Narrative: a. 3.

Note: Minnesota’s American Job Centers established by the Minnesota DEED (DEED) are called "WorkForce Centers" (WFC). Each SCSEP subgrantee work with Labor Market Information (LMI) and their local areas to identify companies in their region that fall into local high growth industry categories and local occupations in demand that have the types of jobs that are appropriate for SCSEP participants.

The following are the current top 10 high growth industries in Minnesota: Education and Health Services, Trade, Transportation and Utilities, Professional and Business Services, Manufacturing, Leisure and Hospitality, Financial Activities, Public Administration, Construction, Other Services and Natural Resources and Mining. Other areas to take into consideration and analyze in determining job opportunities and training is the Occupations in Demand and Employment Projections which are located at these two DEED’s websites: Occupations in Demand and Employment Projections. The Employment Outlook tool shows which industries and occupations are expected to grow and which ones are expected to shrink over the next decade in Minnesota. This tool also provides access to short–term – one year – employment forecasts. Data are broken down by region, state and nation.

The following are the current top 10 high growth occupations in demand in Minnesota: Registered Nurses, Combined Food Preparation and Serving Workers, Inc., Stock Clerks and Order Fillers, Heavy and Tractor–Trailer Truck Drivers, Customer Service Representatives, Office Clerks, General, Software Developers, Applications, Personal Care Aides, Cashiers and Licensed Practical and Licensed Vocational Nurses.

Senior workers can be trained to enter jobs in these industries and occupations in demand. Staff work with economic development agencies and the high growth employers to fine–tune individual employer workforce and training needs. Using this information, staff can ensure participants, to the extent possible, are trained for particular jobs in specific high growth industries and occupations.

Community colleges, community education providers, WorkForce Centers, and professional retired individuals may be utilized for training resources. Key organizations that serve diverse populations assist with special needs training plans and assignments. With the increased labor shortage and skills gap, SCSEP participants may need additional training to compete in the labor market, and referrals to other supportive services, co–enrollment into (Workforce Innovation and Opportunity Act (WI0A) and funding for other formal training may increase.

Also, Web–based regional labor market profiles are available on DEED’s website under the heading Regional Labor Market Information to assist in the assessment of employer needs in each economic development region. Regional economic profiles also help identify short– and long–term skills needed by individuals to secure jobs in the region.

Besides those Regions that are identified in the Section in the Regional Labor Market Information website, there are other regions of the State that have key partners in their regions. For example, Duluth and northeastern Minnesota has the Northland Works (public awareness campaign), the Workforce Strategy Task Force (comprised of several leaders from these sectors: private business, education (primary, secondary and post–secondary), City Council, economic development (both municipal and private) and community based organizations. In addition the Blueprint to End Poverty – Initiated by Community Action – Duluth, this guiding coalition (steering committee) has had three community engagement sessions with low income people and community stakeholders to develop strategies to end poverty. Utilizing SCSEP can be a key component to help low income people out of poverty.

Examples of subsidized jobs that could be developed include: Case Aide; Educational Aide; Occupational Therapy Aide; Recreation Club Manager; Recreation Leader; Health Services Aide; Kitchen Helper; Laundry Laborer; Child Care Attendant; Outreach Worker; Recreation Facility Attendant; Municipal Utilities Worker; Bus Driver; Laboratory Sample Assistant; Library Aide; Clerical Aide; File Clerk; Clerk–Typist; Forest Conservation Aide; Groundskeeper; Maintenance Carpenter; Insulation/Weatherization Worker; Road Maintenance Worker and Building Maintenance Worker.

Minnesota will continue the customized training component with the small businesses that are the primary private sector employers of SCSEP participants. Over the last decade, small businesses have generated 60 to 80 percent of net new jobs annually. In many areas, small businesses may be the only source of jobs for job seekers, particularly when those workers are low–income and elderly. Working with small business employers to provide customized training has proven to be a successful placement model; subgrantees can replicate this model in new and current SCSEP areas.

Transition into unsubsidized jobs at worksite agencies is one method of meeting the 54.3 percent Entered Employment goal. SCSEP staff encourages host agencies to hire participants when permanent positions become available. Another placement method includes the use of a job developer who obtains job openings information or referrals to local Job Service offices who make the placements of SCSEP participants.

During the development of an Individualized Employment Plan (IEP), permanent unsubsidized employment goals for each participant will be identified as well as activities and services necessary to attain their goals. The IEP describes the steps needed to place SCSEP participants into unsubsidized employment.

SCSEP job development requires finding job opportunities inside or outside the project areas which are suitable for participants. Using LMI to determine expanding industries, SCSEP subgrantees and job developers’ work with area employers to develop openings which meet the needs of both participants and corporate entities. Some agencies maintain a reservoir of current listings of job opportunities, which facilitates the job match. Job developers perform highly individualized job development efforts resulting in close matches between participant job goals and unsubsidized employment placements resulting in higher motivation to stay on the job. Subgrantees require participants to do job searches, to write sample job application and attend interviewing technique workshops that are conducted periodically throughout the service area for SCSEP participants. Strategies for organizing job search, application preparation, interviewing techniques and leads on job openings are presented. Participants may secure support services for job search and travel to job interviews.

Minnesota intends to ensure that services are widely available and that wherever possible, publicly funded services will augment, not compete with, services available in the for–profit and nonprofit market. New partnerships can extend the reach of Minnesota’s workforce development system. For example, the on–going initiative is to expand the knowledge of the availability of MinnesotaWorks (Minnesota’s Job Bank) through the local libraries and beyond.

Examples of sites that may be contacted by staff in the development of worksites are schools, city and county offices, senior citizen sites, nutrition and transportation programs, foster grandparent programs, senior companion programs, chore service, weatherization/energy crews, county garages, state parks, the U.S. Forest Service, state lands and forestry stations, nursing homes and a multitude of other federal, state and local public and private non–profit agencies, departments and organizations.

Positions developed by staff are related as closely as possible to the results of the individual assessment of the participant’s abilities and preferences. In developing subsidized employment positions, priority is given to those jobs that directly serve other seniors. Developing positions in geographic proximity to the participant’s residence is considered as long as the position provides meaningful work experience.

Worksite placement followed by meetings with the counselor provide further information regarding suitability and desirability of a continued placement, as well as new directions which might be pursued for alternative placements, other employment and training opportunities and unsubsidized job placements. Participant’s positions are developed on the basis of an assessment of the individual’s needs and aptitudes.

Development of community service assignments is an ongoing process. It requires that staff be aware of local community needs, agencies/organizations that can act as host agencies, and the quality of services that can be provided by the host agency to the participant. Although development is ongoing, selection of an assignment is based primarily on the participants’ interests, abilities, goals and other needs as described in the IEP. Subgrantees therefore do not designate specific "priority areas" or types of assignments, because each assignment is based on the IEP.

Program staff uses the assessment and IEP as the basis for community service assignment and training. If we do not have a suitable assignment on file, staff will contact a current or prospective agency to see if a suitable position can be developed for the new participant. In smaller communities, there may be only one eligible agency. If the participant is unable to drive a distance, we may have to develop an assignment which is not a perfect match.

Participants placed in subsidized jobs receive the majority of their training at the worksite (on–the–job training). The teaching of job skills through demonstration, practice and instruction sharpens and upgrades skills not recently used. Worksite supervisors and other regular work station personnel familiar with the various tools, equipment, duties, procedures for task accomplishment and requirements of the site provide the necessary training to participants at no cost to the program. Worksites send participants to workshops and seminars benefiting participant performance which in turn increases employability, and facilitating transition into unsubsidized employment at the site with another employer. Community education programs and community colleges are also utilized to provide training to improve skill levels, or enhance existing skills.

Extra vocational training may be offered, including time management, effective communication, learning job–seeking skills, interviewing techniques and job application procedures. Workshops may be provided by Career Development Specialists, where available, or taught individually by counselors. The training needs of participants are assessed at least two times per year.

A limited amount of funds will be utilized for auxiliary training which cannot be secured cost–free to the program. Charges for materials and tuition fees will be reimbursed to participants or will be paid directly upon billing on their behalf.

One of the strategies will be to increase the focus on job placement through job development. This may include conducting a thorough assessment of skills, an assessment of community needs relative to employment, and networking within the community to locate and/or develop suitable unsubsidized employment for participants. Additionally, On–the–Job Experience (OJE’s) will be utilized to help the participants’ transition to other employment as well. At each WorkForce Center site in Rural Minnesota CEP, the teams recruit employers to attend Job Clubs and feature an "Employer of the Week." Employers discuss job openings, job requirements and qualifications. SCSEP participants will be included in these sessions. The job search component is planned become more formalized. Enrollees will need to meet with the SCSEP Employment Coordinator on a weekly basis to review postings through the WorkForce Center.