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