said DaveKietzmann, a committee memberand Dean of Career and TechnicalEducation at DACC. "This one willhave machinists, people in buildingtrades and representatives of othertechnical fields."

A brochure listing 50 to 75available speakers should be readyby August or September. Copies willprobably be sent to all the schools inthe district.

Other projects the councils areworking on include a careerawareness video and a bookletshowing real-life problems faced bylocal businesses. Teachers can usethe booklet to teach studentsproblem-solving skills.

All the projects developed by onecouncil are being shared with theother.

Dianna Kirk, the Danville HighSchool Tech Prep coordinator, saidWorkForce Challenge has nurtureda lot of that kind of sharing,particularly thanks to Meader.

"Mary Lou is a liaison for thewhole DACC district," Kirk said."She gets to other people that couldhelp, and she's in a position to helpavoid duplication of efforts."

Kay Smoot, principal at VOTEC,said teamwork isn't always easy: "Itmakes all of our jobs harder. It'seasier to stay within our four walls."

But the extra effort is worthwhile,she said: "The benefits are so muchgreater when we all work together...Ithink the partnership has been verypositive."

56

illirilVDS CIF CHANGEVolume III A Joint Publication of Work Force Challenge & Danville Area Community College Fall 1993

WORKFORCE CHALLENGE:LEADING THE WAY FOR ON-THE-JOB TRAINING

/Last spring, three Armstrong High School studentsspent their afternoons, not at school, but at WalterDanville, a small local machine shop.

During the summer, two of those students worked full-time at Walter Danville. Both are now freshmen atDanville Area Community College, but continue towork and learn on the job. Because of the WalterDanville experience, when they finish college they'llhave an advantage over other graduates: they'll becertified by the U.S. Department of Labor as machinistapprentices. And with that certification comes theopportunity for good jobs in the future.

It's a small start with a small high school and a smallbusiness. But Mary Lou Meader, Director ofWorkForce Challenge, which funded the Armstrong-Walter Danville pilot project, sees such trainingpartnerships as the wave of the future.

"That kind of experience on a much larger scale isgoing on around the country," she said. "We're findingthere's much value in the hands-on discovery learningmethod."

The pilot project meets needs on both sides of theworkforce: companies like Walter Danville desperatelyneed skilled workers, and students entering the jobmarket desperately need the abilities that make themattractive to prospective employers.

This fall, WorkForce Challenge is expanding itstraining project to help at least 15 students. Meaderhas also been working to launch a multi-year youthapprentice training program with a large localemployer by September 1994.

Meader is quick to credit some local employers andschools with running successful joint training programsbefore WorkForce Challenge. But if WorkForceChallenge is to achieve its purpose, Meader knows

many more students, schools and businesses must beinvolved in youth apprenticeship programs and manyother projects.

WoikForce Challenge is a community wide effort toupdate current workers' skills and make sure studentsare prepared for the workforce of the future. Throughplanning sessions involving more than 200 arearesidents in 1991, the project set goals for communityawareness, education, businesses-education links,parental involvement in schools, and human services.Meader adds, in Vermilion County, our ace in the holeis VOTEC and their expertise maintained over theyears. VOTEC is a full partner in each of our school-to-work transitional programs.

WorkForce Challenge has won two grants to carry outits mission: a three-year, $45,000-a-year grant fromPhillip Morris Corp., and a three-year, $60,000 HigherEducation Cooperative Act grant.

Besides the grant awards, WorkForce Challenge hasattracted attention in other ways, from as far away asthe Yukon Territory of Canada. Meader recently got acall from a representative of Yukon Community Collegeseeking information about the Danville program.

Though honored by the outside interest, Meader andother WorkForce Challenge participants are mainlyconcerned about getting their message to the Danvillearea. WorkForce Challenge will hold an intensivepublic relations campaign in the next two years.

Danville Area Community College President Harry Braunwho was one of three original chairs of WorkForceChallengesaid area residents must realize howquickly the world is changing.

"Facts learned today are outdated within two and ahalf years," he said. To stay competitive, the workforcemust keep up with that explosion of knowledge.


DACO DanvilleArea Community College

57

2leM11111 Winds of Change Fall '93

Let's Keep Them HereWhen Michael Kidwell graduatedfrom the University of Illinois in1986, he knew he wanted to returnto his hometown. But he wasn'tsure how to find a job in Danville.

That's why Kidwell, now CustomerService Manager for Inter-StateWater Co., wants to help otheryoung Danville natives. With JobTraining Partnership Director Betty

' Seidel, he is co-chair of aWork Force Challenge-relatedsubcommittee planning aninformation bank for students toregister and find out aboutopenings for both summer and full-time jobs.

"This is the type of program Iwould have liked to have seenwhen I was looking for a job,"Kidwell said.

Michael Kidwell

The subcommittee will work withhigh school guidance counselorsto tell students about the jobsbank. Subcommittee membersalso plan to send a newsletter atleast once a year to students awayat college, to let them know abouteconomic development andopportunities in Danville.

Subcommittee member ReneeBeasley said college students whowant to return to Danville may bescared off by high unemploymentrates.

"We need to give our students thehope that Danville will survive, butwe need their help to make sure itdoes," said Beasley, JTP JobPlacement Manager.

John Ganyard, chair of theManufacturers/Service AllianceCommittee which oversees thesub-committee, said localemployers benefit greatly fromstudents returning to the area.

Renee Beasley

"One of the difficulties in this areahas been recruiting outsiders to it.We know these students alreadyhave a link and would want tocome here," said Ganyard,Shirring Department Manager atTeepak.

,local employersbenefit greatly fromstudents returning to

the area"

The Manufacturers/ServiceAlliance Committee also is workingon several other projects to meetbusiness and industry-relatedgoals of Work Force Challenge:

To encourage more school-business partnerships, Work ForceChallenge participants want todevelop a clearinghouse ofinformation about the program,and a brochure listing successstories.

To help teachers understand whatstudents will need to know in theworkplace, Work Force Challengeand the Tech Prep programsponsored tours for 47 teachers at

26 different businesses andindustries this summer.

To bring employers and educatorstogether, Work Force Challengeorganizers intend to start two newbusiness adivsory councils, one fornorthern and one for southernVermilion County schools. Thecouncils would be similar to onealready at work at Danville HighSchool.

-To promote OccupationalEducation, Work Force Challengeparticipants are consideringseveral community awarenessprojects, such as posters inschools and businesses, a video, aspeakers bureau of technicians,and a newspaper series.

Except for the teacher tours, all theplans still must be approved byanother group, the Manufacturers'Service Alliance. Ganyard saidparticipants may begin carrying outtheir ideas by November orDecember.

John Ganyard

"Control your destiny,or someone

else will,"-Jack Welch,

President & CEO,General Electric

5 8 BEST COP" AvAILABLE

Winds of Change Fall V3 3

often parents see only obstaclesto getting involved in their children'seducation. They don't know how tostart, they feel uncomfortable, orthey think they're too busy.

But parental involvement is crucial toeducation. So Work Force Challengeparticipants are trying to draw moreparents in.

One of their efforts is a conferencefor parents of school-age children,K-6, planned for 7 p.m., October 7 atthe Bremer Conference Center.

The program will last about an hour,said Eva Cornwell, chair of WFCElementary Educators Task Forcesubcommittee that is coordinatingthe conference. The main speakerwill be Mary Bigler, an educationprofessor from Michigan, on thetopic, "Reading Is a Family At air."

"She's good... I heard her speak atthe Illinois Reading Conference inSpringfield last March. I was inspiredby her, " said Cornwell, who teaches

Parents Invitedsecond, third and fouth gradeChapter 1 reading at Judith GiacomaSchool in Westville.

After Bigler's presentation,conference participants will discussways to increase parentalinvolvement in the schools.

"This isn't going to be the end,"Cornwell said. "It's just sort of aspringboard to get them involved."

Besides encouraging parentalinvolvement, Elementary EducatorsTask Force members are also tryingto keep teachers informed aboutWork Force Challenge. To meet thatgoal, they began "Links," a newsletterthat will be sent to area teachersthree times a year. The first issuewas in May.

Jim Owens, chair of the ElementaryEducators Task Force, said hisgroup wants to counter the belief ofmany elementary school teachersthat Work Force Challenge affectsonly high school and beyond.

11111111111=1Mili,

Jim Owens

"A lot of teachers didn't know whatthey could do," said Owens, CatlinGrade School principal. "But many ofthem are already doing some goodthings, and when they get together,they begin sharing ideas."

The task force has also brought localemployers and elementary schoolteachers together to discusscommon concerns, Owens said.

Another Piece of the PieWork Force Challenge and the

Tech Prep program are naturalpartners.

Tech Prep is funded by the state toprepare students for the highlytechnical workplaces of the present

Debra Mills

and future. Though independent ofWork Force Challenge, Tech Prep's

simil r goals often brings officialsf ,n both programs together.

"Work Force Challenge is the bigview," said Debra Mills, Tech Prepcoordinator for the Danville area."We're one piece of their pie."

Mills considers Work ForceChallenge a great advantage in herjob. Tech Prep programs in otherparts of the state have to "knock ondoors cold" when seeking help frombusiness and industry for internshipsor other initiatives, she said. But inthe Danville area, Mills can workthrough partnerships alreadyestablished by Work Force Challenge.

Work Force Challenge also providedfunding during the last fiscal year tobring Tech Prep activities--such asstaff development and teacher toursof local employers - -to the seven localschools not targeted by Tech Prep.

59

And Mills and others involved inTech Prep praise Work ForceChallenge and its director, Mary LouMeader, for promoting Tech Prep.

Dianna Kirk, Tech Prep coordinatorfor Danville High School, said thestudies and surveys done byWork Force Challenge help back upher explanations to the public aboutthe need for more technicaleducation.

The Work Force Challenge data"adds credibility to us. It brings whatall these national and state reportsare telling us to a local flavor," shesaid.

"If you say, "This is how it is ...,' theydon't listen, but if you say, 'WFCsays, based on 200 volunteers...'people tend to listen."

BEST COPY AVAILABLE

4

(continued from page 1)

Braun and Meader also point tothe impact of worldwide politicaland economic changes. Theyquote U.S. Secretary of LaborRobert Reich's book, The Work ofNations: because of the globaltransformation, "there will be nonational products or technologies,no national corporations, nonational industries... All that willremain rooted within nationalborders are the people whocomprise a nation. Each nation'sprimary assets will be its citizens'skills and insights."

And, Meader and Braun say, that'salso true for individual regions.

"When you're throughchanging,

you're through."-Will Rogers

"Businesses", Braun said, "willchoose their workforce from thoseplaces that understand thedynamics of the global economy. Ifthey can't find them here, they willgo elsewhere."

But that doesn't mean that everyDanville resident will need acollege degree to help the areacompete in the global economy.Meader explains: "Only 20 percentof the jobs of the future will requirea college degree, but 100% of thejobs of the future will require morethan a high school diploma."

That's why WorkForce Challengeofficials are working so hard toincrease training.

Meader stresses that the calls forchange don't mean that workers oreducators have done a poor jobbefore. She quotes Will Rogers tomake her point: "When you'rethrough changing, " the humoristobserved, "you're through."

+44-

Winds of Change Fall '93

Nice Guys Finish First(Companies that provideEmployee Assistance Programs tohelp their workers with personalproblems aren't just being niceguys: EAPs also lead to lessturnover and fewer work accidents.

Generally, though, smallerbusinesses can't afford to start suchprograms.

That's why WorkForce Challengeparticipants want to create aconsortium of small businesses toprovide a single EmployeeAssistance Program for all theiremployees.

Tom Dequimpaul, Re-employmentCounselor at Job TrainingPartnership, has come up with asurvey to see if area smallbusinesses are interested. Thesurvey will be sent to localbusinesses with 25 to 100employees.

'The more businesses involved,the cheaper it is for everyone,"Dequimpaul said.

Though EAPs eventually savemoney, it can be three to five yearsbefore the businesses see a payoffin increased productivity. Still,

Tom Dequimpaul

Dequimpaul believes in the valueof EAPs even without the financialbenefits: "We're talking humanlives here."

Small Business Impactmall businesses need high-quality

employees just as much as bigbusinesses do.

That's why a group of about 10 smallbusiness owners recently formed asmall business council to worktoward WorkForce Challenge goals.In August, the council decided tostart a career awareness projectinvolving two eighth graders fromeach school district in Vermilioncounty.

"...a lot of small businesseslaying off 10 to 15

people...may not hit thenewspaper but it affects

the community."

Currently working out details,members hope to develop paneldiscussions, long-term mentoringrelationships, business visits toschools and student visits tobusinesses.

G

Linda Federman, owner ofWoodbury's Office Products, saidthe council members want to makesure their project has specific goalsand measurable results."Small business people as a groupdo not tend to be theory-oriented.They're more project-oriented," shesaid.

Most Danville area businesses aresmall, employing 100 people orfewer. Though they may not be asvisible as Central Foundry, Teepakor other large employers, thesesmall businesses have a greatimpact on the local economy.

"If you have a lot of smallbusinesses laying off 10 to 15people, it may not hit the newspaper,but if affects the community,"Federman said.

Small business owners interested inmore information about this groupmay contact Mary Lou Meader,WorkForce Challenge, 443-8586.

WFC - Career Awareness ProjectTwo eighth grade students from each junior high in Vermilion County have participated in theWorkForce Challenge Career Awareness Project. Students meet and discuss topics relevant totoday's business community. The students go out to the businesses and see it in action. Here are afew reports from students who have attended

BRIAN YAICEY - ROSSVILLE-ALVPI

Hello! My name is Brian Yakey. This week our topicswere Personnel, Communication, and Work Ethics. These arevery important issues in jobs.

Myself and another student from Catlin went to The FirstMidwest Bank. Our contact person was Jeffrey Burgoyne.We decided to make resumes.

I learned how to make up a resume for when the timecomes. Surprisingly, I filled one whole sheet (just front) withmy short life of thirteen years. I think we should have talkedmore about the business.

ANDY GERNAND - POTOMAC

This month (January) at WorkForce Challenge I went toGreenWood Plastics. I found out that this whole companycame from a man and a dream. This company was started inthe late 60's - early 70's. While I was taking a tour of thefactory I noticed that they make their own plastics and alsothat they make their own mold for plastic parts.

This month I was impressed that Jim went out of the wayto make sure that we were safe. It was neat to see how theplastic was made by heating it up and make it look like aballoon.

STACEY LEVERICH - POTOMAC

For WFC in ;anuary, I got the pleasure of visiting Heart-land Insurance. One of the part owners is John Alexander.They are a great business for customer service and marketing,which was the focus for this month.

It is located in Danville, IL. It's exact location is in theold Sears building. The first thing you see when you walk inis the receptionist desk. Then you go into several smalleroffices.

Heartland is divided into three sections: commercial.personal lines, and life/health. Then in personal lines. it'sdivided by the alphabet. They also have a claims representa-tive. She gets to hear all the sad stories. What a job. Heart-land is a very neat place to visit. You don't even need acollege degree.

BROCK McARDLE - WESTVILLE

I went to DACC on January 5, 1995 for the fourth time.The topic for that day was Marketing. Custom Service.Communication, and Work Ethics, I was chosen to go toHeartland Insurance.

Danville Area Community College, 2000

Heartland Insurance is located at the old Sears building, POBox 88, Danville, IL 61834. They deal with life insurance, carand boat insurance, claims, and many other types of insurance.They don't require a college education. But additional coursessuch as a computer course is helpful. You need to speak propergrammar and always be nice to the customers because they arealways right.

I learned that good work ethics are very important andcomputer skills are also very important because more and morethings in life have to do with computers. What surprised me mostwas that most jobs at Heartland Insurance didn't require a collegeeducation. I hope that WorkForce Challenge will be continued foryears to come and. that other kids will get a chance to benefit fromthis program.

MARY OWENS - ST. PAUL'S

I am involved in a program called Work Force Challenge atDACC. It is a program for eighth graders to improve the skillswe learn at school and to acquire new skills to prepare us for a jobwhen we are through with school.

This time I went to Classic Homes. I had a lot of fun. ClassicHomes is at 27 East Liberty Lane. Their phone number is 443-3211. This week we learned about Marketing/Customer Serviceand Communication/Work Ethics.

At Classic Homes I learned a lot. I learned that they workunder pressure, they have deadlines to meet, they are always doingsomething new, they work with people, they solve people'sproblems, they do not take any risks, and they work with comput-ers.

The person that took me to tour Classic Homes was MaryMcKeown. There was a lot of people there to make sure I under-stood what their business did.

HUGO SANCHEZ - NORTHRIDGE MIDDLE SCHOOL

My visit to Terra was kind of exciting and kind of not exciting,but I had a great time. I had an experience with different Chemi-cals that were used for farming. The place was located at StateLine. IN. The ride was weird because it started to rain on oneside and it didn't on the other side so we went through the middleand one side of the truck was wet and one was dry. What wetalked about was how they used Math in their job and they had tofigure out the amount in which the farmer needs and how muchchemical to mix in with other chemicals to make the rightchemical for the farmers or clients. The not so exciting part waswe didn't get to do anything but look and ask questions, which Idid. That was my experience.

ast Main Street, Danville, Illinois

ritoatostow-inoisoloosLINKS vic>

WorkFoice Challenge

Vermilion County Elementary Educators Spring 1995

AM. 41 1111P 11111101111011111,

You Are Invited...An evening with Dr. Mary Bigler

Thursday, March 16, 1995

1.anur,q2.e . \ 1 c! - -1:30 - 6:00 p.m.

Presentation specially designed for Kindergarten through fifth grade teachers.Space is limited to the first 40 teachers to register. You can register bycalling Bonnie at 443-8596. Join us for this interesting and informativeevening to be held in the DACC Bremer Conference Center.

Rcading \ I \Iran7:00 - 8 00

Parents - You do not want to miss this presentation on reading and the family.Dr. Bigler's presentation will take place in the DACC Conference CenterTheatre. Child care is available. Encourage your parents to attend this specialworkshop. Books and materials will be available for purchase.

Parents 2000Parents and teachers will soon be meeting for the Spring session ofParents 2000. The biannual meetings arc a proactive partnershipbetween parents and an extraordinary investment in our student's future.Their purpose is to prepare children who will graduate in the years 2000and beyond for the realities of life in the next century. Hot topics include:

- Financial AidTech Prep

- Work-Based Learning- Questions and Answers

For More information: Contact 443-8596.Facilitator training will be held March 8, 1995.

62

Dates and Locations 6:30 p.m.Honeywell Elem./Hoopeston April 4Rossville Grade School April 4Potomac Grade School April 4Bismarck Elementary April 27North Ridge/Danville April 27Cannon Elem./Danville April 4Oakwood Elementary April 27Judith Giacoma/Westville April 27Jamaica-Catlin / Jamaica April 27Pinecrest Elem./Georgetown April 27Chrisman Elementary A ril 4

DE Danville AreaCommunity College

2000 East Main Street, Danville, IL 61832

Career Awareness Project

WorkForce Challenge

WorkForce Challenge's Small Business Council is offering a careerawareness project for 8th grade students in the Danville Area Commu-nity College District.

Purpose:This program is designed to provideinteraction and communication skills,experiences of applying school work toreal work, and awareness of and adapt-ability to a changing global economy.

Daily Outline:1st hour at DACC with panel of busi-ness people to discuss focus of the day'sprogram;2nd & 3rd hour with business people insmall businesses;4th hour back at DACC for discussion,follow:up, and reporting guidance.

Activities:* business visits to schools* students time in businesses*large group activities (at DACC)with panel discussions*students reporting experiences*mentoring/long-term contacts

Student Criteria:*Average B/C student that isunsure of future plans

*Character and good attitude'Team player'Good communication skills*Good attendance record*No discipline problems

Focus:October 6, 1994

November 3, 1994

December 1, 1994

January 5, 1995

Communication andWork EthicsReading & MathCommunicationWork EthicsPersonnelCommunicationWork EthicsMarketing/Customer

ServiceCommunicationWork Ethics

February 2, 1995 Production/QualityControl

CommunicationWork Ethics

March 2, 1995 Bookkeeping/Inventory Control


April 6, 1995 Teambuilding/Problem Solving


Student Selection Team:*Teachers*Principal*Guidance Counselor*PE. Instructor*Coach*Parental Consent

63

I

1A/FC>Parents 2000

Danville Area Community CollegeWork Force Challenge

2000 East Main Street, Danville, IL 61832

Spring 1995 meeting dates and sites:

April 4, 6:30pm - 8:30pm-Honeywell Elementary, Hoopeston

Rossville -Alvin Elementary-Potomac Grade School

-Cannon Elementary, DanvilleChrisman Elementary

April 27, 6:30pm - 8:30pm-Bismarck Grade School-North Ridge, Danville-Oakwood Elementary

-Judith Giacoma, Westville-Jamaica Grade School

Pinecrest Elementary, Georgetown

Meeting Agenda:Tech PrepFinancial Aid

Work-based Learning - TeepakYouth Apprenticeship Video

General Discussion

64

EEDanville Area Community CollegeL 2000 East Main Street, Danville, IL 61832

Verac> Parents 2000The Parents 2000 biannual

meetings are a proactivepartnership between parents andeducators and an extraordinaryinvestment in our students' future.These meetings are an informationexchange between educators andparents. Their purpose is toprepare children who will graduatein the years 2000 and beyond forthe realities of life in the nextcentury.

These meetings will be aninformative exchange. Some ofthe information provided will be:the nature of the job market in theyear 2000, the type of educationthat will be necessary to findmeaningful, well payingemployment in the year 2000,financial aid and curriculumchoices students should beconsidering now if he or sheintends to attend college in theyear 2000, and much more.

The first meeting was held onSaturday, October 15, 1994,9:00am to 11:00am at the followingsites throughout the CommunityCollege district in Vermilion County,Illinois:

Potomac Grade SchoolFacilitators: Connie Alexander, Angie Walsh, andRita McCannon

Bismarck ElementaryFacilitators: Anna Beth Gilmour and LindaHeppner

Catlin Grade SchoolFacilitators: Debbie Unewitz, Gail Biggerstaff, andJean Brown

North Ridge Middle SchoolFacilitators: Lois Gholson and Shannon Bireline

East Park ElementaryFacilitators: Dave Carrell and Kelli Simpkins

Pinecrest Elementary (Georgetown)Facilitators: Maryann Moore and Janice VanDuynHoneywell Elementary (Hoopeston)Facilitators: Kathy McCoy, Chris Newman andCheryl PriceOakwood ElementaryFacilitators: Rhonda Miller and Donna DiverRossville Grade SchoolFacilitators: Doug Taylor and Greg LaneJudith Giacoma (Westville)Facilitators: Mindy Tucker and Eva Cornwell

65

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JOB SHADOWING: This one-time activity gives students theopportunity to see first -hand the skills and abilitiesneeded in a typical work day for various occupations.Students are matched with businesses based on thestudent's career interests and goals.

MENTORING: Over a predetermined time span, usually asemester or a year, each mentor encourages a studentto reach their maximum potential. Activities are selectedaccording to the needs of the student, but include suchthings as discussing career awareness, attending socialand business functions along with job shadowing. Ideally,a mentoring relationship will continue long term.

INTERNSHIP: A variety of on-the-job training programs areavailable for students to put to use the skills they havelearned. The experience may last for one weekor one semester. The student is not paid but high schoolcredit is earned for the experience. Current opportunitiesare available in office systems, agriculture, powertechnology and accounting.

YOUTH APPRENTICES:11P: This is the most structured and formalwork-site based learning avenue in which students receiveboth credit and wages. It begins in the junior year with astructured course sequence of both academic andvocational classes taught at the work-site and school.Apprenticeships conclude with an Associate of AppliedScience degree and usually end in full time employment.

67

DANVILLE AREA COMMUNITY COLLEGE\ offers these work based learning options\ under the auspices of WorkForce Challenge,\ an initiative to prepare and maintain a qualified,

iffadaptable workforce for our district.

68

Tech Prep

Tech Prep, a federal initiative, is a different approach to educationdesigned to prepare a highly qualified technical workforce. The majorpurpose of Tech Prep is to raise competencies in math, science andcommunications skills needed in problem solving and critical thinking.Tech Prep prepares students for post-secondary schooling and the worldof technical careers.

Tech Prep requires partnershipsof technical and academiceducators, educators andbusiness representatives, alongwith secondary and postsecofldary educators. Together,these partnerships help meet thechallenge of preparing studentsfor the future. A sequence ofacademic and technical coursesresults in a minimum of two yearsof community college leading toan Associate of Applied Sciencedegree or an apprenticeship ofat least two years following highschool.

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THIS APPROACH INCLUDES:

Integration of technical and academic curriculumApplied academics: applying the subject matter to the real world of workCooperative learning: learning in teamsHands-on learning: learning by doingIntegration of career development throughoutArticulation: earning college credit for skills learned in high schoolWork-site learning: mentoring, job shadowing, student internships,

"zu: youth apprenticeships13 3

Mentoringt414 44,G, i4

This can be a long-term relationship between a student and adult thatideally benefits both parties. Initially, mentoring focuses on careerawareness, but also assists the student throughout the entire educationalprocess. This relationship can help a student develop strong interpersonalskills that benefit all aspects of his/her life. The mentor encourages thestudent and is available to answer and discuss problems that may arise.Often, the mentor/student relationship continues over a lifetime.

f14. 4/4"./4.4%-c f./lece.44of nurturing and encouragement

VALUABLE MENTORING CAN INCLUDE:

Regular meetings with the studentReal world guidance for educational choicesAcquiring the ability to not only listen, but to hearCaring, consistent and concrete support and guidance to the student

Developing additional activities

-"Ct4 A.A111to help the student achievegoals and set high expectationsTechniques for effectivecommunication and interactionInforming the student about theworkplace norms and customs,

,social aspects and expectationsof the workplaceHaving regular contact with theprogram liaison to discuss student'sprogress

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Youth ApprenticeshipV44, Akoi.4% S i 14.4-A4,494 (0,

The Vermilion County Tech Prep Youth Apprenticeship p. am,administered by the Vermilion Occupational Technical Education Center(VOTEC), provides youth apprenticeship opportunities for students inVermilion County. Students attend VOTEC to receive skills training inManufacturing Technology, participate in paid summer internships at localbusinesses and continue post-secondary education at Danville AreaCommunity College. The program includes a carefully designed sequenceof courses, requires parent/guardian involvement and student commitment.The Youth Apprenticeship initiative is an important element of educationalreform that requires business and education to collaborate for a practicalreason: to provide a well trained workforce.

Tech Prep YouthApprenticeship isa "win-win situation"for everyone: schools,businesses, students, parentsand the community.

GOALS OF THE PROGRAM INCLUDE:

Development of a local steering committee of business leadersIntegration of academic with vocational learning and school withworkplace learningCareer development activitiesArticulation with the local community college and four year universitiesIdentify credentials and standards necessary for the professionDevelopment of structured worksite learning and paid work experiences

F.

InternshipInternships are opportunities for students to "try out" classroom skills in realworld settings. Work-site based learning experience at local business andindustry is organized and supervised by an instructor as a part of thestudent's total education program. For example, at VOTEC, the experiencemay last from one to 18 weeks (one semester). Students may attend thebusiness during their regularly scheduled VOTEC class time. The studentcontinues to earn high school credit but is not paid for the work experience.

Teallows application of learned skills

THE GUIDELINES INCLUDE:° An extended campus agreement form must be signed and kept on filein the student's program areaA time frame is developed for objectives, activities and skills to be learnedAttendance procedures are established with each work-siteAn evaluation form is developed

11111and completed for eachparticipating student

72

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Job ShadowingTe".4944 Otte-i,VAU.o4,

Job shadowing is particularly valuable for students as a preliminary job

survey. This activity expands their knowledge about what types of jobs and

careers are available, It also gives students an idea of the skills needed both

in particular fields as well as those necessary for any job. Good work ethics

are one example of what the students will find important in all positions.

V4.4,G44.4A-15 A4A-4ta place to begin!

STUDENT QUESTIONS MAY CONCERN:

The work week hours, days, shiftsDuties and responsibilities of the jobSalary or hourly wageJob outlook in the fieldTraining and/or degree(s) needsAdvantages and disadvantagesof the position

VVEDSVermilion Vocational Education Delivery System

Nei...A/v:4%c en.ttert....e4,4

The function of the Vermilion Vocational Education Delivery Systemis to coordinate vocational education programs for students enrolled in

secondary schools in Vermilion County, Illinois. The system exists to providehigh quality vocational education programs which are efficientlyoperated and accessible to all students.

TEL ceAt of kik/EDSis to prepare studentsfor entry into employmentor for further education.

THE ADVANTAGES:

Provide students the opportunityto attain appropriate levels ofachievement in areas funda-mental to their continuingcareer developmentProvide students the opportunity to prepare forsuccessful transition to work, further education or later employmentProvide students the opportunity to have equal opportunities by

providing access to programs and services in a nondiscriminatory

and equitable mannerArticulate vocational programs and services with Danville Area

Community College programs and servicesDevelop and maintain programs that are responsive to the ever changing

nature of the labor market, to technological advances, to the changingnature of the workforce and to the changing developmental needs of

the studentsDevelop and maintain a viable program of curriculum development,staff development and equipment modernization,Develop and maintain a full-range of career-related services for all

students including those with special needsContinually assess and adjust programs and services

74

VOTECVERMILION OCCUPATIONAL TECHNICAL EDUCATION CENTER

Dom, et+V.4.4%c P.94,,Uve, Jet Skat,VOTEC is a vocational training center for high school students 16 or older,who are enrolled in a VOTEC-participating school. Training skills that maylead to direct job placement or higher-level training at the post-secondarylevel are offered. Students learn job-specific skills as well as positive work

habits. While offending VOTEC,they also continue basicacademic courses at their highschool which can prepare themfor college entry.

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VOTEC C.4.-G04A/1-Ace.4career development at all levels.

In most cases, after attending VOTEC, students will be qualified to get a job.However, for some jobs, post-secondary training is very beneficial. That iswhy many VOTEC graduates elect to attend a community college, a four-year college, a technical training school or choose to enter the military.Whatever their choice, the skills they learn at VOTEC allow them to advancein their career field at a faster pace.

75

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Danville Area Community College2000 East Main StreetDanville, Illinois 61832Dr. Harry Braun, PresidentPhone: 217.443 8850Fax: 217* 443 8560

DACC WorkForce ChallengeMary Lou Meader, DirectorPhone: 217.443 8586Fax: 217. 443 8560

DACC Tech PrepDebra Mills, DirectorPhone: 217.443 8582

Fax: 217 443 8560

Danville High School Tech PrepDianna Kirk, CoordinatorPhone: 217.431 . 5461Fax: 217. 431. 5487

DACC Job Training PartnershipRende Beasley, DirectorPhone: 217. 443 * 8715Fax: 217. 443 8560

Workforce Challenge

10BATRAININGrARTNERSHIP

Vermilion Vocational Education Delivery System andVermilion Occupational Technical Education Center

Kay Smoot, System DirectorRR #1 Box 9Danville, Illinois 61832VVEDS Phone: 217. 442 0461VOTEC Phone: 217. 431. 5547Fax: 217. 431 5890

Annual Conference on Workforce Training of the League ... - ERIC

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Transcript of Annual Conference on Workforce Training of the League ... - ERIC