An initial draft State Plan was developed by the New York State Department of Labor (NYSDOL) as the designated State agency responsible for overseeing implementation of the Workforce Investment Act (WIA), working on behalf of the State Workforce Investment Board (SWIB). Its task was to incorporate ideas, concerns, and comments from a variety of entities. Input was sought from workforce development partners on the State and local level, including Chief Elected Officials (CEOs), business, labor, and Community Based Organizations (CBOs). The Plan was made available for public comment via the New York State Register, Internet and through a NYSDOL Technical Advisory. All input was reviewed, considered and incorporated as appropriate. The State Board, and its representatives from economic development, education and business majority, reviewed and finalized the plan. The Governor provided final approval and NYSDOL submitted the plan to the United States Department of Labor (USDOL).

The Plan was made available for public comment via the New York State Register, Internet and through a NYSDOL Technical Advisory. Comments have been incorporated into the Plan as Attachment A. Each of these comments was reviewed. Changes were considered and made where necessary and appropriate prior to presenting the State's WIA Plan to the State Board for final approval.

Describe the Governor’s vision for a statewide workforce investment system. Provide a summary articulating the Governor’s vision for utilizing the resources of the workforce system in support of the State’s economic development that address the issues and questions below. States are encouraged to attach more detailed documents to expand upon any aspect of the summary response if available. [(§112(a) and (b)(4)(A-C).

The inception of WIA provided New York State with an opportunity to begin the process of aligning the many facets of its workforce system to focus on improving the lives of New Yorkers, supporting our State’s businesses, and strengthening our economically-diverse communities. While that core mission has not changed, the methods by which the Governor and the SWIB have worked to ensure that the workforce system remains mission driven have changed.

Technology, globalization and deregulation are the powerful forces driving economic change and New York’s 10 different economic regions are experiencing and responding to this change in different manners. New York is committed to ensuring that its workforce is positioned to respond in this new economic reality – an environment of constant change, with very much shortened product life-cycles, and intense time-to-performance pressures. Our workforce must possess those broad skills that are valued in this economic world: flexibility, cross-training, multi-tasking, teaming, and project-based work. These changes all presume the ability for a worker to learn and re-skill continually throughout a career. New career structures and pathways have to be constructed outside individual employment organizations and across whole industrial sectors and regional labor markets to help meet these challenges.

1. What are the State’s economic development goals for attracting, retaining and growing business and industry within the State? [§112(a) and (b)(4)(A-C)]

   New York State’s economic development goals focus on ensuring that the State is at the forefront of the global high-tech revolution. Through an unprecedented investment of federal, state and private resources, New York has leveraged its economic development strategies around its Centers of Excellence—high tech research centers which will focus on critical emerging technologies that are anticipated to become economic and employment growth areas. Funded as part of the State’s 2002-2003 budget, the state-of-the-art research and development being conducted at the State’s academic institutions – in partnership with New York’s business community – is designed to produce tremendous economic benefits. Centers include:

   • Center of Bioinformatics in Buffalo whose mission specializes in drug design research, computational and three-dimensional visualization, product commercialization and workforce training.
   • Center of Environmental Systems in Syracuse whose mission focuses on indoor environments in the areas of indoor air quality, comfort, lighting, acoustics and intelligent controls.
   • Center of Infotonics in Greater Rochester whose mission focuses on creating technology transfer and pilot fabrication facilities for high-resolution imaging and ultra-fast communications devices that can be shared by Center partners to accelerate product development.
   • Center of Nanoelectronics in the Greater Capital Region will be the only university-based 300-millimeter computer wafer pilot prototyping facility in the world. It will provide critical laboratory and clean room space for research, build incubator space for high-tech company spin-offs, and create a workforce development program. The Center is also home to International SEMATECH North.
   • Center of Wireless Internet & Information Technology in Stony Brook whose mission will focus on large scale computing and data mining critical to genomics and other data intensive areas, Internet applications, wireless telecommunications, health care applications, and workforce development programs.

2. Given that a skilled workforce is a key to the economic success of every business, what is the Governor’s vision for maximizing and leveraging the broad array of Federal and State resources available for workforce investment flowing through the State’s cabinet agencies and/or education agencies in order to ensure a skilled workforce for the State’s business and industry? [(§112(a) and (b)(4)(A-C)]

   The Centers of Excellence have already created job growth opportunities across New York State. To close the gap between the existing and future needs of employers for skilled workers and the supply of New York residents prepared to meet that need will require an alignment of strategy, customers, performance measures and funding between and across all levels of the publicly funded workforce systems. Separate federal and state workforce-related funding streams present challenges to achieving a vision that strives for the highest customer satisfaction standards. Integration of programs and services will be key to maintaining productivity as well as improving the responsiveness of the publicly funded system. Integration in workforce development services will permit the unique needs of individuals from target populations to continue to be served in a coordinated manner across the various funding partners. The State’s workforce development system seeks to make services from multiple providers a straightforward and effective experience for job seekers, youth, and business. Our challenge is to maintain a performance accountability system for workforce development that is integrated across programs in an effort to achieve the vision of an integrated workforce development model that improves customer service.

3. Given the continuously changing skill needs that business and industry have as a result of innovation and new technology, what is the Governor’s vision for ensuring a continuum of education and training opportunities that support a skilled workforce? [(§112(a) and (b)(4)(A-C)]) New York State is blessed with a wealth of education and training providers through a network of public and private universities, and community based organizations. This vast network serves as economic engines, as employers and research centers for communities and businesses. In addition to our State University of New York with its 64 geographically dispersed two and four year institutions, New York is home to over 100 private institutions of higher education and countless more proprietary schools—all of which strive to meet the academic and workforce needs of the State’s population.

   Alignment around the State’s economic development objectives will help guide in the identification of objectives and strategies to meet the workforce development needs of the various labor markets. As communities and Local Workforce Investment Boards (LWIBs) seek to meet the demographic and economic challenges they are confronting, improved access and expanded partnerships with the education and training arena will be key to long-term success. A key component and role for the workforce system will be to actively encourage lifelong learning, re-skilling, and upgrading of the workforce through a system of creative incentives for human capital investments by individuals and employers.

   Design and implementation of these incentives in conjunction with the employment and training community in New York will be essential if we are to be successful in providing opportunities to the emerging and existing workforce. Continued State investment in career mapping and career ladder strategies will help to ensure that the relevant players including education, workforce and business are part of the long-term solution. Faster, cheaper, more effective ways need to be found to build mind, not muscle, in the information age.

4. What is the Governor’s vision for bringing together the key players in workforce development including business and industry, economic development, education, and the workforce system to continuously identify the workforce challenges facing the State and to develop innovative strategies and solutions that effectively leverage resources to address those challenges? [§112(b)(10)] Fact-based decision making throughout the workforce system is essential if strategies to address our workforce needs are to be successful. In 2003, New York offered incentives to its 33 LWIBs to engage in community strategic planning. The State Board sought to empower New York’s local boards by providing financial incentives to bring together disparate regional interests in an effort to position the LWIBs as active, facilitative workforce change agents.

   A system, which is capable of meeting the diverse needs of job-seeker and business customers alike, needs to collect and disseminate relevant, real-time labor market information; needs to convene regional interests around workforce challenges such as critical skill shortages and changing demographic trends; needs to facilitate dialog around emerging trends and community needs; and needs to leverage its resources to impact change at the local and regional level. New York’s boards embraced the opportunity to engage in a broad regional dialog around current and future workforce trends. From these sessions evolved in-depth community planning with the development of strategic plans setting forth goals, objectives and strategies unique to those regional economies. The process helped position LWIBs in the arena where their expertise rests and to permit local boards to support and empower other community interests in their efforts to further the economic stability of their communities.

   In a state as economically, geographically, and demographically diverse as New York, change is often best embraced and understood when developed from a ground-up approach. The Governor and State Board will continue to provide the incentives necessary to foster regional-based planning around workforce challenges and solutions. The Governor and State Board will continue to evolve their system of System Indicators to measure the impact of the State-level investment, as well as the response of the publicly funded workforce system to those locally-established goals and objectives.

5. What is the Governor’s vision for ensuring that every youth has the opportunity for developing and achieving career goals through education and workforce training, including the youth most in need of assistance, such as out-of-school youth, homeless youth, youth in foster care, youth aging out of foster care, youth offenders, children of incarcerated parents, migrant and seasonal farmworker youth, and other youth at risk? [§112(b)(18)(A)]

   For New York State to remain and enhance our competitive advantages, a committed effort across education and workforce partners to the needs of our emerging workforce is key. The Governor and State Board are committed to the integration of career guidance into school curricula. We must build on the success of effective dropout prevention and retrieval programs and help students and their families plan for the future beyond high school.

   New York State and its communities invest over $38 billion in its elementary and secondary education system and yet many students continue to struggle to reach their potential. A continued commitment to increase the capacity of high schools to provide high–quality workforce education and training programs will be an essential component of our commitment to the success of our future workforce. The State Board will continue to explore opportunities that develop new programs and increase student enrollments in workforce training and career and technical education diploma programs, especially in high-demand industry clusters such as health care and information technology. The State Board will look for opportunities to improve the efficiency of student transitions by granting credit for prior learning, developing statewide agreements for transfer and articulation, and increasing the availability of applied degrees. The Board will continue its efforts to enhance “employability skills” training in workforce development programs through the Equipped for the Future Work Readiness Credential, a national project to develop a portable documentation of entry-level work skills. The Board will also work closely with the education community to highlight and replicate best practices from around the State and nation in career and technical education.

   Ultimately New York’s economic future rests on the shoulders of its emerging workforce, regardless of their unique status or target population status. The Governor and State Board are committed to joining with the Board of Regents to ensure that academic preparedness translates into workforce preparedness. The State Board is committed to the high standards set by the Board of Regents and will work to align goals and objectives for mutual success.

Identify the Governor’s key workforce investment priorities for the State’s workforce system and how each will lead to actualizing the Governor’s vision for workforce and economic development. [(§§111(d)(2) and 112 (a)]

The Governor has identified the following key workforce investment priorities:

1. Invest in public/private partnerships that promote New York’s competitiveness
   1. Support sector initiatives that build on State and regional strengths
   2. Invest in skills for the jobs of the future.
   3. Increase productivity through investments in workers and technology

2. Provide Broader Opportunity to Post Secondary Education & Training for All Citizens
   1. Continue New York’s commitment to state-supported financial aid programs for part- and full-time students (Tuition Assistance Program - TAP)
   2. Support community colleges and Board of Cooperative Educational Services (BOCES) workforce initiatives
   3. Increase the number of working adults enrolled in and successfully completing education and training programs
   4. Advocate for increased flexibility and availability in the federal Pell Grant program

3. Create a Workforce System that Works for Everyone
   1. Design a system with “no wrong doors”
   2. Eliminate bureaucratic barriers to assisting employers and providing people with critical skills
   3. Provide incentives for career ladders and lattices
   4. Develop a system with real time labor market information
   5. Detail occupations with looming demographic challenges
   6. Identify and apply common measures across all workforce programs that focus on outcomes that matter
   7. Ensure all New Yorkers, regardless of employment barrier, are afforded the opportunity to engage in employment

4. Invest in the Next Generation of Workers
   1. Identify and implement ways to imbed and measure work readiness skills in the K-12 curriculum
   2. Continue support for career and technical education programs
   3. Work with state and federal leaders to ensure federal support is maintained for vocational education at the secondary and post secondary levels

Over the past five years, New York has developed and implemented creative initiatives that have successfully addressed the key workforce investment priorities outlined above.

Significant investments have been and will continue to be made in public/private partnerships that secure New York’s competitive edge by preparing its workforce for the jobs of the future. For example, nearly $23 million in Strategic Training Alliance Program (STRAP) grants have been awarded to upgrade the skills of over 30,000 workers, many in high technology jobs. This effort was further enhanced by High Tech grant awards, totaling over $15 million, which trained approximately 4,000 workers in this thriving industry. Another $10 million in grants will be available in the near future to upgrade the skills of workers in the Agribusiness, Biotechnology, Information Technology and Advanced Manufacturing industries.

Post-secondary education opportunities and incumbent worker training have also been aggressively supported. Building Skills in New York State (BUSINYS) grants trained over 46,000 incumbent workers in specific, transferable skills that lead to potential career growth and increased wages. Over $42 million has been awarded to fund this initiative during the past several years. Incumbent worker training grants for manufacturing firms, a declining sector in New York’s economy, have also made over $14.5 million available to train 35,000 individuals.

New York has continued its untiring commitment to create a workforce system that universally works for everyone. At the State level, grants have been made to Local Workforce Investment Areas (LWIAs) to support 44 Disability Program Navigators in 62 One-Stop Centers to ensure all customers, regardless of disability or barrier to employment, are appropriately served. Over the last two years, approximately $2.6 million in federal and State-level dollars has been leveraged to support this effort. Other examples of universal service include Moving NY Forward, a career ladder initiative that helped prepare over 400 workers for employment advancements and State efforts to institute common performance measures the focus on outcomes, not process.

Finally, all partners have worked closely with the State Education Department to ensure New York’s students are work-ready. New York is engaged in a national effort to develop the Equipped for the Future Work Readiness Credential, a portable document that certifies emerging workers posses requisite entry-level work skills. Additionally, the State has awarded nearly $5 million in WIA Youth Work Readiness grants to prepare nearly 2,300 youngsters for the world of work.

The above examples are cited to illustrate that New York is moving forward to realize the Governor’s key workforce priorities. More work, however, needs to be done. The State will build off these successes by replicating promising programs, supported these funds and/or other resources, in additional local areas. It will also learn from previous experience to develop and support enhanced efforts, with each new initiative specified designed to actualize the Governor’s vision for workforce and economic development.

1. Organization of State agencies in relation to the Governor:
   1. Provide an organizational chart that delineates the relationship to the Governor of the agencies involved in the public workforce investment system, including education and economic development and the required and optional One-Stop partner programs managed by each agency.

      

   2. In a narrative describe how the agencies involved in the public workforce investment system interrelate on workforce and economic development issues and the respective lines of authority.

      The Governor and SWIB will continue to rely on a strong interagency network of public agency workforce professionals which align regularly around the Governor’s agenda. Interagency teams are constituted on an ad hoc basis, or as part of broader strategic planning, depending on the purpose and outcome. Currently interagency staff teams are operationalized on agenda items including re-entry of ex-offenders; increasing employment opportunities and outcomes for individuals with disabilities; development and implementation of the Equipped for the Future Work Readiness Credential; and strengthening youth development principles in youth programming, including addressing the issues for youth aging out of foster care. Each of these priorities is led by the public agency with expertise in the given topic; all interagency members have been designated by their Commissioners as individuals who are able to offer policy advice and recommendations on behalf of their agency. Additionally, policy-level staff within the various agencies brings forth agency-specific expertise to an array of public boards and councils.

      In addition to State-level staff-to-staff meetings, frequent opportunities are provided for material to be brought to a regional and local level. Public workforce investment system agencies often develop and present on topics related to the Governor’s agenda at conferences, professional development seminars, teleconferences, and webinars.

2. State Workforce Investment Board [§112(b)(1)]
   1. Describe the organization and structure of the State Board. (§111)

      New York’s forty-one member SWIB was created pursuant to Chapter 624 of the Laws of 1999. The business majority board, which is chaired by Richard A. Calo, Vice President of Working Relations at IBM, meets five times per year. The response to Question 2 below details the membership categories.

      In an effort to maximize the unique talents of each member, the Board has established the following four subcommittees:

      • Emerging Worker – Focuses on issues affecting New York’s future workers, including the special needs of at-risk youth.
      • Skills Standards, Assessments and Credentials – Addresses strategies for ensuring an appropriately skilled workforce, including the development and implementation of the Equipped for the Future Work Readiness Credential.
      • Local Board Liaison – Maintains critical communications with LWIBs, for the purpose of creating informed policies that can be effectively implemented at the local level.
      • System Integration – Devises strategies to strengthen collaborative relationships among workforce partners at the State and local levels.

      Each subcommittee studies and advises the full Board on significant policy-related matters within its respective area of expertise. The subcommittees are staffed by senior-level employees from the State Departments of Labor and Education and the Office of Children and Family Services.

   2. Identify the organizations or entities represented on the State Board. If you are using an alternative entity which does not contain all the members required under section 111(b)(1), describe how each of the entities required under this section will be involved in planning and implementing the State’s workforce investment system as envisioned in WIA. How is the alternative entity achieving the State’s WIA goals? [§§111(a-c), 111(e), and 112(b)(1)]

      The State Board’s membership is drawn from a cross-section of New York’s industries and workforce constituencies. The business members represent large and small companies from diverse industry sectors, including manufacturing and agriculture. Two of the State’s top four employers (IBM and Wegman’s Foods, Inc.) are represented on the SWIB. Non-business members include four representatives nominated by organized labor (such as the New York State AFL-CIO); two chief elected officials (the Mayor of Buffalo and Dutchess County Executive); four representatives from the State Legislature (two from each House); and several representatives from CBOs (a number of who are involved in youth activities). Board members were selected based on their level of experience in delivering workforce development services and their desire to create a seamless service delivery system. Close attention was paid to securing a diverse group of individuals (both ethnically and geographically) to better align their expertise with the workings of the Board.

      At the State level, the Governor’ representative, along with the following members of his executive branch, complete the non-business membership on the Board: the Commissioners of Labor, Education (who is responsible to New York’s Board of Regents) and Office of Children and Family Services; Chancellor of the State University of New York; and Chairman of Empire State Development Corporation. The contributions of each of these executive agencies align workforce and economic development and better prepare New York’s workforce of the future.

   3. Describe the process your State used to identify your State Board members. How did you select board members, including business representatives, who have optimum policy-making authority and who represent diverse regions of the State as required under WIA? [20CFR 661.200]

      The Governor's Appointments Office received over two hundred requests from CBOs, not-for-profit providers, and educators seeking appointment to the State Board. Selections for membership on the Board were based on qualifications, interest in developing a truly comprehensive system, and level of contribution to the development of the Design Team report, entitled “New York’s Workforce Development System – A Report to Governor George E. Pataki.”

      Pursuant to both the federal and State-enabling legislation, business representation on the Board was secured from an array of sources. Statewide organizations representing various sectors of the economy were canvassed for potential representatives. Those organizations included the Business Council of New York State, the Manufacturing Association of Central New York, the Retail Council of New York State, the National Federation of Independent Business, the General Building Contractors of New York, the New York State Food Merchants Association, and the New York Farm Bureau. Business members on the State Board represent all regions of New York State, and all of New York's critical economic sectors: manufacturing, agriculture, high technology, hospitality and tourism, health care, telecommunications, transportation, construction, energy, and retail. The board member selection process paid critical attention to ensure both geographic well as industry representation.

      Many of the business representatives on the State Board have responsibilities that are statewide in focus. A number are Chief Executive Officers (CEOs) of their companies; several also have multi-state workforce responsibilities. The review and final appointment process, which included thorough background checks and personal interviews, ensured that all business members have optimum policy-making authority. Business members constitute a majority of the State Board.

   4. Describe how the board’s membership enables you to achieve your vision described above. [§§111(a-c) and 112(b)(1)]

      The Governor and the State Board strive to be as inclusive as practical in developing and achieving workforce policy objectives. Particular attention is given to ensuring an active voice from small and medium sized businesses, which represent the majority of New York’s economic base. As employment pathways are a continuum, membership geographic and sector diversity is maintained as well. The State Board’s by-laws permit the Board to access talent and opinions on issues of importance, if the board membership does not sufficiently meet that need.

   5. Describe how the Board carries out its functions as required in Section 111 (d) and 20 CFR 661.205. Include functions the Board has assumed that are in addition to those required. Identify any functions required in Section 111 (d) the Board does not perform and explain why.

      Per Section 111(d)(2)(A), the State Board shall assist the Governor in the development and continuous improvement of a statewide system of activities that are funded under this subtitle. Article 24a of the State Labor Law requires the State Board to assist the Governor in fulfilling the requirements of the WIA. By statute, the Board must meet quarterly, at a minimum. It is anticipated that the subcommittees of the Board will meet more frequently to address implementation of this strategic plan. The Board will assist the Governor in identifying innovative statewide activities for potential incumbent worker projects, develop insight into skills standards and credentials, and establish policies that provide the greatest amount of flexibility necessary to utilize WIA as an economic development tool. Economic development and economic self-sufficiency are strategically linked goals and the Board intends to use its collective experience to provide guidance to the enhancement of the statewide system. The assistance of the Commissioners from the State-level partners will be essential as they work with their respective agencies to carry out the Board's mission.

   6. How will the State Board ensure that the public (including people with disabilities) has access to board meetings and information regarding State Board activities, including membership and meeting minutes? [20 CFR 661.205]

      The State Board will ensure that the public (including people with disabilities) has access to Board meetings and information regarding SWIB activities, including membership and meeting minutes. State Board meetings will follow New York State's Open Meetings Law and the sunshine provisions of Article 24a of the State Labor Law.

      Information on State Board meetings is made available through all media outlets and information is posted on the State's workforce development website (www.workforcenewyork.org).

   7. Identify the circumstances which constitute a conflict of interest for any State or local workforce investment board member or the entity that s/he represents, and any matter that would provide a financial benefit to that member or his or her immediate family. [§§111(f), 112(b)(13), and 117(g)]

      The New York State Department of State and the New York State Ethics Commission established a standard of conduct for officers and employees in State service. The standard pertaining to Conflict of Interest indicates that an officer or employee may not engage in activities that would create or appear to create a conflict with their public duties. Using this as a guide, the State has created a policy statement pertaining to the SWIB.

      A member of the SWIB may not: (a) vote on a matter under consideration by the SWIB (i) regarding the provision of services by such member or by an entity that such member represents; or (ii) that would provide direct financial benefit to such member or the immediate family of such member; or (b) engage in any other activity determined by the Governor to constitute a conflict of interest.

      Finally, while it is acknowledged that the majority of the SWIB is representative of the private sector business community and does not represent any particular State agency or division, it is understood that they are serving on a board which represents the interests of the public in relation to workforce development. Therefore, each SWIB member should endeavor to pursue a course of conduct which will not raise suspicion among the public that they are likely to be engaged in acts that are in violation of their public trust. Additionally, each LWIB is required to establish by-laws that address conflict of interest procedures.

   8. What resources does the State provide the board to carry out its functions, i.e. staff, funding, etc.?

      While State legislation specifically prohibits the State Board from having stand-alone staff, policy-level staff from several agencies has been designated to carry out the functions needed to staff the State Board. Staffing is supported by policy-level staff from the NYSDOL, the State Education Department and the Office of Children & Family Services.

      Additionally, funding for Board activities is supported through WIA Title 1-B state level activities. This includes activities related to Board subcommittee projects and initiatives, travel to Board meetings and conferences, and dues for professional organizations. In addition, several times a year speakers are secured to address current workforce topics and stimulate Board discussion. Past speakers have included:

      • Greg Newton: “How to Build A Local System with Centralized State Programs”
      • “Industry Sectors: Trade Associations Speak Out!” with Mick Fleming, Manufacturers Association of New York; Dan Sisto, Health Care Association of New York State; Sandy Parker, Industrial Management Council
      • Basil Whiting, National Association of Manufacturers: “Keeping America Competitive: How a Talent Shortage Threatens US Manufacturing”
      • Graham Toft, Hudson Institute: “Beyond Workforce 2020: The Coming (and present) International Market for Labor”
      • Steve Gunderson: “The Jobs Revolution, Changing How America Works”
      • Greg Newton: “System Indicators and System Report Cards”
      • Dr. Jeff King, Director of the United States European Network for Education & Training: “Strategic Planning for a World Class Economy”
      • Mary Ann Lawrence: “Enhancing Performance: An Update on Secret Shopping of New York’s One-Stop Centers”
      • Tom Flint, Council on Adult & Experiential Learning: “Adult Learners and Workforce Competitiveness”

3. Structure/Process for State agencies and State Board to collaborate and communicate with each other and with the local workforce investment system. [(§112(b)(8)(A)]
   1. Describe the steps the State will take to improve operational collaboration of the workforce investment activities and other related activities and programs outlined in section 112(b)(8)(A), at both the State and local level (e.g., joint activities, memoranda of understanding, planned mergers, coordinated policies, etc.). How will the State Board and agencies eliminate any existing State-level barriers to coordination? [§§111(d)(2) and 112(b)(8)(A)]

      The Governor and State Board will continue to access the public service talent across public workforce agencies in pursuit of the Governor’s workforce and economic development agendas. Additionally, the State Board will continue to invite the active participation of the 33 Local Board Chairs in its proceedings and will use the State Board staff to survey and bring forth issues requiring State-level intervention. The State Board has found it most effective to provide the means for Local Board Chairs to present at each State Board meeting, using that as a platform to identify barriers which are impeding strong collaborative efforts.

      The State Board subcommittees will continue to use ad hoc groups to help assist in the identification as well as the solutions to collaboration and coordination barriers. This will be especially important as WIA Reauthorization proposals working through Congress call for new ways to fund infrastructure; to incorporate the Wagner-Peyser staff into local One-Stop Centers, and add to the mix of core services available through One-Stop Centers. Finally, the State Board, on behalf of the Governor, will continue to make available the talents of competitively procured consultants to serve as facilitators on a State and local level.

   2. Describe the lines of communication established by the Governor to ensure open and effective sharing of information among the State agencies responsible for implementing the vision for the workforce system and between the State agencies and the State Workforce Investment Board.

      The Governor has appointed key agency heads to the State Board, as well as the Commissioner of Education, who answers to the State Board of Regents. Additionally, staff to the State Board are executive level appointees, engaged in the policy level discussions between the executive branch and the agencies in setting and carrying out the Governor’s objectives. All means of communication are used to keep lines of communication open: email, websites, telephone conferences, meetings, and conferences. Joint meetings are occasionally held to enhance strategic planning efforts. For instance, the State Board and the State Board of Regents convened a joint meeting to create dialog around the educational system’s role in helping to address labor market shortages in specific industries; how K-16 is preparing emerging workers; and linking workforce services to at-risk youth with efforts to close the performance gap in student achievement. These discussions helped shape the strategies and future projects of the Emerging Worker Subcommittee that eventually led to grant opportunities and demonstration projects.

   3. Describe the lines of communication and mechanisms established by the Governor to ensure timely and effective sharing of information between the State agencies/State Board and local workforce investment areas and local Boards. Include types of regularly issued guidance and how Federal guidance is disseminated to local Boards and One-Stop Career Centers. [§112(b)(1)]

      Continued efforts will be made to broaden the communication lines across all levels of the One-Stop system. Currently Local Board Directors are convened for bi-monthly meetings which include set agendas, homework assignments, and discussion of national and State policy issues. One-Stop Operators are convened several times a year in regional forums. A separate website is maintained for the publication policy directives, both federal and state; to publicize funding opportunities; to make available State Board presentations, minutes, agendas, etc. and to provide a calendar of events. Email distribution lists are used to distribute these materials as well.

   4. Describe any cross-cutting organizations or bodies at the State level designed to guide and inform an integrated vision for serving youth in the State within the context of workforce investment, social services, juvenile justice, and education. Describe the membership of such bodies and the functions and responsibilities in establishing priorities and services for youth? How is the State promoting a collaborative cross-agency approach for both policy development and service delivery at the local level for youth? [§112(b)(18)(A)]

      The Emerging Worker Subcommittee of the SWIB is the State-level body responsible for setting New York’s integrated vision for serving youth, especially those most-in-need. The Subcommittee has established and embraced the following mission: “Ensure that all New York’s youth, under age 21, are better prepared for employment by: enabling them to meet New York State’s education/learning standards; providing them with the work skills, life skills and supports necessary to succeed in New York’s job market; and exposing them to a greater array of potential career opportunities, including current demand occupations.” The 10 member Subcommittee, which includes a business majority and is co-chaired by the State Education Commissioner, has placed a high priority on most-in-need youth, including out-of-school youth, those at-risk of dropping out, youth in foster care, those aging out of foster care, youth offenders, pregnant or parenting youth and homeless or runaway youth. John A. Johnson, Commissioner of the Office of Children and Family Services, the State agency responsible for serving at-risk youth, is a also a prominent contributing member of the Subcommittee.

      Over the past five years, the Subcommittee has taken concrete actions to support its top two priorities: (1) “to expand/enhance business involvement in preparing youth for jobs and careers; and (2) to support comprehensive year-round programs for all youth.” With regard to Priority #1, the Subcommittee sponsored the Hudson Valley Regional Business Forum at IBM’s East Fishkill Campus to learn first-hand about businesses’ expectations of its employees and how local workforce partnerships can better prepare emerging workers to meet the needs of New York State employers. Commissioners Mills and Johnson were joined by Labor Commissioner Linda Angello and Dutchess County Executive William Steinhaus to engage representatives of five leading Hudson Valley employers in this critical dialogue with local workforce partners. In addition, on the Subcommittee’s behalf, NYSDOL awarded more than $1.29 million in competitive Incentive Grants to foster innovative local partnerships between business, education and LWIAs to expose youth to real-world work experiences in demand occupations. As to Priority #2, nearly $1 million in competitive Challenge Grants were awarded to LWIBs to enhance each local area’s strategic approach to providing comprehensive year-round services for youth. These grants were specifically designed to further integrate partner services, leverage resources from multiple funding streams and make comprehensive youth programming an integral component of local One-Stop systems.

      The Subcommittee is currently engaged in several efforts to help emerging workers develop the “soft skills” needed to succeed in the workplace. Approximately $5 million was competitively awarded to CBOs and not-for-profit, for-profit and public entities (that entered into partnerships with LWIAs) to support work readiness programs for WIA eligible youth. Additionally, the Subcommittee, in conjunction with the Systems Integration Subcommittee of the State Board, is actively involved in guiding the development of the national Equipped for the Future Work Readiness Credential.

      As illustrated by the examples cited above, the Emerging Worker Subcommittee has been instrumental in fostering strong public/private partnerships to better prepare New York’s youth for entry into the workplace. The commitment and leadership shown by its members will continue to guide youth policy during the course of this two-year plan.

As a foundation for this strategic plan and to inform the strategic investments and strategies that flow from this plan, provide a detailed analysis of the State’s economy, the labor pool, and the labor market context. Elements of the analysis should include the following:

1. What is the current makeup of the State’s economic base by industry?

   Over the past 15 years, the New York State economy continued its long-term transition from one that was centered in manufacturing and goods production (manufacturing/production-based) to one dominated by the service-providing sector. (See the table below.) Since 1990, the number of good-producing (mostly manufacturing) jobs in the State has fallen by 392,700 (- 29.9%) while service-providing jobs have grown by 626,900 (9.1%). This shift in the State’s employment base has had a significant impact on the occupational trends and educational and skill needs of the workforce.

   Recent Developments

   In 2004, the number of nonfarm wage and salary jobs in New York State stood at 8,446,600, up 39,600 from 2003, but down 188,600 from 2000, a reflection of the lingering affects of the World Trade Center disaster and the recent recession. During 2004, nearly six in every 10 (58.4%) jobs in the State were in one of these four industries: trade (14.4%), professional and business services (12.5%), health care and social assistance (13.9%), and government (17.6%). The table below shows the relative distribution of nonfarm jobs by major industry for 1990 and 2004 for New York State.

   Nonfarm Jobs by Industry
   New York State
   1990 vs. 2004 Annual Averages

   Industry	1990		2004		Change:
   	Jobs	Percent of Total Nonfarm Jobs	Jobs	Percent of Total Nonfarm Jobs	1990-2004
   					Net	Percent
   Total Nonfarm	8,212,300	100%	8,446,600	100.0%	234,300	2.9%
   Goods-Producing	1,312,700	16.0%	920,000	10.9%	-392,700	-29.9%
   Natural Resources and Mining	6,700	0.1%	5,700	0.1%	-1,000	-14.9%
   Construction	322,800	3.9%	318,400	3.8%	-4,400	-1.4%
   Manufacturing	983,100	12.0%	596,000	7.1%	-387,100	-39.4%
   Service-Providing	6,899,700	84.0%	7,526,600	89.1%	626,900	9.1%
   Trade	1,574,800	19.2%	1,219,900	14.4%	-354,900	-22.5%
   Transportation, Warehousing, and Utilities	303,300	3.7%	263,500	3.1%	-39,800	-13.1%
   Information	286,300	3.5%	270,600	3.2%	-15,700	-5.5%
   Financial Activities	779,400	9.5%	701,500	8.3%	-77,900	-10.0%
   Professional and Business Services	856,600	10.4%	1,053,500	12.5%	196,900	23.0%
   Educational Services	226,400	2.8%	343,000	4.1%	116,600	51.5%
   Health Care and Social Assistance	850,200	10.4%	1,177,600	13.9%	327,400	38.5%
   Leisure and Hospitality	574,300	7.0%	662,000	7.8%	87,700	15.3%
   Other Services	278,400	3.4%	351,700	4.2%	73,300	26.3%
   Government	1,473,400	17.9%	1,483,300	17.6%	9,900	0.7%

   The trend of growth in service-providing industries is expected to continue in the foreseeable future, with educational and health services, professional and business services, leisure and hospitality, construction, and trade expected to add the most jobs over the 2002-2012 period. The only industries expected to lose jobs over the 10-year period are manufacturing and government administration.

2. What industries and occupations are projected to grow and or decline in the short term and over the next decade?

   Industry Analysis

   Over the 10-year period between 2002 and 2012, the industries expected to have the fastest percentage rates of growth in New York State include construction, leisure and hospitality, education and health services, professional and business services, and real estate rental and leasing. No other industries are expected to have an annual growth rate faster than that of the average of all industries combined.

   Several industries in the State are expected to continue their long-term decline over the decade. Most notable are manufacturing, mining, and utilities. Additionally, government is expected to decline as budgets are tightened further.

   Occupational Analysis

   Among the major occupational groups projected to grow fastest from 2002–2012 are those that address the aging of the population and those associated with the impact of technology on the economy, including: health care support occupations (+23.5%); computer and mathematical occupations (+20.8%); community and social services occupations (+19.3%); healthcare practitioners and technical occupations (+17.8%); personal care and service occupations (+17.7%); construction and extraction occupations (17.7%); and education, training and library occupations (+15.4%). Only two occupational groups are expected to decline: production occupations (-6.7%) and office and administrative support (-1.2%).

   Among the major occupational groups expected to add the most jobs in absolute terms over the 2002–2012 period are education, training, and library occupations (+107,900); healthcare practitioners and technical occupations (+79,900); healthcare support occupations (+68,100); sales and related occupations (+67,500); food preparation and serving related occupations (+66,400); construction and extraction occupations (64,900); personal care and service occupations (+64,500); and management occupations (+53,400). Only two major occupational groups are expected to lose jobs over the 10-year period, those being production occupations (-33,600) and office and administrative support occupations (-20,600). These are expected to decline as manufacturing continues to increase productivity and replace workers with labor-saving capital expenditures and industries continue to move toward jobs requiring high tech skills.

3. In what industries and occupations is there a demand for skilled workers and available jobs, both today and projected over the next decade? In what numbers?

   Demographic changes, especially the aging of the population, will significantly impact industries and occupations in demand. As the number of older New Yorkers continues to grow, the most overwhelming demand will be in the number of health care workers. In the next 15 years, New Yorkers age 55-64 are expected to grow by over 500,000, while those 65 and older will increase by 704,000. In contrast, the core working-age population, 35-54 years old, is expected to decline by 630,000. As a result, nearly all the occupation groups identified earlier are involved with providing health care or social services related support to the aging population. The variety of health-related occupations identified, including professional and technical health practitioners, health care support, direct care social services occupations, and personal care service occupations, all require specialized training and skills. (See the table entitled “Occupational Projections, New York State, 2002-2012” that follows.)

   A variety of manufacturing and professional business services industries have indicated a critical demand for skilled workers in the fields of business finance, computer, math, and engineering. Employer Needs Surveys conducted for LWIBs throughout the State repeatedly identified skills in demand, including: information technology skills upgrading for incumbent workers, as well as demand for industry-specific skills in machine trades, process engineering, precision measurement and gauging, technical process control, and environmental and water chemistry technology. Although manufacturing employment as a whole is projected to continue to decline, specific high technology industries are projected to grow and develop, including: biomedical, chemical, bioinformatics, infotonics, and nanoelectronics. In order to maintain, and grow these industries, New York’s Workforce System will need to attract and continually train highly skilled and educated engineers, mathematicians, and scientists as well as related technical and support staff.

   Construction is one of the few non-health-related categories expected to have a large number of available jobs. Skilled tradesmen, including carpenters, stonemasons, electricians, and sheet metal workers will continue to be in demand. While apprenticeships exist in the skill trades, employers are experiencing difficulty in recruiting in these trades. Businesses have reported that apprenticeship programs have trouble attracting enrollees and only a small portion of potential enrollees have the required employability skills to successfully complete the training.

   Population trends are also expected to affect the need for workers in education and related occupations, as teachers retire and members of Generation Y (those born from 1982 to 2001) move through the educational system. Strong growth is projected for educational workers, as the population aged 25-34 is expected to grow by over 200,000 in the next 15 years. This growing group (now 10-19 years old) will require many more teachers, professors and college-level instructors, not only because of their large numbers, but also because of the pending retirement of Baby Boomers currently in those positions.

   Occupational Projections
   New York State
   2002-2012

   Occupational Group	2002	2012	Change
   			Net	Percent
   Total, All Occupations	9,105,600	9,892,450	786,850	8.6
   Management Occupations	464,130	517,570	53,440	11.5
   Business and Financial Operations Occupations	372,430	415,080	42,650	11.5
   Computer and Mathematical Occupations	187,160	226,080	38,920	20.8
   Architecture and Engineering Occupations	118,620	120,590	1,970	1.7
   Life, Physical, and Social Science Occupations	74,340	81,690	7,350	9.9
   Community and Social Services Occupations	161,830	193,130	31,300	19.3
   Legal Occupations	119,970	132,460	12,490	10.4
   Education, Training, and Library Occupations	702,070	810,010	107,940	15.4
   Arts, Design, Entertainment, Sports, and Media Occup.	217,510	237,150	19,640	9.0
   Healthcare Practitioners and Technical Occupations	448,160	528,020	79,860	17.8
   Healthcare Support Occupations	289,410	357,480	68,070	23.5
   Protective Service Occupations	267,210	300,290	33,080	12.4
   Food Preparation and Serving Related Occupations	543,800	610,240	66,440	12.2
   Building/Grounds Cleaning and Maintenance Occup.	356,970	390,110	33,140	9.3
   Personal Care and Service Occupations	364,390	428,850	64,460	17.7
   Sales and Related Occupations	941,850	1,009,310	67,460	7.2
   Office and Administrative Support Occupations	1,725,570	1,704,970	-20,600	-1.2
   Farming, Fishing, and Forestry Occupations	61,830	68,330	6,500	10.5
   Construction and Extraction Occupations	366,000	430,890	64,890	17.7
   Installation, Maintenance, and Repair Occupations	333,450	363,960	30,510	9.1
   Production Occupations	498,440	464,880	-33,560	-6.7
   Transportation and Material Moving Occupations	490,470	50,1370	10,900	2.2

   
   Source: NYSDOL Division of Research and Statistics

4. What jobs/occupations are most critical to the State’s economy?

   In his State of the State address, Governor Pataki highlighted a number of new and emerging industries targeted for economic development in New York State. In order to accomplish this, the State has funded five Centers of Excellence. These investments will bolster high tech job development in bioinformatics, environmental systems, infotonics, nanotechnology, wireless Internet, and information technology. While much of the growth in these sectors will require highly educated, highly skilled employees, they will also require many highly trained technicians and support staff. The statewide Workforce Development System will deliver training for such staff in vocational and technical fields through BOCES and community college networks. Community colleges and BOCES need to continue to work with the business community to keep abreast of skill needs, in order to develop up-to-date curricula.

   Aside from the job opportunities that will be made available by emerging industries, job growth is expected in other sectors and will be driven by demographic and labor force trends. In order to meet the growing health care needs of New York’s aging population, health care practitioners and technical occupations, as well as health care support occupations, will be in great demand over the next decade. Meeting this need will be crucial in maintaining a high-quality lifestyle for the State’s workforce and population. Failure to meet the demand for skilled health care workers will result not only in a critical shortage of services to the State’s citizens, but also limit our ability to retain, grow and attract firms in New York State.

   Despite its long-term decline, manufacturing continues to play a critical role in the State’s economy, and continues to provide high skill, high paying jobs. Not only have shortages been reported in a number of highly skilled manufacturing occupations, but the workforce in many such critical occupations is fast approaching retirement age. Tool and die makers, machinists, numerical control machine operators, to name a few, are reported to be in demand now and these shortages are expected to grow. In order to compete in the global economy virtually all manufacturing firms now require workers trained in high quality, world class manufacturing processes.

   The Empire State Development Corp., the economic development arm of New York State government, has identified 16 industry clusters (groups of related industries) targeted for growth and retention efforts. These clusters are crucial to the State’s economy and its labor markets, and in many cases, are industries in which New York State has a natural advantage. These high tech clusters are expected to play a major role in the future economic expansion in New York State.

   Among the clusters identified are several that fall into or are related to the high tech categories mentioned in the State Vision, Section I. The biomedical cluster includes drug and chemical and medical equipment manufacturing as well as laboratories and research. The Center for Bioinformatics in Buffalo was created to give extra impetus in these fields. The Center for Infotonics in Rochester was created to support an already growing electronics and imaging cluster. The Center for Nanoelectronics in Albany was funded to provide labs and clean room space for research; provide incubator space for high tech spin-off firms; and create a workforce development program. SEMATECH North, a consortium of private high tech firms also located at the University at Albany, is working to develop the technology that will be used to create the next generation 300-millimeter computer chip. The Center for Environmental Systems in Syracuse was founded to concentrate on indoor environments, including indoor air quality, comfort, lighting, acoustics, and intelligent controls. The Center for Wireless Internet and Information Technology at Stony Brook will concentrate on large scale computer data mining for genomics, Internet applications and wireless telecommunications. This Center will conduct research and spin-off firms that will eventually grow the communications, software, and media services cluster of industries.

   The following table shows the 16 clusters identified and examples of typical occupations found in the cluster.

   Cluster/Subcluster*	Occupations (Examples)
   Back Office & Outsourcing	Clerk, receptionist, secretary, bill collector, telemarketer, customer service representative
   Biomedical Drug and Chemical Manufacturing Medical Equipment and Supplies Laboratories and Research	Chemist, packaging machine operator, technicians, mixing & blending, machine operator, inspector, tester, engineers
   Communications, Software & Media Services Printing Publishing Motion Picture and Sound Recording Industries Broadcasting and Telecommunications	Printing machine operator, editor, advertising sales agent, news analyst, reporter, film & video editor, broadcast technician, telecommunications equipment installer
   Distribution Wholesale Durables Wholesale Non-Durables Wholesale (Non-Industry Specific) Air Freight Water and Rail Freight Trucking Multimodal Freight Warehousing Logistics Management	Sales representative,-wholesale and manufacturing, truck drivers, laborer and material mover, customer service representative
   Electronics and Imaging Electronics Imaging	Electronic equipment assembler, inspectors and testers, technician; electronics engineer
   Fashion, Apparel & Textiles Textile Mills Apparel Manufacturing Leather Goods & Footwear Jewelry and Miscellaneous Apparel Wholesale	Sales representative, sewing machine operators, fashion designer, jewelers
   Financial Services Banking and Credit Securities, Commodities and Investments Insurance Funds and Trusts Bank Holding Companies	Financial services sale agent, teller, loan officer, brokerage clerk, insurance agent, customer service representative
   Food Processing Crop Production and Dairy Food Manufacturing Beverage Manufacturing	Packers and packagers, butchers, trucker drivers, food processing, machine operators
   Forest Products Forestry and Logging Forest Product Manufacturing Paper Manufacturing Furniture Manufacturing	Laborers, truck drivers, paper goods machine operators, cabinet makers, material handlers
   Front Office & Producer Services Environmental Services Business Services Headquarters Organizations	Architect, graphic designer, management analyst, lawyer, public relations specialist
   Industrial Machinery and Services Fabricated Metal Machinery Manufacturing Instruments Electrical Equipment Manufacturing	Welder, broiler, machinist, machine tool operator, assembler
   Information Technology Services	Computer programmer, systems analyst, systems engineer
   Materials Processing Chemicals Plastics and Rubber Stone, Clay, Glass and Concrete Primary Metals Petroleum Products	Truck driver, chemical equipment operator, metal machine operators, material handlers, maintenance and repair workers
   Miscellaneous Manufacturing
   Travel and Tourism Travel Retail Passenger Transportation Culture, Recreation and Amusements	Travel agent, bookkeepers, general office clerk
   Transportation Equipment Motor Vehicles Aerospace Railroads and Other	Truck drivers, transportation equipment operator, railroad conductors

   
   *NOTE: Clusters defined by Empire State Development Corp.

   The types of jobs required to keep this diverse set of clusters growing are wide-ranging. Beside the computer, mathematical and engineering occupations needed to power the high tech clusters, and the varied set of occupations that manufacturing industries will need, the tourism and related industries will need many workers. Even though some of these jobs do not appear at first glance to be very specialized, they do require “soft skills,” such as effectively dealing with people, and work readiness. These jobs often are the first jobs that many new entrants, including youth, take as they enter into the labor force. Therefore, they provide an important port of entry into the labor market. Jobs such as servers, food preparers, hotel service staff, and at amusement and recreation sites often teach young workers their first lessons concerning the world of work and serve as a stepping stone to other jobs with increasing levels of responsibility.

5. What are the skill needs for the available, critical and projected jobs?

   New York State has many current entry level jobs in the health-related industries and the trade and tourism sectors; nearly all require workers with basic employability skills. Through numerous surveys, employers have identified significant skill deficiencies of available workers including communications, decision-making, and work readiness skills. These deficiencies are being addressed through the SWIB’s involvement in guiding the development of the Equipped for the Future Work Readiness Credential. Employability skills deficiencies are the most often reported need identified in our surveys of businesses. In order to maintain a strong industry and employment base, we must prepare emerging workers with the work readiness skills required in today’s work place.

   A number of industries need smaller numbers of highly skilled workers in specific critical occupations. These jobs are frequently reported in areas such as advanced manufacturing, high technology, and professional and business services industries. They usually require high levels of job-specific skill that are unique to the business in which they are employed. Reported examples include: computer controlled manufacturing equipment operators, nanoelectronic manufacturing technicians, biomedical and chemical technologists, and chip fab manufacturing technicians.

   The State’s network of local Labor Market Analysts have assisted LWIBs in conducting skills needs surveys of local businesses. Even though this was not a statewide sample, some interesting findings were noted in assessing skill shortages. Of the 20,000 businesses surveyed, approximately one-third reported worker deficiencies in some general work readiness and management skills. Smaller numbers reported deficiencies in critical technical and computer skills. A complete summary of skills needs information collected through these surveys is detailed below.

   Skills Category	Percent
   General Skills
   Basic grammar, punctuation, spelling, math	18.6%
   English as a second language	3.0%
   Interpersonal/verbal communications	30.9%
   Other (specify)	3.6%
   Problem-solving/decision-making	35.1%
   Self-directed work teams	18.7%
   Team building	27.6%
   Workforce diversity	9.6%
   Workplace ethics	28.9%
   Workplace preparedness	27.2%
   Written communications	19.3%
   Management and Supervisory Skills
   Coaching/counseling	15.7%
   Conducting employee appraisals	17.0%
   Conducting meetings	10.5%
   Effective supervisory skills	29.7%
   Employee motivation	37.1%
   Facilitating groups	8.1%
   Other (specify)	1.0%
   Problem-solving/decision-making	36.0%
   Team/leadership development	29.8%
   Train-the-trainer	12.3%
   Business Growth Skills
   International trade (export/import)	1.6%
   ISO Certification	2.3%
   Other (specify)	0.8%
   Quality Improvement Teams	7.1%
   Statistical Process Control (SPC)	2.2%
   Total Quality Management (TQM)	16.4%
   Zenger-Miller (TQM)	1.4%
   Technical Skills
   Blueprint reading	12.4%
   Cell design	0.7%
   Design failure mode analysis	1.0%
   Design for manufacturing assembly	1.5%
   Electrical technology	0.5%
   Electronic soldering/assembly	2.4%
   Electronics	0.3%
   Flow manufacturing fundamentals	2.1%
   Geometric dimensioning and tolerancing	1.9%
   HVAC	0.4%
   Machine operation (specify)	4.9%
   Machinist training (CNC)	1.9%
   Micrometer reading	3.0%
   Other (specify)	4.8%
   Precision measurement and gauging	4.9%
   Process failure mode analysis	1.5%
   Programmable logic controllers	0.2%
   Root cause analysis	0.3%
   Shop math	8.1%
   Statistical Process Control (SPC)	0.2%
   Computer Skills
   Auto CAD	4.1%
   C/C++	1.0%
   Database skills	6.5%
   Desktop publishing	2.2%
   HTML	4.3%
   Java	1.5%
   Lotus Notes	2.3%
   Microsoft Office software	32.9%
   Other (specify)	4.6%
   Pascal	0.7%
   Programming languages	1.8%
   Spreadsheets	6.0%
   Visual Basic	1.7%
   Web design	2.6%
   Windows	29.8%
   Environmental Skills/Certification
   Confined space standard	4.5%
   Fall protection	7.5%
   Grade C/B water operator	1.1%
   Hazardous materials/pollution prevention	11.8%
   HazMat	9.0%
   HazWoper	1.6%
   Landfill operator	1.2%
   Lockout, tagout	7.4%
   Other (specify)	0.9%
   QS9000	0.6%
   Right-to-Know	7.4%
   Wastewater treatment plant operator certificate	1.9%
   Water chemistry lab procedures	0.9%

   Projected shortages of professional and technical health services workers, as well as shortages of teachers and professors, and skilled tradesmen, will require extended formal education or vocational skills training. Shortages have been reported for registered nurses, licensed practical nurses, and a variety of health technician and technology jobs in the health-care sector. In the educational sector, teachers and college professors in a variety of disciplines are projected to have significant shortages in the future.

6. What are the current and projected demographics of the available labor pool (including the incumbent workforce) both now and over the next decade?

   The graphic entitled “Projected Change in Working Age Population (ages 16-64), New York State, 2005-2020” was the basis for much of the discussion thus far in Section IV. The changes in the working age population over the next 15 years will affect the industries, occupations and skills in demand over that period by not only creating a need for replacements as this group retires, but to address the health care, housing, and leisure and related needs of the group as it ages. New York’s working age population (ages 16-64) is expected to grow by only 40,000 over the next 15 years. The State’s core working-age population (ages 35-54) is projected to decline by more than 600,000. As Baby Boomers move out of the labor force in greater numbers, there will be insufficient numbers of core working age individuals to replace them.

   

   These population changes will require New York State to mount a focused effort to attract and train increased numbers of individuals who traditionally have had low labor force participation rates. This will require the Workforce Development System to continue special efforts in the areas of literacy, special accommodation in the work place, flexible work hours, and skill upgrades.

   The number of minorities in the New York State labor force grew dramatically between 1993 and 2003. New York City has historically been, and continues to be, a center of international immigration and port-of-entry for many people, and as such has been one of the contributing factors to the increase in the minority population. The number of Hispanics in the labor force statewide grew 71% over the decade, while the number of blacks increased by 22% compared with only 5% growth among whites (see table below.) Of the population five years and older in 2000, nearly 5,000,000, or 28% of the State’s population, (all of whom will be in our future labor force by the year 2010) spoke a language other than English at home. These people are concentrated in New York City where nearly half (47%) do not speak English at home.

   Not only do we need to draw a greater share of our population into the labor force, in order to replace the aging Baby Boomers, but we need to prepare dislocated workers to take some of those jobs. Workers entering the ranks of the unemployed as a result of dislocation (plant closings or mass layoffs) from other jobs often may not be fully prepared for many of the new jobs available. A review of New York workers recently unemployed due to large layoffs showed that 65% had a high school education or less. However, only 25% of the high-wage, high-demand jobs of the future will be available to those with a high school education or less. The system will need to be able to provide skill upgrading and basic and post-secondary training opportunities to many dislocated workers to allow them to successfully compete in today’s labor market.

7. Is the State experiencing any “in migration” or “out migration” of workers that impact the labor pool?

   A review of Current Population Survey data shows that relatively small net numbers of young, educated workers are leaving the State; small enough not to be statistically significant. However, this may vary among regions of the State.

   As discussed, immigration is an important factor in the State, especially in New York City and it brings with it the task of preparing a diverse group for the workforce. Many do not speak English, while others need additional education or training to compete successfully in the labor force. The Workforce Development System in New York State must be able to address the unique needs of this group.

8. Based on an analysis of both the projected demand for skills and the available and projected labor pool, what skill gaps is the State experiencing today and what skill gaps are projected over the next decade?

   The table below details some of the occupations in New York State experiencing skill gaps, along with the industries in which they are most commonly found and the skills required to perform in those occupations.

   Industry	Occupations	Skills	Comments
   Healthcare	Healthcare practitioners (including technicians, technologists, reading, equipment maintenance, therapists, nurses, doctors, dentists, and pharmacists)	Science, judgment, critical thinking, troubleshooting,	Half of openings will be due to growth
   Manufacturing, Information Technology, Finance, Communications	Information Technology professionals	Math, science, programming, troubleshooting, learning, speaking	8 of 10 openings will be due to growth
   Manufacturing, Information Technology, Finance, Communications	Engineers	Math and science, critical thinking, listening, learning, writing, monitoring, reading, quality control, problem solving	1,400 openings per year
   Education	Teachers	Instructing, speaking, listening, writing, perceptiveness, subject knowledge	Need to replace retirees
   Manufacturing	Machinists, tool and die makers	Math, equipment operation, troubleshooting, reading, quality control analysts, blue print reading, equipment repair	Machinists – 400 openings per year, tool and die makers – 100 openings per year

9. Based on an analysis of the economy and the labor market, what workforce development issues has the State identified?

   Although many issues can be identified through the analysis of data, the following represent those which reflect opportunities for collaborative system solutions in support of the economic growth of New York State:

   • The need to increase labor force participation rates.
   • The need to increase the levels of literacy to develop a 21st Century knowledge workforce. (Increased availability and access to training, that contextualizes English as a Second Language for the workplace, will be key to better assimilating our immigrant population and meeting the workforce needs of our businesses.)
   • The need for mature worker retention strategies and younger worker attraction strategies in our Upstate regions, where population growth is not keeping pace with workforce needs.
   • An increased attention to aligning economic and labor market needs with the K-12 curriculum to increase the understanding of local economies and the critical role education plays in keeping those economies vibrant.
   • A heightened focus on ensuring that New York’s civilian labor force has access to the tools needed to assess and understand their skills (and skill gaps) in relation to the local and regional economies.

10. What workforce development issues has the State prioritized as being most critical to its economic health and growth?

    During the next several years, the State will focus on the following critical issues: increasing the levels of literacy in its workforce; developing worker attraction and retention strategies; and developing tools to empower workers to better understand their skills and skill gaps in relation to their local and regional economies.

1. Identify how the State will use WIA Title I funds to leverage other Federal, State, local, and private resources in order to maximize the effectiveness of such resources and to expand the participation of business, employees, and individuals in the Statewide workforce investment system? [§112(b)(10)]

   New York State will continue its efforts to leverage and maximize available federal, State, local and private resources by collaborating with local public and private employment and training entities and human resource agencies, such as Community Based Organizations. Further integration of partner program services in the State’s One-Stop system will be encouraged to reduce duplication of service structures, allowing more resources to be freed-up to expand the participation of individuals and businesses in the One-Stop system. Local Boards, which are comprised of leaders from many differing agencies, organizations and companies, have the ability to leverage multiple resources in each community, for the purpose of building strong workforce development systems. In some instances, this may ensure that services are not duplicated at the local level. In other situations, it may further expand the impact of resources that currently exist in a community. With further coordination of services and more opportunities for co-location of staff, additional funding from the required and optional partners is leveraged to enhance services to customers and increase the overall participation of individuals and businesses in the system. In this environment, administrative costs are shared, resulting in less duplication and more efficient utilization of all partners’ funding. WIA Title I funds can be concentrated on providing traditional employment and training activities (with an even greater emphasis on intensive and training services), while partner resources might be utilized to support more of the core and supportive services provided through the system. As services are streamlined, the opportunities for grants from private resources, foundations and fee-for-service will be greatly increased.

   New York has, and intends to continue to, aggressively leverage resources with private entities through incumbent worker training opportunities. For example, the Strategic Training Alliance Partnership (STRAP) program has awarded nearly $23 million to upgrade the skills of over 30,000 workers. This innovative effort has also leveraged over $29 million in matching funds from the awarded businesses to support employee training. The Building Skills in New York State (BUSINYS) initiative has awarded over $42 million to train approximately 46,000 workers, while requiring that all trainees be compensated at their normal wage rate during instruction. This significant investment by the awarded businesses is another excellent example of leveraged private resources. Funding to provide incumbent worker training will continue to be maximized as both private and public dollars will be contributed to support incumbent worker training.

2. What strategies are in place to address the national strategic direction discussed in Part I of this guidance, the Governor’s priorities, and the workforce development issues identified through the analysis of the State’s economy and labor market? [§§112(b)(4)(D) and112(a)]

   Many of the priorities set forth in the national strategic direction are already part of New York’s approach toward addressing workforce development issues and implementing WIA within the State. From the inception of WIA, and even before then, New York has sought to develop a workforce system that is demand-side driven, based on the needs of our employers. In order for LWIBs and local One-Stop systems to be truly effective in aligning service structures and resources to meet the needs of local employers, the Governor and State Board determined it was necessary to provide maximum flexibility to our LWIAs, with regard to their policy development and service structures. At the same time, at the State level, we have continued to convene partners and stakeholders to identify ways to improve collaboration, merge common missions, where applicable, and provide leadership to local areas as they seek to further integrate the vast array of available employment, training, and support services.

   New York State has incorporated the national strategic direction, Governor’s priorities and issues related to the State’s economy and labor market into our local strategic planning process, which seeks to bring together all influential business, education, workforce and human service stakeholders to identify key local workforce issues and develop strategies that address local concerns. New York State’s recently released Local Planning Guidance fosters this locally driven strategic planning process by requiring LWIBs to: identify key workforce issues, strategies adopted by the partnership to address those issues, roles of the partners, established goals towards addressing the issues, and the manner in which outcomes will be measured and evaluated. Our planning guidance also requires LWIBs to identify how the vast array of resources and services comprising their local workforce systems, as well as the policies established for each system, align with national and State priorities.

   More specifically, the State’s local planning guidelines requires Local Boards to: identify infrastructure costs within their system (with an aim towards eliminating duplicative costs), describe how the Local Board will foster greater coordination and integration of One-Stop services, describe opportunities to utilize freed-up resources to expand training opportunities, describe how the Local Board will expand the focus of youth services for out-of-school youth populations, and provide information on how the Local Board is capturing and analyzing baseline data in preparation for the new common measures. Each of these requirements addresses strategic directions established by USDOL.

   The Governor’s priorities, as outlined in Section 1: State Vision, also reflect the economic and labor market realities currently impacting New York State. The Governor and State Board have continued to strategically target State-level WIA funds towards addressing priority economic and labor market issues. These resources have been, and will continue to be, used to address training needs in key existing and emerging industries, such as advanced manufacturing, biotechnology and information technology. Funds are also used to support the retraining, skills upgrading and lifelong learning necessitated by an ever changing workplace, where flexibility and broad skills are essential to continued employability and career advancement. The State has also used, and will continue to use, State-level funds to incentivize Local Boards to engage in vital activities, such as local strategic planning and mapping career ladders around key industry sectors.

   In an effort to address one of the key workforce issues impacting the State’s labor market, New York has entered into a multi-state/business partnership to create an Equipped for the Future Work Readiness Credential, which will certify that emerging workers have the knowledge, skills and abilities to succeed in entry level work in the 21st Century workplace. This is an outgrowth of a previous State Board initiative (Assessing Local Skills Shortages), which identified that one of the greatest needs of local businesses is work ready individuals, who possess the basic skills and knowledge needed to perform entry level work. Through the active engagement of the SWIB’s Skill Standards and Assessments and Emerging Worker Subcommittees, it is anticipated that this initiative will offer New York businesses a critical tool, which they have requested, to augment existing hiring practices.

3. Based on the State’s economic and labor market analysis, what strategies has the State implemented or plans to implement to target industries and occupations within the State that are high-growth, high- demand, and vital to the State’s economy? [§§112(a) and 112(b)(4)(A)] The State may want to consider:
   1. Industries projected to add a substantial number of new jobs to the economy; or
   2. Industries that have a significant impact on the overall economy; or
   3. Industries that impact the growth of other industries; or
   4. Industries that are being transformed by technology and innovation that require new skill sets for workers; or
   5. Industries that new and emerging and are expected to grow.

   New York is focusing its economic development strategies on Centers of Excellence, which are high-tech research centers devoted to critical emerging technologies that are anticipated to become economic and employment growth areas. These Centers of Excellence are already creating job growth opportunities across New York, which are anticipated to expand further as these new technologies become more commercially profitable.

   New York will continue to target resources and workforce policies toward meeting the employment and training needs of businesses that are engaged in developing products and services from these emerging technologies. Alignment around the State’s economic development objectives will help guide local partnerships in identifying objectives and strategies to meet the workforce development needs of various labor markets.

   New York’s continued support of regional strategic planning and career ladder mapping linked to these emerging technologies is vital to ensure that local workforce systems align with the changing skills needs and training requirements that are likely to arise from employment opportunities in these new technological fields. Continued State investments in career mapping and career ladder strategies will further help to ensure that all the relevant players, including education, workforce and business are part of the long-term answer to addressing the State’s key workforce needs. In support of career ladder mapping strategies, NYSDOL, on behalf of the SWIB, competitively created a list of highly qualified consultant organizations in late PY 2002 to assist LWIAs in mapping career ladders in key industry sectors. Based on requests for assistance for proposed projects from Local Boards, assignments for consulting services are developed and subsequently awarded. Key projects funded through this process, which are currently underway or completed, are outlined below by local area and industry sector:

   • Finger Lakes -- Consulting services from Syracuse University analyzed selected occupations in the Photonics and Bio-Tech Industries to develop a schematic of career ladders using the WorkKeys system.

   • Greater Capital Region -- The Workforce Strategy Center developed long-term career ladder models around three diverse clusters (medical manufacturing, animal husbandry, laboratory technician) of the broader bio-technology industry.

   • Long Island Region -- The Aerospace and Defense Diversification Alliance in Peacetime Transition (ADDAPT) and the SUNY Research Foundation at Stony Brook identified and worked with transportation, manufacturing and information technology companies in the Aerospace Industry to develop career ladders, as well as plans to address the curriculum and training needs resulting from this process

   • Long Island Region – Consultants at the Workforce Strategy Center developed career ladders within the Life Sciences Industry, broadly defined to include the pharmaceutical, biotechnology, medical device and life systems technology (nutriceutical, cosmeceutical) sectors, for technical positions in research and development, laboratory staffing and management, regulatory affairs, quality control and quality assurance.

   Additional assignments will be made as project proposals are developed by Local Board-led partnerships and submitted for consideration. New York State anticipates that this valuable service will continue to expand as the needs of key industry sectors and emerging industries are incorporated into the Local Board-led strategic planning process that is currently underway in communities across the State. Local boards will be able to use these career maps to help align workforce system services and policies, as well as influence curriculum development in the educational system and the types of training offerings available from service providers.

4. What strategies are in place to promote and develop ongoing and sustained strategic partnerships that include business and industry, economic development, the workforce system, and education partners (K-12, community colleges, and others) for the purpose of continuously identifying workforce challenges and developing solutions to targeted industries’ workforce challenges? [§112(b)(8)]

   The major strategy undertaken by New York to promote and develop ongoing and sustained strategic partnerships that include business and industry, economic development, the public workforce system and education partners, for the purpose of continually identifying workforce challenges and developing solutions to those challenges, has been the initiation of a local strategic planning process.

   At the beginning of PY 2003, 28 Local Boards were provided $2.8 million of WIA Statewide Activities funds to define and organize local community workforce functions through the local strategic planning process. By design, the process required strong community engagement and permitted LWIBs sufficient time to undertake focused analysis for successful alignment. Local Boards are reporting many positive impacts from their strategic planning process including:

   • increased respect from their economic development partners;
   • increased awareness on key issues and providing for a board role in those key issues;
   • clearer sense of focus;
   • development of common goals for regional planning beyond the LWIA’s boundaries;
   • stronger engagement from the K-12 education system partners; and
   • an opportunity to develop new partnerships and a broader “interested party” pool to assist the Board in issue identification and carrying out its mission.

   Local Boards are also reporting key workforce issues emerging from this strategic planning process, which will provide both opportunity and challenge to the State and Local Boards as we seek to identify goals and strategies to address regional issues. The Governor and the State Board are supporting and assisting Local Boards around these human resources challenges:

   • population issues (including an aging workforce and out-migration of our young people);
   • entry level skill issues (including literacy, foundational math and science skills);
   • changing nature of work (including assisting individuals make the transition from larger organizations to smaller companies);
   • strengthening the education-workforce connection;
   • defining the labor and skill shortage in terms other than the unemployment rate.

   Some examples of local strategic planning efforts include the following:

   • In the Greater Capital Region, where four LWIBs have come together to identify and address common workforce issues, strategic planning efforts have led to regional initiatives, such as career mapping, development of industry-specific training programs, and “soft skills” programs for emerging workers to address the needs articulated by businesses in the region.

   • The Chenango/Delaware/Otsego LWIA identified population shifts as one of the key factors that have lead to a decline in the available workforce. To address this issue, the partnership developed, through their strategic planning process, a plan to develop stronger communication links with local colleges, universities, and high schools about available local job opportunities for graduates, including an internship web-site that connects college students and local businesses.

   • In Chautauqua, where over 425 local business, community and education leaders have participated in their local strategic planning process, efforts have led to the development of a WORK 101 model in response to concerns raised about the educational system and the lack of entry level employees with work ethics and basic skills. The program incorporates hands-on integrative education with work based learning in three priority industries (manufacturing, health care and tourism) for older youth, including high school graduates, who do not demonstrate work readiness skills.

   • In Oswego, four key target industry clusters were identified as critical to the future growth of the county’s economy and workforce: energy, manufacturing, health care, and hospitality/leisure. It was determined that overcoming human resource challenges, including flexible workforce, workforce retention/attraction, skills development (particularly in science and math), aging workforce, and rapid advances in technology, was critical to developing these industries. Oswego will also focus on attracting “knowledge workers” by expanding its economy in four areas: financial services, professional services, innovative technology, and travel and entertainment.

   • Monroe County identified key challenges including: an overall growth rate that lags behind the rest of the State and nation, significant loss of the key aged 20-34 labor force component, and a significant number of underemployed residents. Some of the recommendations that were developed out of this strategic planning process include: focusing economic development efforts toward transitioning to a more diversified economy, creating a community image of a dynamic technical and innovation center, retaining college graduates and expanding college recruiting, and targeting seminars and training programs for dislocated workers (particularly those from larger companies) that emphasize adapting their skills to smaller, more flexible operations.

   • New York City’s (NYC) strategic planning process has led to the development of five major strategies to help strengthen the City’s workforce investment system. Strategies include: aligning the City’s One-Stop system with workforce needs; strengthening the training system; promoting education, life skills development, youth employment and connecting NYC youth to careers in key industries; initiating targeted sector-based activities with an initial focus on the health care/biotechnology and hospitality and tourism sectors; and researching options to create an information clearinghouse for all NYC workforce information.

   In addition to the above, the State has also used its Statewide Activities funding to foster relationships among the various components of the Workforce Development System. Some examples of these ongoing efforts to promote, develop and sustain partnerships include:

   • Accelerate New York - The State awarded 26 contracts totaling $1,692,837 to aid 317 small- and medium-sized businesses to develop, update or modify their Strategic Business Plans and identify and prioritize their related staff training needs. Qualified organizations worked in conjunction with their respective LWIBs to identify industry sectors critical to the local economy and businesses within those sectors that would benefit from such help.

   • Capacity Building/Workforce Development Assistance - The State awarded $980,000 to organizations to aid in capacity building for workforce development professionals; made $450,000 available to secure consultants to provide statewide training to these individuals; and increased the pool of consultants to provide statewide technical assistance, training and capacity building to workforce development professionals.

5. What State strategies are in place to ensure that sufficient system resources are being spent to support training of individuals in high-growth/high-demand industries? [§§112(b)(17)(A)(i) and 112(b)(4)(A).]

   As part of its monitoring function of Local Board and local One-Stop systems, New York State reviews expenditure data and local policies to insure that system resources are being used to address the needs of high-growth/high-demand industries. In the course of their monitoring, Field Staff from the Department routinely examine local training policies including: types of course offerings included on or notably missing from Eligible Training Provider lists, Individual Training Account policies, and Customized Training and OJT policies. Staff will monitor to insure these policies are in alignment with identified local demand occupations. Staff will further examine the level of training expenditures being made, number of individuals being placed into training, types of training individuals are being placed into and outcomes related to the training, to insure that these are reasonable and in alignment with identified local demand occupations. Areas of concern that arise out of these reviews are addressed through technical assistance and, if necessary, implementation of corrective action plans.

   At the State level, a significant portion of the resources from the Governor’s set-aside for Statewide Activities is targeted towards meeting training needs, including incumbent worker training for individuals in high-growth/high-demand industries. Competitive procurements are targeted towards businesses in specific high-growth/high-demand industries (such as manufacturing, information technology, biotechnology, etc.) with identified training needs. The Governor and State Board will continue to evaluate available economic and workforce data to identify high-growth/high-demand industries and target available resources accordingly.

6. What workforce strategies does the State have to support the creation, sustainability, and growth of small businesses and support for the workforce needs of small businesses as part of the State’s economic strategy? [§§112(b)(4)(A) and 112(b)(17)(A)(i)]

   Creation, growth and sustainability efforts for small businesses are coordinated through New York’s economic development agencies, at the State and regional levels. Additionally, extensive support is provided through Small Business Development Centers, strategically affiliated as part of the State University of New York system.

   As small businesses represent the largest share of New York’s employers, one of the State’s primary workforce strategies focuses on ensuring that small companies have access to incumbent worker training funds to sustain and grow their businesses. As an example, the Skilled Manufacturing Resource Training (SMART) 100 grants provided nearly $5 million to small manufacturing firms to train approximately 7,400 workers. The Strategic Training Alliance Partnership (STRAP) program also awarded nearly $23 million to upgrade the skills of over 30,000 workers. Small business received 123 of the 233 STRAP awards. The Business Skills in New York State (BUSINYS) initiative provided substantial assistance to private sector businesses for incumbent worker training programs that emphasized transferable skills that lead to potential career growth and increased wages. Small businesses received 425 of the 738 BUSINYS awards, which overall made more than $42 million available to train 46,035 workers in New York. Finally, E-Learning grants, which funded over $700,000 in on-line training courses for businesses, aided small employers in upgrading the skills of their workforces.

   In response to economic and labor market analysis, the State has also supported strategies that help small employers strengthen their business plans to better identify workforce training needs and market viability. Nearly $1.7 million has been awarded, through Accelerate New York grants, to 317 small- and minimum-sized businesses to develop, update or modify their Strategic Business Plan, and identify and prioritize staff training needs. Local organizations have worked with LWIBs to identify industry sectors critical to the local economy that would benefit from this assistance.

7. How are the funds reserved for statewide activities used to incent the entities that make up the State’s workforce system at the State and local levels to achieve the Governor’s vision and address the national strategic direction identified in Part I of this guidance? [§112(a)]

   Funding reserved for Statewide Activities is used in a variety of ways to incentivize State and local workforce partners to embrace the Governor’s vision for the State’s workforce system and the national strategic direction. State-level funds are used to reward promising practices in local workforce systems that reflect many of the same ideas encompassed within New York’s vision for its system. Areas such as enhanced services to businesses and job seekers, local board development/practices, workforce development partnerships and One-Stop design and management all fit within the State’s vision for a streamlined integrated system that is aligned with local workforce needs.

   Supplemental allocations to local areas made from State-level resources are also utilized to further the State’s goals and vision for its workforce system. Supplemental allocations of Adult and Dislocated Worker funds are provided to local areas to allow them to expand training opportunities within their local systems.

   State-level resources are also used to incentivize local systems to reach out to businesses, to learn more about what their skills needs are and understand how the workforce system can work to help address those gaps. State funding for local efforts, such as our two-phased Assessing Local Skills Shortages and Addressing Local Skills Shortages, fit within the State and national focus of making the workforce system truly demand-side driven and responsive to the needs of business.

   State-level resources are also utilized at the State level to address priorities reflected in the national direction and the State’s vision, such as our ability to engage the State’s Office of Children and Family Services and utilize their network of service agencies to expand our focus on services for out-of-school youth populations. State-level resources are also used to retain the services of national and regional consultants, who are made available at little or no cost to our workforce system partners to help facilitate and work through issues and concerns that are reflected the State’s priorities and vision for its system. New York will continue to use funds in this manner to further the dialog around the State’s priorities and the national direction as WIA reauthorization becomes a reality.

8. Describe the State’s strategies to promote collaboration between the workforce system, education, human services, juvenile justice, and other systems to better serve youth that are most in need and have significant barriers to employment, and to successfully connect them to education and training opportunities that lead to successful employment. [§112(b)(18)(A)]

   The Emerging Worker Subcommittee of the SWIB is the State-level body responsible for setting New York’s integrated vision for serving youth, especially those most in need and with significant barriers to employment. In this capacity, the Subcommittee is the formal mechanism for promoting collaborations among the State’s education, human services and juvenile justice systems and, by extension, local service delivery entities. These collaborations, and each agency’s strong commitment to the public workforce system, are reinforced at the highest levels, with the Commissioners of Education and Office of Children and Family Services actively serving as prominent Subcommittee members.

   Over the past five years, significant steps have been taken to better connect most-in-need youth to education and training opportunities that result in successful employment. For example, the State Labor Department, on behalf of the Subcommittee, awarded more than $1.29 million in competitive Incentive Grants to foster innovative local partnerships between business, education and LWIAs to expose youth to real-world work experiences in demand occupations. Under these grants, most-in-youth, including youth with disabilities, experienced first-hand the connections between education and employment. Other competitive awards, including $1 million in Challenge and $5 million in WIA Youth Work Readiness grants, were also made, on the Subcommittee’s behalf, to accomplish similar goals. These awards were specifically made to better prepare all eligible youth, including out-of-school youth, those at-risk of dropping out, youth in foster care, those aging out of foster care, youth offenders, pregnant or parenting youth and homeless or runaway youth, for successful entry into the workforce.

   The Subcommittee has evaluated the outcomes attained pursuant to these awards, for the purposes of replicating successful programs elsewhere in the State and strengthening future solicitations to enhance performance. This on-going process will result in further refined strategies to better serve the needs of youth with significant barriers to employment.

9. Describe the State’s strategies to identify State laws, regulations, policies that impede successful achievement of workforce development goals and strategies to change or modify them. [§112(b)(2)]

   State laws and regulations are continually reviewed both by the Governor’s Office of Regulatory Reform and the individual State agencies tasked with administering and overseeing workforce development programs and services. Recommendations for change are made in those areas where existing statute or regulation might negatively impact the State’s vision and goals for its workforce development system.

   The policies of the State Board and Governor, as they relate to the operation of the State’s Workforce Development System, are also continually reviewed to assure that existing policies are in alignment with the goals set for the system. Local Boards are also expected to review existing local policies and update or change as needed to reflect the strategic goals and local priorities of their system. The Department’s Field Staff is responsible for reviewing and monitoring LWIA policies to insure that they are relevant and in alignment with the stated vision and direction for the local area’s workforce development system.

10. Describe how the State will take advantage of the flexibility provisions in WIA for waivers and the option to obtain approval as a workflex State pursuant to §189(i) and §192. New York State will continue to examine potential options to request individual waivers, in accordance with the flexibility provisions contained under WIA. We do not anticipate pursuing approval as a workflex state at this point in time.

Describe major State policies and requirements that have been established to direct and support the development of a statewide workforce investment system not described elsewhere in this Plan as outlined below. [§112(b)(2)]

1. What State policies and systems are in place or planned to support common data collection and reporting processes, information management, integrated service delivery, and performance management? [§§111(d)(2) and 112(b)(8)(B)]

   NYSDOL has selected the One-Stop Operating System (OSOS) as its case management/WIA reporting system under WIA. At the current time, 24 of the 33 LWIAs are using OSOS as its WIA reporting system. Where the LWIA does not use the OSOS, local areas have been converting their reporting data into a WIA Standardized Record Data (WIASRD) file format to meet WIA reporting requirements.

   Policies and guidelines, via technical advisories, have been set forth by NYSDOL with respect to reporting deadlines for both OSOS and non-OSOS users. These policies and reporting guidelines have been posted on the Workforce New York Website.

   For non-OSOS users, WIASRD reporting format has been posted on www.workforcenewyork.com including the WIASRD edit check program for the LWIA to submit an error free file.

   The Department’s Research and Statistic’s Division reviews all LWIA participant files for errors prior to submission to USDOL.

   Additional policies and guidelines, via technical advisories, have been posted on the website with regards to WIA Performance Management.

2. What State policies are in place that promote efficient use of administrative resources such as requiring more co-location and fewer affiliate sites in local One-Stop systems to eliminate duplicative facility and operational costs or to require a single administrative structure at the local level to support local boards and to be the fiscal agent for WIA funds to avoid duplicative administrative costs that could otherwise be used for service delivery and training? The State may include administrative cost controls, plans, reductions, and targets for reductions if it has established them. [§§111(d)(2) and 112(b)(8)(A)]

   In an effort to promote efficient use of administrative resources, the State developed a matrix which details the One-Stop operating costs for each LWIA. Individual staff wages and fringe benefit costs, plus infrastructure costs such as rent and utilities expenses, were identified and compared by each category for the LWIAs. The results of these analyses were provided to LWIB directors for review and comment. Each LWIB director examined this information to identify strategies for streamlining administrative overhead.

3. What State policies are in place to promote universal access and consistency of service Statewide? [§112(b)(2)]

   The challenge to ensure consistency in One-Stop services statewide while still retaining local flexibility in the State’s 33 LWIAs is ongoing. Each area has a unique set of economic and workforce issues that can rarely be addressed through a lockstep approach. However, several initiatives are in place that promote universal access, and guide local areas to ensure consistency in One-Stop services.

   • Technical Advisories – On behalf of the State Board, NYSDOL issues State policies via Technical Advisories to the local areas. In the past year, Advisories have addressed several issues including: the provision of Interpretive Services for One-Stop Customers with Limited English Proficiency; guidance regarding Oversight and Monitoring Responsibilities; Integrating Services Under the Trade Act Programs; Common Measures Youth Literacy and Numeracy Gains; Standard List of Swipe Card Activities/Services, Referrals and Workshops; and Local Plan guidance. Many of the Technical Advisories are followed-up with training at the local area or One-Stop Center level.

   • State-Level Validation of Local One-Stop Operator Recertification – In April 2001, the State instituted a State-level program for validating local areas’ One-Stop operator certification processes. Site visits were an integral part of the initial State-level certification review and addressed many universal access issues, including access for persons with disabilities and exploration of how the local area reaches out to traditional and non-traditional partners to broaden access to all One-Stop services. Initial certification allowed for certified operators of full-service and affiliate sites to utilize the State One-Stop “Workforce New York” brand and logo that signaled to customers a basic level of quality services were available at those centers.

     In 2004, Recertification guidelines were developed that promote greater LWIB leadership and One-Stop operator accountability. A critical feature of the current Recertification process is the Operator’s Business Plan, which must address the customer service plans for both jobseekers and business customers, as well as how those services can be accessed and how they are delivered. Operators are required to include marketing, technology and staff development plans and indicate how their business plan aligns with the vision and priorities of the Local Board. Recertification is also tied to each area’s local plan; thereby further ensuring consistency with Board policies and strategies. The Recertification process is explained in more detail in Section VII.A.

   • Training and Capacity Building – Consistency of service is also achieved by providing a constant message to the local One-Stop systems, regarding expected levels of performance, service delivery and service quality. Through our own staff initiatives and our variety of contractors, the State provides training throughout the State and at the local area and One-Stop Center level to promote consistency. In conjunction with contractors, NYSDOL holds two workforce conferences per year, a series of One-Stop Operator Community of Practice meetings, facilitated local WIB Director sessions and regional and statewide training events more specifically described in Section VII.D.

   • Promising Practices – Promising Practice grants are available to LWIBs to apply for funding that recognizes initiatives resulting in measurable outcomes in relation to: Services to Business Customers; Services to Job Seekers; Local Board Development and Practices; One-Stop Design and Management; and Workforce Development Partnership Initiatives. Awarded initiatives are posted on the Workforce New York website. To help facilitate replication by other local areas, each initiative includes a step-by-step description of how it was developed and how outcomes were achieved. By sharing promising practices and encouraging replication, we also promote consistency of service.

4. What policies support a demand-driven approach, as described in Part I. “Demand-driven Workforce Investment System”, to workforce development – such as training on the economy and labor market data for local Board and One-Stop Career Center staff? [§§ 112(b)(4) and 112(b)(17)(A)(iv)]

   From the inception of WIA, New York State has required Local Boards to develop their strategic local plans based upon an analysis of local workforce demands. They are required to consider key industries, occupations in demand, skills in demand, and particular economic development priorities. To do this, Local Boards continuously use NYSDOL’s out-stationed local Labor Market Analysts as a major source of Labor Market Information (LMI) on which to base demand-driven decisions. Local Analysts have always been available to explain local LMI to LWIBs and their staff, as well as front–line One-Stop partner staff. Analysts attend LWIB and sub-committee meetings as consultants, available to answer LMI-related questions. Additionally, Analysts assist LWIBs in maintaining their lists of demand occupations. Training is offered regularly, including at the semi-annual New York Association of Training and Employment Professionals (NYATEP) conferences.

   A major training effort is about to be launched to familiarize One-Stop front-line staff of partner agencies with LMI and its uses. A curriculum has been developed, and pilot sessions are being scheduled. Based on the feedback from the pilot sessions, the curriculum will be modified and training will then be offered to all partner staff.

   The Workforce Development and Training Division (WDT) has offered grants to LWIBs who engage in data-based planning.

   The Division of Research and Statistics (R&S) conducts surveys of businesses at the request of Local Boards in order to identify occupational and skill demands of local businesses. The surveys are designed so that LWIBs can plan their training offerings to meet business needs.

5. What policies are in place to ensure that the resources available through the Federal and/or State apprenticeship programs and the Job Corps are fully integrated with the State’s One-Stop delivery system? [§112)(b)(17)(A)(iv)]

   Apprenticeship Training staff (local and Central Office) maintains ongoing communication with Division of Employment Services (DOES) staff on apprenticeship opportunities, including new recruitments, career days and job fairs. In addition, Apprenticeship staff are always available to answer any questions that other NYSDOL staff may have about apprenticeship in general, or the status of particular training programs or individual apprentices. In some localities, WIA funding has been available to employers who participate in registered apprenticeship program. Job Corps candidates can enter an apprenticeship program directly, without regard to their rank on recruitment lists. However, Job Corps candidates must meet the minimum qualifications for all candidates.

Describe the actions the State has taken to ensure an integrated One-Stop service delivery system Statewide. [§§112(b)(14) and 121]

1. What State policies and procedures are in place to ensure the quality of service delivery through One-Stop Centers such as development of minimum guidelines for operating comprehensive One-Stop Centers, competencies for One-Stop Career Center staff or development of a certification process for One-Stop Centers? [§112(b)(14)]

   Early on, we recognized the importance of ensuring the integrity and quality of One-Stop service delivery to not only serve our customers well, but also as a necessary element in attracting new partnerships and leveraging additional resources. As such, we employ a multi-pronged approach to build the capacity of LWIBs, One-Stop Operators and center staff, as well as partners and providers, to ensure growth and improved performance is attainable. Specific ways in which this is carried out are listed below:

   • Comprehensive One-Stop Centers and Certification:
     Many of the multi-county LWIAs in New York State include more than one full-service One-Stop Center in addition to affiliate sites. Beginning in 2001, at least one full-service center in each of the 33 workforce areas was reviewed as part of the State’s validation of local One-Stop Operator certifications. Using standardized review instruments, the on-site visits were conducted to ascertain the quality and array of services available to all customers – those with special needs, limited English, persons with disabilities, veterans, youth, older workers, etc. During these reviews, LWIB members and operators, center staff and customers were interviewed to determine integration of services in the One-Stop, service delivery to jobseekers and business customers, and standard procedures across their One-Stop Center system. Representatives from State-level partner agencies, the New York State Office for the Aging and the New York State Office of the Advocate for Persons with Disabilities, accompanied NYSDOL staff on the majority of the visits and reviewed the access to services for older workers and the disabled. Each One-Stop Center was reviewed to ensure resources and information were available in a variety of media.

   • One-Stop Recertification:
     In 2004, the State’s validation process was updated and more detailed Recertification guidance was disseminated to each local area regarding the Local Board’s leadership role and the One-Stop Operator’s responsibilities (view the Guide at www.workforcenewyork.com/osrecerttoolkit.htm.) The current State-level Recertification eliminates the on-site visit (Field Staff review One-Stop Center sites during normal monitoring duties) and incorporates not only the application review, but a broader review of available WIA performance, OSOS and Swipe Card data; fiscal and program monitoring reports; secret shopper feedback and Field Staff input. Once a comprehensive review has been conducted, feedback is provided to the local WIB Director through a telephone interview. Recertification is approved after any issues that have been found are addressed. Recertification has also been made a part of the local planning process, which further ensures alignment with LWIB goals and strategies.

   • Staff Competencies:
     One-Stop Center staff competencies is an issue we continue to address, with a current focus on career development and career exploration skills required to help customers gain or regain employment. Utilizing the National Career Development Facilitator (NCDF) curriculum, as customized for workforce professionals by the Heldrich Center at Rutgers University, NYSDOL has conducted two complete CDF certification courses (120 hours each) and sponsored one CDF train-the-trainer in the recent past. Additionally, CDF module components have been delivered across the State as stand-alone workshops and additional customization and possible on-line delivery is planned to provide as many workforce professionals as possible the opportunity to gain career development skills using an easily consumable delivery format.

   • Web-Based Trainings:
     Along with career development, Resource Room training was delivered statewide in 2004 and will be followed-up with training that has a greater emphasis on utilizing labor market tools to assist customers in the Resource Room. Use of web-based technology will be a more frequent medium as we acknowledge the needs of local areas to bring training closer to them to avoid travel expenses and depletion of staff resources while in training. Web-based seminars held and planned for the next several months include training on America’s One-Stop Operating System, Trade Act/Trade Adjustment Assistance (TAA), and Performance and Monitoring.

   • Workforce New York Resources:
     As an ongoing resource for front-line staff, the Workforce New York website maintains capacity building information and resources, including the One-Stop Benchmarking Study and Assessment Tool developed by the Corporation for a Skilled Workforce; Trade Act and TAA information including Questions and Answers (Q&As); and a multitude of resources that provide information on serving individuals with disabilities.

   • One-Stop Center/Service Standards:
     We believe it is important to allow local flexibility in many areas of One-Stop system development; however we have also been consistent in communicating expectations of quality services and high performance. Nevertheless, we recognize that there are some fundamental areas that lend th