Digital Ecosystems

Utah Economic Development Initiative2010-2020Sept, 20101Presentation OverviewOpportunity to Revive Utah EconomyFocus on True Economic Development Market Driven Business ModelFocus on Human AssetIndustry FocusKey Critical DriverSignificant ROI State InvestmentGovernment, Education, Business Coalition DrivenNational Model & VisibilityRequires Industry Support . . . and Leadership

*National Center for Policy Analysis (2008)2 Economic Growth ModelSocial CostsEducationWelfarePublic AssistanceHealth CareCriminal JusticeNational ForecastUtah ModelTax RevenuesPropertySales Business IncomePersonal IncomeFuel FeesEducation3Economic Development Criteria85% of Economic Development is Existing Utah Companies4Challenge: DropoutsDropouts are Increasing52% in 50 largest U.S. citiesU.S. graduation rate (once 1st) 20th out of 26 countriesHealth & Poverty Issues2 of every 5 children below poverty levelDie 9 years earlierPublic Safety IssuesPrisons-75 % in state prisons & 59 % in federal inmatesEconomic ImpactUnemployment rate (45%) is 3X college graduates.Welfare $16,750 per or $67,000 for a family of four 25 times more likely to be on Medcaid than college graduates, costing $8,000 per yearCosts more than $800,000 over the course of his or her lifetime

*National Center for Policy Analysis (2008)5Challenge: Skilled WorkforceSkilled Worker ShortageIn 2014Of the 30 fastest-growing occupations projected through 2016, the U.S. Bureau of Labor Statistics Occupational Outlook Handbook concludes that 16 of them will require substantial Mathematics or Science preparation. 50 % of new jobs will require some college80 % of 30 fastest growing jobs will require some postsecondary education or trainingBy 2016, 16 of the top 30 occupations will require substantial Mathematics or Science preparationBy 2020- shortage of 14 million workers with these skillsPreparation for College, Careers, and Life42% remediation rate for math and English 45% of high school graduates not preparedProblem-solving- US is 6th lowest of 29 countriesPostsecondary EducationBachelors degrees- 1st (1998) . . . now 7th (2005) only country in 23 with no increase in its postsecondary graduation rateBachelor's degree graduates:12% of low-income students73 % of higher-income peers

6Utahs 21st Century Workforce Initiative Adult literacy in Utah: No HS diploma: 211,000 adults 34% of the WFS caseload 3,501 receiving unemployment assistance 8% of all Utah birth mothers do not have a high school diploma or GED. Median weekly income of $479 compared to $660 with a high school diploma and $1,243 for a bachelors degree. Graduating from high school:Increases the likelihood of avoiding welfare by 75%. Generates nearly $800 in state income taxes annually. Bob Wise, President of Alliance for Excellent Education300,000 new graduates would:30,000 new jobsEarn $4.1 billionSpend an l $2.8 billion Invest $1.1 billionUtah Dropouts3,500 dropouts (2008 )in Salt Lake, Summit and Tooele countiesCost :300 Jobs$36 million in earnings per year$24 million in increased spending

Source: Carnevale, Anthony P., and Donna M Desrochers, Standards for What? The Economic Roots of K-16 Reform, Educational Testing Service, 2003.Future Personal and State Job Prospects8Roles Related to Institution MissionJob Training Specific education for industry needs and for individual job Community Colleges & UCAT

Career & Technical Education Higher Ed 2020 Plan66% Graduation RateCollege attainment:Canada: 55%Japan: 54%USA: 40%148,000 new studentsSource: National Center for Higher Education Management Systems, Governors Office of Planning and Budget10Potential Skilled Workforce

High School Grad-88% (3rd)

HS Grads to College 54% (45th) % HS Grads Remediation (CoC) 75%

2009 Freshman Retention 53%

2001 Fresh Graduation Rate (8 yrs) 52%

HS Grads get Bach Degree 27% (31st)

Only 3.9 percent 25 to 49 are attending any kind of college education

Utah Skilled WorkforceResultsUtah Higher Education2008-09AssocBach.Master/DoctorTotalBiological Sciences/Life Sciences27437101565Computer & Info Sciences11135577543Engineering & Related Technologies3306503031283Health Professions132810683392735Mathematics1110935155Physical Sciences & Science Tech.60209106375Total STEM186728289615656Total Graduates89881263031612477921%22%30%23%EconomicCrisisIndustryExodusErodingServicesDecliningRevenuesLowerPer CapitaIncomeSkilledWorkforceExodusHigherDropoutsEducationDeclineHigherCrimeEconomicDeclineHigherTaxesEconomic DevelopmentDeath SpiralDemographicsHigher Social CostsSkilled WorkforceQuality EducationTech TransferInfrastructureEconomic Climate13Utah Economic Initiativefor Social and Economic DevelopmentSolutions14Its the Economy Stupid!WorkforceCompaniesEmploymentPayrollAve WageNew Jobs 2016State Total83,2761,189,003$45,241,487,545 $3,171 396,700Information 1,68729,585$1,416,328,969 $3,989 8,800Scientific & Technical Svc 10,67265,387$3,863,213,881 $4,924 15,000 (est)Manufacturing3,795112,843$5,365,484,967 $3,962 23,600Health Care and Social Assistance 6,611117,557$4,376,868,835 $3,103 25,000 (est)STEM22,765325,372$15,021,896,652 1% incr=$150 M72,40027%27%33%

The LifeAppEcoSystem Components

IndividualLifePlanLifeMapLifeLineLifeTrackLifeSpaceLifePackSupport & ResourcesGovernment,Education,Industry,Community,CharityIndividual Asset& Family1616Skilled WorkforceValue Proposition

Pre School$5,000PublicEducation$8-10,000CriminalJustice$30,000HealthServices$5,000WelfareSocial Services$16,000 ($64,000for family of 4)

LiabilityAssetTax Revenues$260K Additional Lifetime Earning for HS GraduateEducation & Social Costs Per Year17Digital Community EcosystemIndividual-Centric ModelFocus on all INDIVIDUALS as ASSETSEmergingAssetCommunityAssetsIndividualAssetsUtahFuturesSupport ModelPublic EdHigher EdWorkforce ServicesHealth ServicesLocal GovernmentState SupportFederal ProgramsIndustry SupportCommunity SupportSupport OrganizationsOn-Going SupportIndustry Connection: Interviews, internships, support, employmentEducation Support: Community support, virtual toolsOne Stop registering, enrollment, interviewsSupport Resources: Mentors, tutors, funding, scholarships, social services, counselingLearning Process: Schools, majors, curriculumEducation Requirements: HS, Certification/degreesCareer Data: Earnings, openings, benefits, reference blogsCareer Interest: Medical ResearcherSchool Interest: BiologyUtahFutures ProfileEmerging Asset

19Skilled Workforce ModelPart-time employmentInterviewing SupportIndustry Field TripsTesting Preparation SupportConcurrent EducationHigher Ed Field Trips Business MentoringTutoring & MentoringReference OptionsCareers OpportunitiesBusiness Dress SupportBusiness Dress SupportCollege Student MentoringJob Opportunities Interviewing/Resume SupportHS Career ClubsIndustry InternshipsBusiness & Communication SkillsTransportationJob Opportunities Financial SupportTutoringInterviewing SupportIndustry InternshipsClass AvailabilityIndustry ClubsJob FairsSocial ServicesIndustry Field TripsJob Opportunities College Student MentoringSkills RequirementsTutoring & MentoringIndustry Field TripsIndustry Field TripsAptitude TestsJob PrfilesTutoring & MentoringParent InvolvementParent InvolvementFinancial SupportEEO CouncelingTutoringIndividual Identification Employment CounselingRetraining SupportCareer ResourcesJunior AchievementSTEMMESA-80 Schools/3300 StudentsSTEPLeonardoIndustry "Virtual" Employment ResourcesCareer "Touch Points" Middle/Jr HighHigh SchoolHigher EducationLife Career Support144 Schools187 High Schools/157K StudentsWorkforce EcoSystem

Market Driven Skilled Workforce

LifePlan/Utah FuturesComponent

SupportCommunityAsset22Graphically, this is the approach.

In 9th grade, students choose into a pathway focused on one of these broad industry sectors.No matter what pathway they choose, it includes the four core components just discussed.Upon completion of their pathway program, students are prepared to pursue any form of further education and training, whether they choose to or not.For those who choose to enter the workforce immediately, they still have the foundation knowledge and skills to pursue further training or education later in their lives...in order to earn a certificate, credential, or degree.

The graphic really should not be as linear as it looks, as many students will choose the latter path first to employment, then return for more formal or informal education or training later in life.Outreach to Process 1Process 2Process 3Process 4Continuous ProcessMeasurable Results Individual Lifeline ModelFrom Hope to SuccessPackageRecordsCustomRoadmapPackageResourcesFederalStateMunicipalEducationHealthSocialCriminalCommunityIndividualFamilyDesignState/FedMunicipalEducationHealthSocialCriminalCharitiesBusinessPublicCommunity

QuestionnaireNeedsGoalsSocialEducationCareers

InformationResourcesContactsSchedulesRulesAccess

-All supportOrganizations

-All family and key contacts

The Individual AssetAND the Individual Digital EcoSystemView each individual as an asset!23EcoSystemLifeSpace Portal

Public EdHigher EdWorkforce ServicesHealth ServicesLocal GovernmentState SupportFederal ProgramsIndustry SupportCommunity SupportDaily SupportCommunicationsPortal Family Calendar2424Problem: Poor Municipal Services Delivery

. . . only a fraction of the total support and resources gets to recipientPrograms work in isolation, or even at cross-purposesIntroducing new programs takes longer than ever before Citizens, or recipients, are frustrated with serviceConfidence in government service delivery is erodingPressure to reduce costs is growingInformation technology (IT) systems are constraining the business rather than enabling itProblem: Infrastructure RoadblockPublic EducationEconomicDevelopmentOrganizationsCommunityResourcesFederalResourcesBusinessHigherEducationMunicipalitiesHealthServicesPublicSafetyPublicIncompatible data center SILOSWhat % of support really gets to the individual?IndividualNeeds26Integration of InitiativesK-16 AllianceBlue Ribbon on AssessmentTask Force to Study UCAT andPublic Education Job EnhancementProgramy Daniels FundCTETask Force to Study Math andScience CurriculumGovernors Child and FamilyGovernors literacy CommissionGovernors Math Advisory Boardy USTARCabinet Council

Governors Early ChildhoodCommissionWorld Language SummitTask Force to Study PerformancePayUtah Scholars Initiativeg g for Public Native American SummitPublic Education CoalitionParents for Choice in EducationNational Board Certification Parents EducationGOEDs Integration GroupGOEDs BoardWorkingWEEDAGroup State Council on WorkforceLifePlanEcoSystem ModelSocial Applications & ServicesPublic EdHigher EdPublicStateDeptsMunicipalitiesFedGovtCommunityPublic SafetyHealth ServicesIndustryParentsTeachersAdministratorsStudentsOrganizationsAccess StakeholdersCCF-ConvergedCase File282016 IndustryNeeds

LifePlan Needs DrivenSkilled Workforce ModelCCF-ConvergedCase File29Industry Business Value Assessment ApproachUnderstand the Business Problem/ ChallengeWork with your team to understand Current-State problems, drivers for change, goals and benefits of Future-State environment

Identify Challenges and Opportunities for ImprovementModel the Current-State and align to business strategies and goals

Provide A Business VisionBased on your strategic vision, IBMs industry expertise, and the current environment

Define Technology RequirementsTechnical requirements are identified based on Future-State vision, business initiatives and objectives

Define the Business ValueA thorough understanding of the Future-State recommendation allows for development of a business case to calculate the business value--

3. Future-State Design

2. Business Goals and Requirements

5. Business ImpactAnalysis and Actions

1. Current-State Analysis

4. Current and Future-State Gap AnalysisTypical Industry Business Value Assessment Approach30

Customer-driven,Agile & Iterative DevelopmentIts Marketing StupidIndividual LifeSpaceGovernmentEducationHealthMore EffectiveDeliveryMoreSupport &ResourcesPushStrategyIndividual& FamilyAcceptancePullStrategyCoalitionOutreachPublicCommunicationsPlanIndustryCommunityCharities32Utah LifePlan TimelinePhase 1-Skilled Workforce & PreschoolJASONDJFMAMJJUtah InitiativeInitiative PlanGovernor Initiative2011 Legislation PreparationUtahFutures Migratiion & Preschool RequirementsLegislation PassedRFPImplementationUtah CoalitionLegislative LeadershipHigher Ed/SLCCSL CountySL Chamber of CommerceWorkforce ServicesPublic EdUtah Colleges of Appl TechManuf Assoc., UTC, Health/Biomed IndustryUtah Bankers Assoc.UENEconomic DevelopmentRising Tide Theory ROIRevenue Growth & Budget ReductionSkilled WorkforceQuality EducationSocial ServicesCommunity SafetyBusiness InfrastructureEconomic DevelopmentClimate Protection & EnergyFighting CrimeCommunity DevelopmentHousing5.Infrastructure-Transportation, Utilities, Telecommunications, Schools6.Competitive Workforce & Dropouts7.Children & At-Risk Youth8.Homeland SecurityTop Issues US Conf for Mayors (2008)34UtahFutures Steering Committee Goals & Objectives

Explore opportunities to integrate UtahFutures more fully within consortium partners resources.Review test/assessment packages as well as resources to promote greater social networking and dynamic functionality into the system. The goal to facilitate greater K-16 education and agency usage will hinge upon how successfully we can invigorate the system to be more responsive to the ever-changing influences of the education/business world.Further develop and expand consortium partnerships.Expand training resources and opportunities to agency partners and the Utah resident community at large.Apply for ASCII complianceFully integrate the SEOP process within UtahFutures and look to bridge it to post-secondary options. This would include a greater focus on the concept of career clusters and how they could be better utilized to promote economic development in Utah.Focus marketing to include areas outside of consortium partnerships (e.g. businesses, public messaging)Enhance usability/marketability of the system for portfolio users and outside entities. We want individuals, businesses to be able to mine data, explore job opportunities, and have UtahFutures flourish in its capacity as a connection and recruitment tool.

Finding 9: Development of Utahs talent pool A methodology for identifying 21st century skills, attitudes, pathways and counseling, as well as greater emphasis on science, technology and math, would provide a critical connection between workers and the global marketplace.

Studied the system in place for training workers after they have left schoolNeed for a strong, seamless connection among education, training and 21st century skill sets, including soft skills and work ethic focus.

Need to integrate education, economic development and the development of Utahs talent pool through identified clusters and occupations and clear career pathways that lead to high skill levels necessary for the 21st century workforce.

increase a system-wide focus on science, math and technology.

Need a better system to facilitate retraining people already in the workforce with family and other responsibilities is needed.

Utahs 21st Century Workforce Initiative Governor Jon M. Huntsman, Jr. December 18, 2008 STATE COUNCIL PLAN 200910 DELIVERABLES (April 8, 2010)Completed DeliverablesDevelop a list of targeted occupations. Occupations were selected and approved by the State Council in the following industries: Energy efficiency/renewable energy (EE/RE), health care, broadband & telecommunications, advanced manufacturing, highdemand industry sectors, highgrowth occupations

Create a webbased portal to access pathways that connect customers to training programs that lead to employment in ARRA occupations Webbased pathways portal was upgraded to allow job seekers to move from the occupation list directly to an approved provider in their selected field.

Ongoing DeliverablesEnhance reemployment and one stop services to provide or expand services in the following areas: skills assessment, career guidance, job training options, supportive services, employment plans, LMI and employer services. Hired 50 staff to serve reemployment and UI customers in One Stop Centers Jobseeking workshops offered at all One Stop Employment Centers ESkills presented to all Regional Councils may be used to complete curriculum reviews Statewide use of WorkKeys for job skills assessment is being explored May possibly renegotiate outcome measures due to change in economy Summary of proposed actions, roles and responsibilities 1. Establish a nine-member State Workforce Alliance Council Core Group with three private sector members appointed by the Governor and other members representing leadership of public education, higher education, DWS, GOED, USTAR, and UCAT1 2. The State Workforce Alliance Council would integrate research and development, economic development, workforce development and secondary and post-secondary education to build a globally competitive workforce and ensure a strong Utah economy, with the following responsibilities: a. Assess statewide workforce needs using input from Regional Councils and other data b. Develop a statewide 21st century workforce strategic plan that: i. Emphasizes workforce capacity-buildingii. Balances the need to foster student creativity and innovation with the increasing demand for science, technology, engineering and math expertise iii. Engages private sector leadership and includes an executive level, adequately resourced implementation process c. Lead the plans implementation and monitor progress and allocation of resources d. Facilitate integration of workforce preparation across industry e. Assist in the alignment of education and training curriculum to industry needs f. Develop and disseminate collaborative regional competency models g. Approve regional workforce development plans and ensure statewide coordination Utahs 21st Century Workforce Initiative Organizational recommendations

Education Lower dropout ratesHigher test scoresImproved attendance, truancy, and suspensionsHigher post high school education and graduation ratesJusticeLower crime ratesLower number of juvenile offenses and arrestFinancialIndustry growth and company in-migrationJob growth and lower unemployment rateHigher per capita incomeHigher total wagesGPD accelerated growthTax revenue growth

UtahFutures Initiative Benefits and ROIGlobally Competitive Workforce Steering Committee

Lane Beattie, president and chief executive officer of the Salt Lake ChamberPamela Atkinson, community advocateScott Anderson, president and chief executive officer of Zions BankMichael Young, president of the University of UtahKim Campbell, president of the Utah Education AssociationPatti Harrington, superintendent in the Utah State Office of EducationRich Sadler, chairman of the State Board of EducationDinesh Patel, managing director of vSpring CapitalChristine Kearl, education director in the Governor's OfficeKristin Cox, director of the Utah Department of Workforce ServicesGayle McKeachnie, rural and legislative affairs coordinator in the Governor's OfficeDave Buhler, commissioner of higher educationJim Judd, president of the AFL-CIOSen. Lyle Hillyard, R-LoganSen. Pat Jones, D-HolladayRep. Phil Riesen, D-Salt LakeRep. Greg Hughes, R-DraperFinding 1: System governanceUtahs workforce system needs to build the capacity of talent in our citizens. We need a workforce development governance structure to establish overall strategy and align statewide efforts toward this end.

Multiple workforce development-related streams of effort without coordinated objectives, plans, priorities or accountabilities.

The Department of Workforce Services, the Chambers of Commerce, local and state economic development entities, business and industry in general, Public Education, Higher Education, Career Technical Education, the Utah College of Applied Technology, community groups, professional associations and others represent various entities within these streams.

Without a common organizing principle to achieve 21st century workforce development objectives, misalignment will continue. It became clear during the session that there are systemic challenges such as competition for funding, time and resource-consuming regulations and varying direction from disconnected governing bodies, and time and energy wasted in activities that duplicate or are inconsistent .Utahs 21st Century Workforce Initiative Governor Jon M. Huntsman, Jr. December 18, 2008 Finding 2: System funding Budget and finance processes need to be changed and aligned across all workforce development activities. cross the system.

As a result of not being aligned and without coordinated measures or processes, workforce funding can inadvertently hinder efforts it intends to finance. Many of our current funding processes for workforce development are complicated, constrained by a disconnected network of regulations, wasteful through duplication or inefficiency and make it difficult to require accountability.

Existing funding requirements and regulations remove most local control or discretion over budget decisions and give power to those who do not have responsibilities and leaves those responsible without authority or power to accomplish expected results.

Utahs 21st Century Workforce Initiative Governor Jon M. Huntsman, Jr. December 18, 2008 Utahs 21st Century Workforce Initiative Governor Jon M. Huntsman, Jr. December 18, 2008 Finding 4: Educational leadership- There is a need for establishing a process for leadership training and continuous improvement, as well as research-based evaluation tools for monitoring leadership performance.

Affirmed the decisive influence of principals, superintendents and other educational leaders on both teaching and student achievement.

Utah currently has no coordinated process for training or measuring of educational leaders, and that uneven school leadership results in low teacher morale, uneven teacher performance and teacher attrition, underperforming students and poor public relations.

Utahs 21st Century Workforce Initiative Governor Jon M. Huntsman, Jr. December 18, 2008 Finding 7. Dropouts -The root causes of dropouts need to be identified and systematically addressed, from their inception through higher education.

Examined data about students who start but do not finish school both in public education and post-high school state institutions. They also looked at what they came to describe as the Grand Canyon between high school and post high school enrollment.

In that chasm we lose too many students who become underemployed, underpaid, and over-represented in the ranks of the unemployed, those on public assistance, in the judicial system, and whose children tend to perpetuate this cycle.

With the demographic changes forecast for Utah and corresponding increases in disadvantaged students, this challenge will only intensify. WorkforceAllianceSteering CommitteeSTEM Ecosystem PilotCritical Success FactorsUtahs Economic Success Per Capital Income is Key CriteriaProjected Change in Personal Income per Capita by State, 2000-2020Source: National Center for Higher Education Management Systems (2005)

Utah Key Priority46Part-time employment

Business Dress Support

Interviewing Support

Industry Field Trips

Testing Preparation

Concurrent Education

Higher Ed Field Trips

Business MentoringTutoring & MentoringReference Options

Careers OpportunitiesBusiness Dress SupportBusiness Dress Support

College Student MentoringJob Opportunities Interviewing/Resume Support

Reading SupportCommunity SupportHS Career ClubsIndustry InternshipsCommunication Skills

Community SupportDay CareTransportationJob Opportunities Financial Support

Day CareTutoringTutoringInterviewing SupportIndustry Internships

Medical TestingTransportationClass AvailabilityIndustry ClubsJob Fairs

Financial SupportFinancial SupportSocial ServicesIndustry Field TripsJob Opportunities

Pre-School OptionsSchool OptionsSkills RequirementsTutoring & MentoringIndustry Field Trips

Social ServicesSocial ServicesAptitude TestsJob PrfilesTutoring & Mentoring

Parent InvolvementParent InvolvementParent InvolvementFinancial SupportEEO Counceling

Individual IDIndividual IDIndividual Identification Employment CounselingRetraining Support

Pre-SchoolElementary EducationHigh SchoolHigher EducationCareer Support

EcoSystem LifeMap