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Alaska State Energy Sector Partnership Training Grant In January 2010, the U.S. Department of Labor announced that the Alaska State Energy Sector Partnership (ASESP) and Training Grant application was awarded in the amount of $3,600,000 under the American Recovery and Reinvestment Act (ARRA) with a starting date of January 29, 2010. The grant proposes to train over 700 workers over the next three years to increase the supply of workers with energy-efficiency skills to support energy efficient end user technology and the hydroelectric, wind turbine, geothermal, and biomass industries. The grant application identifies the ASESP to serve as the steering committee throughout the life of the grant to participate in the planning, support, and implementation of the State’s energy sector strategy. On April 14, 2010 a meeting of the ASESP was held in Anchorage to review the strategic planning process, refine the project implementation timeline, and discuss the resource allocation and grant distribution process. The ASESP formed two committees assigned to meet at least monthly. One committee, the Sector Plan Committee, was assigned to work on further development of the State Energy Sector Workforce Development Plan including a long-term strategy for sustainability. A second committee, the Grant Process Committee, was assigned to review resource allocation among the five green energy technologies and a process for training grant distribution. Both committees were assigned to report back to the full ASESP, which meets on a quarterly basis. On July 14, 2010, a full ASESP meeting was held and both the Sector Plan and Grant Process Committee gave an update on their progress to date on their assignments. The Sector Plan was reviewed in detail and input received from the ASESP, and forwarded to the AWIB for their review and approval at the October AWIB meeting. In October of 2010 the Grant Process Committee reviewed and approved project operator agreements from AVTEC, Alaska Energy Authority (AEA), and the Alaska Apprenticeship Training Coordinators Association (AATCA). AVTEC will begin training wind technicians by the Spring of 2011 as well as Industrial Electrician, Power Plant Operator (wind), Advanced Power Plant Operator (wind), and Hydro Plant Operator. The Alaska Energy Authority began training participants in Bulk Fuel Operations and Maintenance and will begin a Power Plant Operator class with a new Wind Technician component. The AATCA is training apprentices and journeyman in energy efficiency construction trades skills, including Green Mechanical Systems Awareness Training and Introduction to Alternative Energy Systems for wind and hydroelectric power generation. On October 25, 2010 the AWIB passed Resolution No. 10-04 adopted and recommended the Alaska State Energy Sector Renewable Energy Sector Renewable Energy/Energy Efficiency Workforce Development Plan. On October 27, 2010 the ASESP Request Grant Application (RGA) period was opened seeking grant applications for training in RE/EE industries, including hydroelectric, wind turbine, biomass, geothermal, and weatherization. In January 2011 a Project Operator Agreement was submitted by Alaska Works Partnership in partnership with the Alaska Housing Finance Corporation for weatherization training. On January 18, 2011 four applications were received for competitive grants. Grant applications were received from SAVEC, United Association of Plumbers and Pipefitters, AVTEC, and Rural Cap. The grant reviews were conducted on February 10, 2011 and the Division of Business Partnerships will be providing an update on the status of these training grants at the February AWIB meeting. The most current Alaska State Energy Sector Renewable Energy/Energy Efficiency Workforce Development Plan Executive Summary, Overview, and Implementation Plan are attached for your review. Executive Summary Alaska State Energy Sector Renewable Energy/Energy Efficiency Workforce Development Plan ______________________________________________________________________________ The Need Close the Alaskan Skills Gap in RE/EE (Renewable Energy/Energy Efficiency) Presently, Alaska has the highest energy prices in the nation. Although the state is the second largest US producer of oil, it ranks sixth among states for high electricity costs. Many rural homeowners pay $6-8 per gallon for heating fuel. Most villages pay between $0.25 and $1.00 per kWh compared to the national average of $0.11 per kWh for electricity; because of the added costs of transporting fuel. The Governor, in 2008, established a goal of achieving 50 percent of energy from renewable sources by 2025, and to improve energy efficiency in Alaska at least 15 percent by 2020. In 2008, the state legislature created the Alaska Renewable Energy Grant fund to invest $300 million in renewable energy and another $360 million for residential weatherization and home energy rebates. Additional funds from the American Recovery and Reinvestment Act and private investment have been used for energy efficiency projects, which create a demand for more than 3,000 workers to weatherize homes and structures, develop and operate renewable energy projects. The Alaska State Energy Sector Partnership (ASESP) will develop a sustainable strategic workforce plan to increase the supply of skilled workers with energy efficiency skills that will support Energy Efficiency End User Technology (weatherization), Geothermal, Hydroelectric, Wind Turbine, and Biomass industries. Through this plan, Alaska youth and adults will attain the skills to obtain a RE/EE career. Renewable energy and energy efficiency are characterized by the measurable change in carbon emissions, energy loss and cost savings. The techniques and technologies used in renewable energy and energy efficiency require unique skills for successful application from some workers, and a change in mindset for others, including; HVAC technicians, electricians, plumbers, carpenters, and laborers. The technology associated with end user energy efficiency strategies (weatherization) is mature and evolving. Owners, operators and end users must keep current on the technology because of technological developments that occur over time. The challenge is to have contractors use new technology, hybrid techniques, and adopt practices that will improve energy efficiency in buildings across all trades. Constant education and outreach will ensure the skills and competencies are current with industry demand. See Appendix A: “Examples of RE/EE Occupations” on pages 7 and 8. The table summarizes a few examples of the skills and knowledge that Alaska’s RE/EE workforce is expected to know. Three Distinct Energy Districts in Alaska Alaska has three distinct and separate energy districts. Energy policy in Alaska is challenging, for the simple reason that one size does not fit all. Costs, fuel sources, access to labor markets and skill sets, transportation/shipping issues, all play into the need to recognize the distinctions between the three. When seeking to establish energy regulations, policy makers need to consider these differences. The three distinct energy districts in Alaska are: Southeast Alaska; Railbelt and South-Central Alaska; and Bush/Rural Alaska. Southeast Alaska Southeast Alaska has plentiful hydroelectric energy, relatively low cost electricity, and predominantly oil and wood for space heating. There are mixes of communities where interties connect them to each other and power sources, and other communities that are more similar to the Alaska Bush/Rural communities described below, with stand-alone grids on diesel power. There are numerous opportunities for wind, tidal and hydro-electric power for renewable energy systems, though small markets and high costs make that prohibitive in some areas. Plentiful hydroelectric power provides some of the lowest cost electricity in the nation. There are some communities where overcapacity is a factor, and interties were constructed to provide additional outlets for the unused power. Railbelt and South-Central Alaska There are two sub-regions in this district, the Copper Valley corridor from Valdez to Delta Junction, including Tok and Eagle, and the area known as the railbelt, from Nanwalek in the south to Coldfoot in the north. These two sub-regions are not currently tied together through interties, but that has long been discussed as a possibility, and efforts to run North Slope natural gas to Anchorage would further that and perhaps make it a reality. Bush/Rural Alaska Bush/Rural Alaska is accessible only by air or water, and is not connected by road. It is distinguished from the other two regions/states by extremely high energy prices; approaching six times the US average for electricity, and heating oil prices up to four times the national average. Stand alone micro-electric grids powered by diesel generators are the norm. Wind – diesel systems are appearing now, with increasing frequency. The bush/rural is plagued by high shipping costs, lack of a skilled labor force for power plants and other generation and distribution systems. Lack of maintenance over time has taken its toll on buildings, power plants, electric grids, and heating systems. Oil storage has been problematic, with numerous leaks and spills occurring over the years in the process of shipping, transferring and storage. When rivers run with low water, barges are unable to deliver fuel. Ice prevents delivery of fuel in winter, and if a community runs short, air freighted fuel is required to get the village through until a barge can resupply in the spring. Air freight can add several dollars per gallon to the cost of the fuel at retail. ASESP Executive Summary (2/14/2011) Page 2 While other natural resources are in abundance in some areas, energy sources are very site specific. Some geothermal, wind, solar and tidal potential exists, but are expensive to develop for tiny markets of under 500 people. Still, anything that can displace expensive diesel is a benefit. Training of Tank Farm Operators Fuel storage in bush/rural communities in Alaska has been problematic, with numerous leaks and spills occurring over the years in the process of shipping, transferring and storage. Therefore, proper training of bulk fuel tank farm operators is critical to the safe, effective, energy efficient, economic, and environmentally sound operation of these facilities. This training focuses on minimizing the risk of fuel spills and leaks during typical tank farm operations, which include bulk fuel transfers and fuel dispensing. The operators are trained to do visual inspections, pressure test pipelines before bulk transfers, properly lock and secure the facility and equipment when it is not in use, and respond to emergencies. Bulk fuel tank farm operator training ensures that the facilities will be operated in the most effective, energy efficient and environmentally-sound means possible. It reduces spills and leaks that contaminate the environment and drive up the cost of energy and the cost of operating the facility. It also benefits the trainee by providing him or her with skills that can translate into a career and increased income potential. The Denali Commission has provided funds to train local residents to maintain and operate tank farms in the most energy efficient means. Three General Categories of RE/EE (green) Occupations: The three general categories of RE/EE (green) occupations that are identified by the Occupational Information Network (O*Net) are: • • • Existing occupations expected to experience primarily an increase in employment demand; Existing occupations with significant change to the work and worker requirements; and New and emerging RE/EE (green) occupations. The Promise Put Alaskans to Work in RE/EE (Renewable Energy/Energy Efficiency) Occupations The Alaska State Energy Sector RE/EE workforce development Plan proposes a robust recruitment, seamless integration of supportive services to help targeted populations, use of the One Stop Career Center delivery system for case management of participants, and a competitive process to connect participants with high-quality, industry based training that leads to degrees and certificates. Methods of training include: course related instruction; on-the-job training and customized training with federally registered apprenticeship programs and labor-management partners; technology based learning; distance education; and other quality training methods. Training will be offered at times and locations that are most convenient and accessible to participants; particularly in rural communities. Follow-up and retention services will be provided for individuals offering resources necessary to attain economic self-sufficiency. ASESP Executive Summary (2/14/2011) Page 3 The three primary activities of the ASESP are: 1) strategic planning and full development of the Alaska State Energy Sector Plan, which includes local and regional project teams; 2) oversight, implementation and successful operation of the Alaska State Energy Sector Plan, as well as leveraging American Recovery Act resources, and other activities that will enhance the operations of local and regional training programs; and 3) provide Alaska with a workforce capable of building high performance buildings, retrofitting existing ones, and adapting new technologies into existing construction systems. The Goal Deliver a quality Renewable Energy/Energy Efficiency Workforce Development Plan for all Alaskans The Alaska State Energy Sector RE/EE Workforce Development Plan is designed to enhance Alaska’s existing training programs, so Alaskans are afforded the opportunity to upgrade skills and acquire new ones in preparation for RE/EE occupations. The plan identifies five broad strategies to address the workforce needs of the existing labor skills gap in relation to RE/EE occupations: 1) develop a comprehensive training system that supports the goal of reducing energy consumption and carbon emissions; 2) based on labor market information integrate RE/EE occupations into career and technical education; 3) promote awareness and access to career opportunities in RE/EE occupations; 4) deliver career and technical education and training in RE/EE occupations to ensure Alaskan’s have the skills to build, manage, and operate local energy resources; and 5) engage industry employers and connect Alaska’s workforce to RE/EE occupations. The ASESP workforce development plan will focus on five RE/EE technologies and prepare for future RE/EE occupations. These five RE/EE technologies are: 1) 2) 3) 4) 5) energy efficiency end use technologies; hydro electric technologies; wind energy technologies; biomass energy technologies; and geothermal technologies. ASESP Executive Summary (2/14/2011) Page 4 The Plan Three Phases While this document remains subject to updates, the Alaska State Energy Sector RE/EE Workforce Development plan outlines the initial three phases: ƒ ƒ ƒ Phase one – the Alaska State Energy Sector Partnership, the Sector Workforce Development Committee is developing a workforce development plan which will be reviewed by the Alaska State Energy Sector Partnership members by October, 2010; Phase two - the Alaska State Energy Sector Partnership, the Grant Process Committee is tasked with defining the project selection criteria, ensuring skills training aligns with national standards and certifications, and identification of potential projects based on the plan October, 2010; and Phase three – The ASESP and AWIB implement the workforce development plan and develop a sustainability plan to continue the training of Alaska youth and adults in RE/EE occupations by October 2011. The plan includes the Alaska Department of Labor and Workforce Development The Research and Analysis Section received a federal American Recovery and Reinvestment Act of 2009 Labor Market Information Improvement grant to develop and implement the collection of new data on RE/EE (green) jobs. The grant will be used to help define, identify, and track jobs that are available or needed by RE/EE employers and attempt to identify specific skills in the State. Employers across the state are in the process of completing survey materials to gain their technical insight. Data will be shared and discussed with the SESP throughout the life of this grant and will be leveraged in any sustainability effort. The knowledge attained from the grant outcomes will also be used to enhance the Alaska Labor Exchange System (ALEXsys). This will allow the Department of Labor and Workforce Development and the Workforce Investment System to identify RE/EE skills gaps in specific communities in the State and apply resources accordingly. The information will assist the state in better supporting employers and increasing resident hire. The DOLWD One-Stop Job Centers operated by the Employment Security Division will act as an operational liaison between the AWIB, Grantees, and participants and will provide recruitment, eligibility determination, enrollment, case management, follow-up services and basic labor exchange job placement upon participants’ completion of training. The Purpose Anchored In Collaboration and Innovation The Alaska State Energy Sector Partnership (ASESP) was established in the fall of 2009, for the purpose of developing a skilled workforce in RE/EE occupations. The collaboration and efforts of the ASESP is critical in developing a unified training approach for all Alaskans in attaining RE/EE occupations. The ASESP is responsible for oversight, advocating for workforce development resources, assessing the effectiveness of workforce strategies, and advising the AWIB on the appropriate level of investment in the energy industry sectors. See Appendix B: “Members of the Alaska State Energy Sector Partnership” on page 9. ASESP Executive Summary (2/14/2011) Page 5 The Call for Action Engage Stakeholders to Build RE/EE Capacity The call for action now is to engage educators, trainers, sponsors of registered apprenticeship, industry, and private sector in committing to finance and execute the plan’s strategies. ASESP Executive Summary (2/14/2011) Page 6 Appendix A: “Examples of RE/EE Occupations” The table below summarizes a few examples of the skills and knowledge that Alaska’s RE/EE workforce is expected to know. While much of the work has some similar developments in technology, materials and process require additional and advanced training for workers to perform at industry standards. Examples of RE/EE Occupations OCCUPATIONS KNOWLEDGE AND WORK TO BE SKILLS PERFORMED Weatherization Technician I Safe Work Practices, Building Air Sealing, Duct Sealing, Science, Combustion Safety, Installation of materials in crew Blower Door 1 capacity Weatherization Technician II Advance Building Science, Inspection and Measurement, Maximum Depressurization, Diagnostic Testing, Combustion Appropriate Materials, Appliance Safety, Blower Door 2, Client Installation and Training Education Auditor/Building Analyst Safe Work Practices, Building Inspection and Measurement, Science Diagnostics, Diagnostic Testing, Combustion Computer Analysts, Client Appliance Safety, Measure Education Selection, and Work Scope Development Building Envelope Specialist Proper installation of variety Installer of weatherization of building components materials Insulation Specialist Dense Pack, Outside Wall Application of specific Insulation, Blow-In insulation techniques applications, Spray On applications Air Sealing Specialist Two part foam, Bypass with General and bypass airs sealing rigid foam, Duct sealing and duct sealing Crew lead/Foreman Lead safe work practice, Directs safe work practices, OSHA, Manages crews on site, Crew Management, Responsible for inventory, Inventory Enforces OSHA Heating and Ventilation Heating system diagnostics, Diagnoses heating and Specialist Repair/replace heating ventilation systems for health systems/Sizing, repair and and safety and efficiency, repairs replace fans and HRV or replaces H&V components systems Contractor Business management Bids on projects, holds personnel and payroll licensing, inventory management inventory and supervises install of appropriate materials Quality Control Inspector Safe work practice Interim/final inspections local and national codes verifies energy savings and diagnostics Interpretation compliance with code ASESP Executive Summary (2/14/2011) Page 7 OCCUPATIONS Wind Analyst Wind Installer and Operator Geothermal Heat Pump Installers Digital Control System Technician Power Plant Operator KNOWLEDGE AND SKILLS Site evaluation equipment selection Install equipment develop maintenance plan train operators Plumbing & mechanical skills, equipment diagnostics Heating, ventilation, air conditioning digital control installation, settings and trouble shooting Diesel mechanic skills, basic electric trouble shooting skills ASESP Executive Summary (2/14/2011) WORK TO BE PERFORMED Analyzes sites for appropriate wind generators, selects appropriate system Installs wind generator systems instruct client on M&O Installs geothermal heat pumps Installs, calibrates, and repairs digital control systems Operation of the power plant, routine maintenance and repairs, reading meters and gauges, changing oil and filters, integrating alternative energy components such as heat recovery, hydro, wind, and bio mass. Page 8 Appendix B: Members of the Alaska State Energy Sector Partnership Charter Members: Name Click Bishop Greg Cashen Tom Nelson Corine Geldhof Mike Harper Dan Fauske Mike Andrews Karen Johnson Vince Beltrami Fred Villa John Hakala Position and Organization Commissioner, Department of Labor and Workforce Development AWIB Executive Director, Alaska Workforce Investment Board ESD Director, Department of Labor and Workforce Development DBP Director, Department of Labor and Workforce Development Deputy Director-Rural Energy, Alaska Energy Authority CEO/Executive Director, Alaska Housing Finance Corporation Executive Director, Alaska Works Partnership Program Manager, Denali Commission Executive President, Alaska AFL-CIO Associate Vice President, University of Alaska Statewide Director, USDOL – Alaska Office of Apprenticeship Members: Name Larry LeDoux David Stone Fred Esposito Helen Mehrkens Chris Mello Sean Skaling Peter Crimp Alison Kelly John Anderson Scott Waterman Chris Gregg Position and Organization Commissioner, Department of Education and Early Development Deputy Commissioner, Department of Labor and Workforce Development Director, AVTEC CTE Administrator, Department of Education and Early Development Program Manager, Alaska Energy Authority Program Manager, Alaska Energy Authority Program Manager, Alaska Energy Authority Program Manager, Alaska Housing Finance Corporation Program Manager, Alaska Housing Finance Corporation Program Manager, Alaska Housing Finance Corporation IUPAT Local 1959, AWIB Member Alaska Department of Labor and Workforce Development Staff: Name Gerry Andrews Mike Shiffer Dean Rasmussen Jeff Selvey Louise Dean Colette Smith Position and Organization Pipeline Training Administrator, AWIB Assistant Director, DBP Economist, R&A Career and Technical Education Coordinator, AWIB Program Coordinator, AWIB Administrative Assistant, AWIB ASESP Executive Summary (2/14/2011) Page 9 Overview Alaska State Energy Sector Renewable Energy/Energy Efficiency Workforce Development Plan A Call to Action _____________________________________________________________________________ Preamble: The Governor has set a goal of achieving 50 percent of energy from renewable sources by 2025, and to improve energy efficiency in Alaska at least 15 percent by 2020. In 2008, the state legislature created the Alaska Renewable Energy Grant fund to invest $300 million in renewable energy and another $360 million for residential weatherization and home energy rebates. Additional funds from the American Recovery Act and private investment have been used for energy efficiency projects, which create a demand for more than 3,000 workers to weatherize homes and structures, develop and operate renewable energy projects. ASESP supports a statewide education campaign geared toward meeting the Governors goal of 50 percent renewable energy by 2025 and energy efficiency improvement of at least 15 percent by 2020. To move economically viable projects from the drawing board to completion, local project champions are needed – people who are committed to working toward developing energy solutions for their community. These community leaders exist throughout the state in Native leaders, utility leaders, and local governments. It will be necessary to provide these key individuals with the tools and know-how to transform their enthusiasm and hard work into economically successful energy projects for their communities. More importantly through the ASESP Alaska will develop a workforce plan to provide rural residents with the opportunity to train and work locally on the latest technology while gaining the skills to be globally competitive. The state has four plans (Alaska Gasline Training Strategic Plan, Construction, Health, and Career and Technical Education) that have been approved by the AWIB which describes the importance of strong and effective career and technical education programs. The Alaska Career and Technical Education (CTE) plan was approved by the Alaska Workforce Investment Board (AWIB), the State Board of Education and Early Development, and the Board of Regents University of Alaska during the spring and Fall of 2010. The Alaska State Energy Sector Renewable Energy/Energy Efficiency (RE/EE) Workforce Development Plan merges its strategies and efforts with the Alaska CTE plan. Both the Alaska Gasline Training Strategic Plan and the Alaska Education plan incorporate the goal that all Alaska youth and adults are prepared for careers or postsecondary training and education. Therefore, the stage has been set to develop and implement career and technical education in RE/EE occupations. Listed below are the specific implementation plans for each of the five strategies: Strategy 1 Develop a comprehensive training system that supports the goal of reducing energy consumption and carbon emissions; Strategy 2 - Based on labor market information integrate RE/EE occupations into career and technical education; Strategy 3 - Promote awareness and access to career opportunities in RE/EE occupations; Strategy 4 - Deliver career and technical education and training in RE/EE occupations to ensure Alaskans have the skills to build, manage, and operate local energy resources; and Strategy 5 - Engage industry employers and connect Alaska’s workforce to RE/EE occupations. Strategy 1.0 Develop a comprehensive training system that supports the goal of reducing energy consumption and carbon emissions Rationale: Job creation and workforce development drive sustainable economic growth, especially in a world where technology and industry advance at lightning speed. Many of the future energy industry jobs will be in the RE/EE sector. The state of Alaska will need to educate all Alaskans in the opportunity of conserving our resources and train many to work in these industries. The state must educate and train the Alaska workforce for respective roles in Alaska’s energy future. By educating Alaska’s youth and adults about strategies and behaviors to both conserve and use energy efficiently, we can have an immediate impact on our energy consumption. The state must cultivate its youth and adults and train or re-train them as skilled laborers, engineers, economists, or educators for tomorrow’s energy economy. In the near term, the state must to continue to support energy-related training programs, such as those offered at AVTEC and the various University of Alaska campuses statewide. These workforce development programs offer high skilled workers for Alaskan employers through career pathways by offering classes from entry level to registered apprenticeship. To achieve our vision of a more energy-independent Alaska, energy industry professionals must design, fund, manage, and execute the plan. Alaska must educate the future workforce to ensure that those RE/EE occupations are held by Alaskans and that career opportunities will exist to sustain our communities. To develop an export market for Alaskan products, ideas, and expertise, Alaska must have an educated workforce and a strong university system with research programs that foster innovation. In the end, implementation of the Alaska State Energy Sector Renewable Energy/Energy Efficiency Workforce Development Plan will occur at the local level. Note: Part of the above rationale was copied with permission from “Alaska Energy Pathway – Toward energy independence (April 2010)” – Alaska Energy Authority (page 21) This strategy can be implemented by: 1.1 1.2 1.3 The ASESP will advise the Alaska Workforce Investment Board (AWIB) on RE/EE issues Alignment will occur between the State Energy Plan and the ASESP plan, CTE plan and state workforce development plans Develop career ladders, pathways and lattice courses in RE/EE occupations ASESP Overview DRAFT (2/14/11) Page 2 1.4 1.5 Educate the workforce on the value of reducing carbon emissions and fuel consumption Integrate RE/EE industry training standards into state energy training systems Strategic Element 1.1 The ASESP will advise the AWIB on RE/EE issues Action Steps: 1.1.(a) 1.1.(b) 1.1.(c) 1.1.(d) The ASESP will present the plan to the AWIB Strengthen ASESP partnership to sustain plan Align ASESP membership with emerging workforce development opportunities Identify and share best RE/EE industry practices Resources: ƒ ƒ Funding ¾ State general fund ¾ DOLWD Workforce investment resources ¾ Public and private sector (business, industry, non-profits, native organizations, etc.) ¾ Labor, education, commerce, health and social services People ¾ Add folks once plan is completed Evaluation: ¾ By May, 2011 the ASESP will determine if the goals of Strategic Element 1.1 were met ¾ By August, 2012 measure carbon emissions by project supported by ASESP Strategic Element 1.2 Alignment will occur between the State Energy Plan and the ASESP plan, CTE plan and state workforce development plan Action Steps: 1.2.(a) Align ASESP plan with Alaska state energy policies 1.2.(b) Facilitate MOU/MOA to promote cross agency alignment 1.2.(c) The AWIB review and recommend approval Resources: ƒ Funding ¾ State general fund and federal funds ASESP Overview DRAFT (2/14/11) Page 3 ƒ ¾ Private sector (business, industry, non-profits, native organizations, etc.) People ¾ Add folks once plan is completed Evaluation: ¾ By October, 2010 the AWIB will review and recommend approval of the Alaska State Energy Sector Renewable Energy/Energy Efficiency Workforce Development Plan- suggest the AWIB will approve Strategic Element 1.3 Develop career ladders, pathways and lattice courses in RE/EE occupations Action Steps: 1.3.(a) Identify existing and emerging industry standards, occupations and certifications 1.3.(b) Clearly define career ladders for individuals within each trade to know which career path to follow 1.3.(c) Promote career pathways, programs of study to connect K-12, post secondary and registered apprenticeship 1.3.(d) Use of state funds for programs leading to certifications, interim credentials and degrees Resources: ƒ ƒ Funding ¾ State general fund ¾ Private sector (business, industry, non-profits, native organizations, etc.) ¾ R&A Federal Grant People ¾ Add folks once plan is completed Evaluation: ¾ By April, 2011 the AWIB Website will publish career ladder, pathways and lattice courses in RE/EE occupations Strategic Element 1.4 Educate the workforce about energy efficiency and renewable energy Action Steps: 1.4.(a) Develop strategies to reduce carbon emissions and use of diesel fuel 1.4.(b) Implement strategies to reduce carbon emissions and use of diesel fuel 1.4.(c) Develop and distribute information on renewable energy sources in Alaska ASESP Overview DRAFT (2/14/11) Page 4 Resources: ƒ ƒ Funding ¾ State general fund ¾ DOLWD Workforce investment resources ¾ Public and private sector (business, industry, non-profits, native organizations, etc.) ¾ Labor, education, commerce, HSS People ¾ Add folks once plan is completed Evaluation: ¾ By May, 2011 the ASESP will determine if the goals of Strategic Element 1.1 were met ¾ By August, 2012 measure carbon emissions by project supported by ASESP Strategic Element 1.5 Integrate RE/EE industry training standards into state energy training systems Action Steps: 1.5.(a) Identify and use industry training standards in RE/EE occupations 1.5.(b) Share and recognize programs that use best industry practices in RE/EE occupations Resources: ƒ ƒ Funding ¾ State general fund ¾ DOLWD Workforce investment resources ¾ Public and private sector (business, industry, non-profits, native organizations, etc.) ¾ Labor, Education, Commerce, H&SS People ¾ Add folks once plan is completed Evaluation: ¾ By May, 2011 the ASESP will determine if the goals of Strategic Element 1.1 were met ¾ By August, 2012 measure carbon emissions by project supported by the ASESP ASESP Overview DRAFT (2/14/11) Page 5 Strategy 2.0 Based on labor market information integrate RE/EE occupations into career and technical education Rationale: In order to maximize our economic development potential, we must invest in a coordinated education and workforce development system. Public education will be critical to meeting the cornerstone objectives of 15 percent energy efficiency and conservation improvements by calendar year 2020, and 50 percent renewable energy for power generation by 2025. Specific recommended actions for education and workforce development include: ƒ ƒ ƒ ƒ Promote Alaskan hire through a skilled RE/EE workforce. Encourage the development and integration of RE/EE curriculum at all levels of education including K-12, Alaska Tech Prep, Registered Apprenticeship, School-to-Apprenticeship, technical training programs, university and college, and continuing adult education. Identify gaps in Alaska’s RE/EE training system. The state needs to support funding RE/EE related workforce development programs. Note: Parts of the above rationale were copied with permission from “Alaska Energy Pathway – Toward energy independence (April 2010)” – Alaska Energy Authority (pages 9 and 21) This strategy can be implemented by: 2.1 2.2 2.3 Identify current RE/EE CTE resources Build in-state education and training capacity for RE/EE occupations Develop and adopt RE/EE curriculum based on industry standards Strategic Element 2.1 Identify current RE/EE CTE resources Action Steps: 2.1.(a) Identify occupational (managerial, engineering, supervising, technician education) infrastructure and gaps 2.1.(b) Identify training programs, curriculum, courses, and training gaps 2.1.(e) Identify funding streams ASESP Overview DRAFT (2/14/11) Page 6 Resources: ƒ ƒ Funding People ¾ Add folks once plan is completed Evaluation: ¾ By September, 2011 the AWIB Website will list RE/EE occupational gaps, training gaps, training and occupational infrastructure, training programs, funding streams, and industry experts Strategic Element 2.2 Build in-state education and training capacity for RE/EE occupations Action Steps: 2.2.(a) Promote skill standards, certification and licensing RE/EE occupations 2.2.(b) Establish and enhance registered apprenticeship and post-secondary endorsement of occupation degrees 2.2.(c) Align CTE, workforce and economic development strategies 2.2.(d) Commit to a dedicated funding percentage for training programs from publicly funded RE/EE projects Resources: ƒ ƒ Funding ¾ State general fund ¾ Private sector (business, industry, non-profits, native organizations, etc.) People ¾ Add folks once plan is completed Evaluation: ¾ By September, 2011 training providers will be promoting RE/EE and CTE Strategic Element 2.3 Develop and adopt RE/EE curriculum based on industry standards Action Steps: 2.3.(a) Use the inventory to develop and implement RE/EE curriculum in Alaska K-12, postsecondary, and training institutions 2.3.(b) Attain and use materials that support industry standards of RE/EE curriculum 2.3.(c) Coordinate efforts with the Alaska CTE Plan 2.3.(d) Develop instructors / professional development ASESP Overview DRAFT (2/14/11) Page 7 Resources: ƒ ƒ Funding ¾ State general fund ¾ Private sector (business, industry, non-profits, native organizations, etc.) People ¾ Add folks once plan is completed Evaluation: ¾ By August, 2011 RE/EE curriculum based on industry standards will be provided to K-12, postsecondary, and training institutions Strategy 3.0 Promote awareness and access to career opportunities in RE/EE occupations Rationale: The private sector, RE/EE industry, and the state need to promote understanding among Alaskans regarding career opportunities in RE/EE occupations. Furthermore, Alaskans need information on how to prepare themselves to access these opportunities. The development of Alaska’s renewable energy resources offers enormous career opportunities for state residents. However, even those most closely involved in workforce training do not have a complete understanding of the employment demands of the various large scale projects that are underway or in the planning stages. Parents, high school students and adult workers have much more limited information on which to base career planning and goals. Once Alaskans are made aware of the employment opportunities provided by renewable energy development, they need to know how they can access these jobs. In addition, they will need access to training/retraining to become prepared for employment in RE/EE occupations. Note: Parts of the above rationale were copied with permission from “Alaska Gasline Training Strategic Plan (August 2009)” – DOLWD - (pages 11, 12, and 14) This strategy can be implemented by: 3.1 3.2 3.3 Create and support outreach strategies that attract youth and adults to RE/EE occupations Develop recruitment strategies that attract youth and adults to RE/EE occupations Expand the efforts of informing communities and the public about future RE/EE projects and training programs ASESP Overview DRAFT (2/14/11) Page 8 Strategic Element 3.1 Create and support outreach strategies that attract youth and adults to RE/EE occupations Action Steps: 3.1.(a) 3.2.(b) 3.3.(c) 3.4.(d) Identify outreach programs that relate to RE/EE occupations Develop annual youth and adult academies Add RE/EE emphasis and curriculum to existing academies Promote career awareness in K-5; career exploratory opportunities in grades 6-9; and developmental regional training in grades 10-14. Resources: ƒ ƒ Funding ¾ State general fund ¾ Private sector (business, industry, non-profits, native organizations, etc.) People ¾ Add folks once plan is completed Evaluation: ¾ By November, 2010 the Alaska CTE plan will coordinate with ASESP in developing outreach strategies that will attract youth and adults to RE/EE occupations Strategic Element 3.2 Develop recruitment strategies that attract youth and adults to RE/EE occupations Action Steps: 3.2.(a) Recruit through the local communities identified in the Renewable Energy Fund Construction Schedule 3.2.(b) Require a percentage of grant funding be used for public awareness, outreach and career awareness 3.2.(c) Promote a coordinated CTSO effort in RE/EE occupations for grades 6-14 Resources: ƒ ƒ Funding ¾ State general fund ¾ Private sector (business, industry, non-profits, native organizations, etc.) People ¾ Add folks once plan is completed ASESP Overview DRAFT (2/14/11) Page 9 Evaluation: ¾ By October, 2010 the Alaska One Stop Centers and ASESP will identify recruitment strategies that attract youth and adults to RE/EE occupations Strategic Element 3.3 Expand the efforts of informing communities and the public about future RE/EE projects and training programs Action Steps: 3.3.(a) Obtain and distribute information from Power Cost Equalization, native corporations, nonprofit corporations 3.3.(b) Use the DOLWD and ASESP partner websites to disseminate information Resources: ƒ ƒ Funding ¾ State general fund ¾ Private sector (business, industry, non-profits, native organizations, etc.) People ¾ Add folks once plan is completed Evaluation: ¾ By October 2010, the AWIB website will list future RE/EE projects and training programs Strategy 4.0 Deliver career and technical education and training in RE/EE occupations to ensure Alaskan’s have the skills to build, manage, and operate local energy resources Rationale: The Alaska State Energy Sector RE/EE Workforce Development Plan is aligned with the Alaska Gasline Strategic Plan, the Alaska Education Plan – Building Alaska’s Future One Student At A Time, and the Alaska CTE Plan. The Alaska Gasline Strategic Plan’s Strategy 2.0 is to develop a comprehensive, integrated CTE system for Alaska that aligns training institutions and coordinates program delivery. One of the three goals of the Alaska Education Plan is that all students will graduate prepared for careers or postsecondary training and education. The Alaska CTE Plan has six strategies which develop a comprehensive career and technical education system in Alaska. It is ASESP Overview DRAFT (2/14/11) Page 10 exciting that CTE is the mechanism to deliver education and training in RE/EE Occupations to Alaskans. CTE offers early exposure to students regarding renewable energy career options through curriculum integration, provides the “cutting edge” training necessary to ensure future employees meet workforce development needs, and sets an example through state-of-the-art green building that become part of the curriculum. Through cutting-edge curriculum and innovation-based learning experiences, students will be equipped with a strong blend of academic knowledge and creative problem-solving skills. They will be prepared for postsecondary education and career success in a global knowledge economy (Source: ACTE Issue Brief: Energy Sustainability October 2008 [pages 24]). It is critical to provide career and technical education in RE/EE occupations statewide in Alaska to ensure local workers have the required training to build, manage, and operate local energy resources. This strategy can be implemented by: 4.1 4.2 ASESP will promote the development of training programs to close the training gaps ASESP will monitor emerging trends and evolving training needs to ensure a modern training system Strategic Element 4.1 The ASESP will promote the development of training programs to close the training gaps Action Steps: 4.2.(a) DOLWD ensure all RE/EE training programs will meet industry standards 4.2.(b) Target job training efforts to align with statewide and local energy priorities and projects Resources: ƒ ƒ Funding ¾ State general fund ¾ Private sector (business, industry, non-profits, native organizations, etc.) People ¾ Add folks once plan is completed Evaluation: ¾ By March 2011, ASESP will identify industry standards that training providers must provide to its participants Strategic Element 4.2 The ASESP will monitor emerging trends and evolving training needs to ensure a modern training system ASESP Overview DRAFT (2/14/11) Page 11 Action Steps: 4.3.(a) ASESP members will provide the committee updated information related to RE/EE 4.3.(b) The ASESP will recommend to the AWIB actions to meet emerging industry training demands 4.3.(c) The AWIB will guide resource allocation to meet emerging industry training needs Resources: ƒ ƒ Funding ¾ State general fund ¾ Private sector (business, industry, non-profits, native organizations, etc.) People ¾ Add folks once plan is completed Evaluation: ¾ By April 2011, the ASESP will recommend to the AWIB actions to meet emerging industry training demands ¾ By May 2011, the AWIB will guide resource allocation to meet emerging industry training needs Strategy 5 Engage industry employers and connect Alaska’s workforce to RE/EE occupations Rationale: The Alaska State Energy Sector RE/EE Workforce Development Plan will engage industry employers and connect Alaska’s workforce to RE/EE occupations. Once information is derived from the Workforce Information Improvement Grant outcomes, the partnership will have a better understanding of skills, occupations, industrial categories and can then identify Alaskan employers with direct RE/EE interests. Using strategies explained below, the partnership will be able to establish and nurture relationships with employers and begin the work of fulfilling their workforce needs. This strategy can be implemented by: 5.1 5.2 5.3 Engage industry employers in identifying RE/EE occupations and training needs in Alaska Develop industry and employer incentives that maximize opportunities for employing Alaskans in RE/EE occupations Evaluate effectiveness of the ASESP plan by evaluating employment outcomes ASESP Overview DRAFT (2/14/11) Page 12 Strategic Element 5.1 Engage industry employers in identifying RE/EE occupations and training needs in Alaska Action Steps: 5.1.(a) Provide employers Research and Analysis (R&A) survey results that articulates RE/EE skills and occupations 5.1.(b) Encourage employers to use the R&A’s information to identify their positions as RE/EE occupations 5.1.(c) Provide RE/EE business connection representative that can help employers gain access to partnership products and services that facilitate the labor exchange between training providers and employers; and between already qualified workers and employers 5.1.(d) Execute a communications plan through employer-led partnership and AWIB Resources: ƒ ƒ Funding ¾ State general fund ¾ Private sector (business, industry, non-profits, native organizations, etc.) People ¾ Add folks once plan is completed Evaluation: ¾ By April 2011, industry employers will identify RE/EE occupations and training needs in Alaska Strategic Element 5.2 Develop industry and employer incentives that maximize opportunities for employing Alaskans in RE/EE occupations Action Steps: 5.2.(a) The ASESP will identify, evaluate and recommend state procurement opportunities for employing persons trained under this plan 5.2.(b) Develop and support business incentives and capital construction procurement changes for “Alaska Hire” of qualified RE/EE contractors and trained workers Resources: ƒ Funding ¾ State general fund ¾ Private sector (business, industry, non-profits, native organizations, etc.) ASESP Overview DRAFT (2/14/11) Page 13 ƒ People ¾ Add folks once plan is completed Evaluation: ¾ By June 2011, data will be available that identifies the workforce needs of RE/EE employers ¾ By July 2011, the ASESP will implement a public relations campaign that emphasizes the strategies of the Alaska State Energy Sector RE/EE Workforce Plan Strategic Element 5.3 Evaluate effectiveness of the ASESP plan by evaluating employment outcomes Action Steps: 5.3.(a) The ASESP will evaluate the employment outcomes of persons trained for RE/EE occupations 5.3.(b) The ASESP will determine the employment success rate of each RE/EE training programs Resources: ƒ ƒ Funding ¾ State general fund ¾ Private sector (business, industry, non-profits, native organizations, etc.) People ¾ Add folks once plan is completed Evaluation: ¾ By December 2012, the ASESP will recommend changes in the state procurement policy to increase Alaska hire on RE/EE projects ASESP Overview DRAFT (2/14/11) Page 14 Alaska State Energy Sector Renewable Energy/Energy Efficiency Workforce Development Plan Implementation Plan Strategy 1.0 Develop a comprehensive training system that supports the goal of reducing energy consumption and carbon emissions Strategic Element 1.1: The ASESP will advise the AWIB on RE/EE issues CTE: 2.3 GAS: 2.3 EED: A.2, 3, 6, 13, 15 Strategic Element Task Person(s) 1.1.(a) The ASESP will present Done – AWIB October Greg C. the plan to the AWIB Board Meeting 1.1.(b) Strengthen ASESP Host forum to bring new Mike Shiffer partnership to sustain plan partners for sustainability Greg Cashen 1.1.(c) Align ASESP membership Done - Colette and Jeff Colette S. with emerging workforce worked on this. Key: Blue is development the CTE Plan; Green is the opportunities Gasline Strategic Plan; and Red is the EED Education Plan 1.1.(d) Identify and share best Roundtable – forum Greg Cashen RE/EE industry practices breakout session Timeline Approved – 10/25/10 4/15/11 12/23/10 Strategic Element 1.2: Alignment will occur between the State Energy Plan and the ASESP plan, CTE plan and state workforce development plans Strategic Element Task Person(s) Timeline 1.2.(a) Align ASESP plan with Forum Peter Crimp August 2011 Alaska state energy Greg Cashen policies Sean Skaling CTE Lead Team 1.2.(b) Facilitate MOU/MOA to Task 1.1(b) Mike Shiffer 8/31/11 promote cross agency Greg Cashen alignment 1.2.(c) The AWIB reviews and recommends approval AWIB May 2011 Strategic Element 1.3: Develop career ladders, pathways and lattice courses in RE/EE Occupations CTE: 1.1 / 5.4 / 2.3 / 5.5 / 6.1 / 6.3 GAS: 2.2 / 2.3 / 2.4 / 4.1 / 6.4 EED: A.2, 4, 8 / A.12 / A.2, 3, 6, 13, 15 / A.11, 12 / A.12 / A.11 / A.11, 12 Strategic Element Task Person(s) 1.3.(a) Identify existing and Forum Mike emerging industry Use national guidelines Andrews standards, occupations Helen and certifications Mehrkens AACTA 1.3.(b) Clearly define career Franchella ladders for individuals Kendall within each trade to know which career path to follow 1.3.(c) Promote career pathways, CTE, Apprenticeship, UA Kat Keith programs of study to Systems, Youth First connect K-12, post School To Apprenticeship secondary and registered apprenticeship 1.3.(d) Use of state funds for Report to ASESP DBP programs leading to certifications, interim credentials and degrees Timeline May 2011 June 2011 May 2011 September 2011 Strategic Element 1.4: Educate the workforce about energy efficiency and renewable energy Strategic Element Task Person(s) Timeline 1.4.(a) Develop strategies to Work with Alaska Energy September reduce carbon emissions Authority 2011 and use of diesel fuel 1.4.(b) Implement strategies to Work with Alaska Energy September reduce carbon emissions Authority 2011 and use of diesel fuel 1.4.(c) Develop and distribute Work with Alaska Energy September information on renewable Authority 2011 energy sources in Alaska ASESP Implementation Plan 2/14/2011 DRAFT Page 2 Strategic Element 1.5: Integrate RE/EE industry training standards into state energy training systems CTE: 2.1 / 2.2 / 2.3 / 2.5 GAS: 2.3 / 2.2 / 2.3 / 2.3 EED: A.6, 10 / A.3, 13, 15 / A.2, 3, 6, 13, 16 / A.2, 3, 4, 8 Strategic Element Task 1.5.(a) Identify and use industry REAP – Renewable Energy training standards in Alaska Project, AHFC, AEA, RE/EE AWP 1.5.(b) Share and recognize REAP – Renewable Energy programs that use best Alaska Project, AHFC, AEA, industry practices in AWP RE/EE occupations Person(s) Timeline September 2011 September 2011 Strategy 2.0 Based on labor market information integrate RE/EE occupations into career and technical education Strategic Element 2.1: Identify current RE/EE CTE resources CTE: 5.1 / 5.3 GAS: 2.3 / 2.3 EED: A.6, 12 / A.12 Strategic Element 2.1.(a) Identify occupational (managerial, engineering, supervising, technician education) infrastructure and gaps 2.1.(b) Identify training programs, curriculum, courses, and training gaps 2.1.(c) Identify funding gaps Task Survey training providers. Round table discussion Person(s) Research and Analysis Timeline August 2011 Identify industry experts. Round table discussion Katie Conway (resource) August 2011 Industry and employers. Round table discussion August 2011 Strategic Element 2.2: Build in-state education and training capacity for RE/EE occupations CTE: 5.1 / 5.2 / 5.3 / 5.4 / 5.5 GAS: 2.3 / 2.3 / 2.3 / 2.4 EED: A.6, 12 / A. 4, 6, 12, 13 / A.12 / A.4, 6 / A.12 Strategic Element Task 2.2.(a) Promote skill standards, AHFC resource certification and licensing RE/EE occupations 2.2.(b) Establish and enhance U of A ASESP Implementation Plan 2/14/2011 DRAFT Person(s) Alison Kelley Scott Waterman Timeline September 2011 Continuing Page 3 registered apprenticeship and post-secondary endorsement of occupation degrees 2.2.(c) Align CTE, workforce and economic development strategies 2.2.(d) Commit to a dedicated funding percentage for training programs from publicly funded RE/EE projects AVTEC Tech Prep School-to-Apprenticeship Registered Apprenticeship Already in place CTE Team process – report to ASESP by September 2011 UA Statewide, October 2011 EED, and AWIB REFAC – Renewable Energy Governor’s FY12 or FY13 Fund Advisory Commission Cabinet – Vince Beltrami Commissioner REAP – Renewable Energy Alaska Project Strategic Element 2.3: Develop and adopt RE/EE curriculum based on industry standards CTE: 2.3 / 4.1 / 4.2 / 4.3 / 4.4 GAS: 2.3 / 2.2 / 2.3 EED: A.2, 3, 6, 13, 15 / A.4, 5, 7, 9, 14, B.4, 6 / 4, 5, 6, 7, 9, 14 / A.4, 6, 7, 14 / A.4, 5, 7, 14 Strategic Element Task Person(s) Timeline 2.3.(a) Use the inventory to EED, UA, RTCs’, AWIB, Kat Keith FY13 develop and implement DOLWD, AVTEC, REFAC, Resource RE/EE curriculum in REAP, AWP, Etc. Alaska K-12, postsecondary, and training institutions 2.3.(b) Attain and use materials Happens at local training Greg Cashen August 2011 that support industry level. Round table discussion standards of RE/EE curriculum 2.3.(c) Coordinate efforts with UA, EED, DOLWD/AWIB CTE Team August 2011 the Alaska CTE Plan 2.3.(d) Develop instructors / Round table, conferences, Greg Cashen August 2011 professional development CE offering. Type M certification; TIE ASESP Implementation Plan 2/14/2011 DRAFT Page 4 Strategy 3.0 Promote awareness and access to career opportunities in RE/EE occupations Strategic Element 3.1: Create and support outreach strategies that attract youth and adults to RE/EE occupations CTE: 1.2 / 2.1 / 3.1 / 3.4 / 3.5 / 3.6 GAS: 2.2 / 2.3 / 2.3 / 2.5 / 2.2 / 2.3 EED: A.2 / A.6, 10 / A.2, 4, 6 / A.2, 4, 6, 10 / A.2, 4, 8 / B.1. 10 Strategic Element Task Person(s) 3.1.(a) Identify outreach Roundtable; Youth First programs that relate to Program sponsors; JATC RE/EE occupations 3.4.(b) Promote career awareness Tracks with CTE plan CTE Lead in K-5; career exploratory Team opportunities in grades 6-9; and developmental regional training in grades 10-14 Timeline August 2011 August 2011 Strategic Element 3.2: Develop recruitment strategies that attract youth and adults to RE/EE occupations CTE: 1.2 / 2.1 / 3.1 / 3.4 / 3.5 / 3.6 GAS: 2.2 / 2.3 / 2.3 / 2.5 / 2.2 / 2.3 EED: A.2 / A.6, 10 / A.2, 4, 6 / A.2, 4, 6, 10 / A.2, 4, 8 / B.1, 10 Strategic Element Task Person(s) Timeline 3.2.(a) Recruit in local Gather a list of the projects AEA August 2011 communities Forum AHFC resource 3.2.(b) Require a percentage of Task force AWIB FY13 grant funding be used for Governor’s public awareness, Office outreach and career Commissioner awareness 3.2.(c) Promote a coordinated CTE Lead August 2011 CTSO effort in RE/EE Team occupations for grades 614 ASESP Implementation Plan 2/14/2011 DRAFT Page 5 Strategic Element 3.3: Expand the efforts of informing communities and the public about future RE/EE projects and training programs CTE: 1.2 / 2.1 / 3.1 / 3.4 / 3.6 GAS: 2.2 / 2.3 / 2.3 / 2.5 / 2.3 EED: A.2 / A.6, 10 / A.2, 4, 6 / A.2, 4, 6, 10 / B.1, 10 Strategic Element Task 3.3.(a) Expand the distribution of Expand the distribution of information to information from Power communities about future Cost Equalization, native RE/EE projects and corporations, non- profit training programs corporations 3.3.(b) Use the internet to inform the general public about future RE/EE projects and training programs Use the DOLWD and ASESP partner websites to disseminate information Person(s) AEA Timeline Completed AEA In progress, should be completed by August 2011 Strategy 4.0 Deliver career and technical education and training in RE/EE occupations to ensure Alaskan’s have the skills to build, manage, and operate local energy resources Strategic Element 4.1: The ASESP will promote the development of training programs to close the training gaps CTE: 1.3 / 2.3 / 3.5 GAS: 2.4 / 2.3 / 2.2 EED: A.2, 4, 6 / A.2, 3, 6, 13, 15 / B.1, 10 Strategic Element 4.2.(a) DOLWD ensure all RE/EE training programs will meet industry standards 4.2.(b) Target job training efforts to align with statewide and local energy priorities and projects Task Person(s) DBP Timeline August 2011 DBP August 2011 Strategic Element 4.2: The ASESP will monitor emerging trends and evolving training needs to ensure a modern training system CTE: 1.2 / 2.1 / 3.3 GAS: 2.2 / 2.3 / 2.3 EED: A.2 / A.6, 10 / A.4, 15, B.7, 11 Strategic Element Task 4.3.(a) ASESP members will Round table provide the committee ASESP Implementation Plan 2/14/2011 DRAFT Person(s) ASESP Timeline May 2011 Page 6 updated information related to RE/EE 4.3.(b) The ASESP will recommend to the AWIB actions to meet emerging industry training demands 4.3.(c) The AWIB will guide resource allocation to meet emerging industry training needs Round table ASESP May 2011 Round table AWIB May 2011 Strategy 5 Engage industry employers and connect Alaska’s workforce to RE/EE occupations Strategic Element 5.1: Engage industry employers in identifying RE/EE occupations and training needs in Alaska CTE: 5.1 GAS: 2.3 EED: A.6, 12 Strategic Element 5.1.(a) Provide employers Research and Analysis (R&A) survey results that articulates RE/EE skills and occupations 5.1.(b) Encourage employers to use the R&A’s information to identify their positions as RE/EE occupations 5.1.(c) Provide RE/EE business connection representative that can help employers gain access to partnership products and services that facilitate the labor exchange between training providers and employers; and between already qualified workers and employers 5.1.(d) Execute a communications plan among employers Task Survey has been conducted Person(s) See what further detail R&A gets from survey – Brynn and Dean ASESP Implementation Plan 2/14/2011 DRAFT Timeline June 2011 May 2011 James Harvey May 2011 May 2012 Page 7 Strategic Element 5.2: Develop industry and employer incentives that maximize opportunities for employing Alaskans in RE/EE occupations CTE: 6.1 / 6.2 GAS: 4.1 EED: A.11 / A.6, 13 Strategic Element 5.2.(a) The ASESP will identify, evaluate and recommend state procurement opportunities for employing persons trained under this plan 5.2.(b) Develop and support business incentives and capital construction procurement changes for “Alaska Hire” of qualified RE/EE contractors and trained workers Task Person(s) Timeline Governor’s FY13 Cabinet Commissioner Governor’s FY13 Cabinet Commissioner Strategic Element 5.3: Evaluate effectiveness of the ASESP plan by evaluating employment outcomes CTE: 3.6 GAS: 2.3 EED: B.1, 10 Strategic Element 5.3.(a) The ASESP will evaluate the employment outcomes of persons trained for RE/EE occupations 5.3.(b) The ASESP will determine the employment success rate of each RE/EE training program Task Captured in training report DBP Captured in training report DBP ASESP Implementation Plan 2/14/2011 DRAFT Person(s) Timeline August 2012 August 2012 Page 8