923 resultados para enlarge workforce
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Manual for employee training.
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Annual report for Iowa Workforce Development
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State Agency Audit Report
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State Agency Audit Report
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State Agency Audit Report
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State Agency Audit Report
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Annual report for Iowa Workforce Development
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Statewide and Regional projected industry employment 2002 - 2012
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Demographic and employment information are used by economic developers, market researchers, counselors and curriculum developers for educational institutions, academic researchers, government planners, and private businesses. Occupational information on employment and wages also provides guidance for students making their first career choices and older workers considering a change of profession. In the last decade, Iowans have grown older and more diverse. The median age (2000) stood at 36.6 years, with 38 counties recording a median age of 40 or above. In the last decade, Hispanics accounted for a third of Iowa’s population growth. The most highly educated Iowans were Asians, with 43 percent earning a minimum of a bachelor’s degree. The Iowa labor force has been growing erratically since 1980, but still reached a record 1,663,000 in 2002 before inching downward. In the next 25 years, the labor force will see dramatic changes with the impending retirement of the baby boom generation and the influx of new immigrants and younger college-educated workers. While Iowa nonfarm employment declined by 7,000 workers during 2003, it did show improvement in the second half of the year. In a prosperous year, the Iowa economy generates an average of 2,500 jobs per month. This number was negative during the recession and has been below average this year. National economic events will continue to have a strong impact on Iowa job growth. Occupations requiring higher education are among the higher-paying Iowa jobs. Computer software engineers, computer support specialists, and customer service representatives are expected to be among the faster-growing occupations. Also, the aging population will bring opportunities for workers in healthcare. Occupations requiring higher education are among the higher-paying Iowa
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State Audit Reports
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State Audit Reports
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Agency Performance Report
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For the 2004 strategic planning process at Iowa Workforce Development, Director Richard Running asked for as much input from all staff as possible. As a result, planning staff designed an extensive process to gather input over about a three month period during the late spring and summer: • A Guide to Staff Involvement was drafted and distributed to staff in offices throughout the state. This guide provided a brief explanation of the planning process and quoted extensively from the Vilsack/Pederson Leadership Agenda and the 2003 IWD strategic plan to illustrate each step and to show examples of alignment. The guide also provided suggestions for staff in various locations and work units to conduct their own planning sessions. The structure was designed to solicit feedback regarding elements (vision, mission, guiding principles, goals and strategies) of the existing 2003 plan. Particular attention was devoted to securing non-management staff’s perspective during the internal and external assessment exercises. • Several local offices did conduct their own structured input sessions following the suggested guidelines and sent the results to planning staff in the central administrative offices. • Other work units in many locations opted to ask planning staff to facilitate planning sessions for them. The results of these sessions were also gathered by planning staff. In all, dozens of input sessions were held and hundreds of IWD staff participated directly in the process. Because all the sessions followed similar guidelines, it was relatively easy to combine all of the input received and spot common themes that surfaced from the many sessions. A composite of all the flip chart notes was compiled into one large document (for those who like lots of detail) and another document summarized the key themes that emerged. This information was used in a day-long planning retreat on August 20. Management staff members from throughout the department were invited and each work unit and sub-state region also brought a non-management staff person as well. This group reviewed the themes from the earlier sessions and then addressed each element of the 2003 plan, proposing refinements for almost all sections. Subsequently, senior management reviewed the results of the retreat and made the final decisions for the new 2004 plan. This thorough approach, with its special emphasis on input from line staff, did result in some significant changes to IWD’s plan. Local office staff, for example, consistently expressed the need to step up our marketing efforts, especially with employers. Another need that was expressed clearly and often was the need to beef up staff training efforts, much of the capacity for which had been lost in budget and staff reductions a few years ago. Neither of these issues is new, but the degree of concern expressed by IWD staff has caused us to elevate their importance in this year’s plan.
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The number of Hispanic workers in the U.S. construction industry has been steadily increasing, and language and cultural barriers have sometimes arisen on the jobsite. Due in part to these barriers, the number of fatalities among Hispanics at construction sites in 2001 jumped 24%, while construction fatalities overall dropped 3%. This study, which constitutes Phase III of the Hispanic Workforce Research Project, addresses these language and cultural barriers by investigating the most effective way to deliver training material developed in Phases I and II to Hispanic workers, American supervisors, and department of transportation (DOT) inspectors. The research methodology consisted of assessing the needs and interests of potential and current course participants in terms of exploring innovative ways to deliver the training. The training courses were then adapted and delivered to fit the specific needs of each audience. During Phase III of this project, the research team delivered the courses described in the Phase I and II reports to eight highway construction companies and two DOT groups. The courses developed in Phases I and II consist of four construction-focused language training courses that can be part of an effective training program to facilitate integration among U.S. and Hispanic workers, increase productivity and motivation at the jobsite, and decrease the existing high mortality rate for Hispanic workers. Moreover, the research team developed a course for the construction season called Toolbox Integration Course for Hispanic workers and American supervisors (TICHA), which consists of nine 45-minute modules delivered to one construction company over 11 weeks in the summer of 2005.
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State Audit Reports
