Overview Apprenticeship and Nontraditional Employment for Women (ANEW) 3000 NE 4th, Building L P. 0. Box 2490 Renton, WA 98056 Phone (206) 235-2212 FAX (206) 235-7864 Mission The mission of ANEW is to create opportunities for women to enter and progress in the trades, technical, and other targeted nontraditional jobs by linking education, labor, industry, and the community. U To prepare women for the physical, technical, and emotional demands of nontraditional jobs. U To focus community attention on the fact that higher paying nontraditional jobs can reduce the increasing percentage of women who form the poverty population in the United States. o To offer consulting services to employers, unions, apprenticeship training councils, government agencies, community organizations, and other job training programs. In 1979, a taskforce of representatives from community organizations, labor, industry, and government was formed to address the needs of women who had an interest in Achievements entering nontraditional employment, and the needs of Since 1980, ANEW has assisted more labor and management who than 1,000 women. Over the history of were committed to hiring the program, the completion rate has women. It was generally averaged 75%; the placement rate has recognized that many women averaged 70°%; and the average wage at lacked basic skills to qualify for placement for a recent class was $9.32. entry-level jobs in the trades, and there was an absence of adequate training to address the need. The result of the work of the taskforce was the formation of Apprenticeship and Nontraditional Employment For Women (ANEW), a nonprofit organization. From the outset, it was agreed that the program design would not only teach trades skills, but would address all factors that ANEW's program is based on have a bearing on a woman's ability to the philosophy that to break be successful and achieve the cycle ofpoverty, all self-sufficiency. factors that bear on a woman's ability to be In 1980, ANEW opened its doors and successful must be began providing training services to addressed. As a result, women in partnership with Renton ANEW not only offers a Vocational-Technical Institute, now unique job skills training called Renton Technical College (RTC). program, but also places Under the agreement, which continues emphasis on removing today, ANEW contracted with RTC to barriers to employment, provide instruction in job skills for the teaching life skills, and trades. ANEW also has its office and providing intensive primary training facility on the RTC counseling and individual campus. ANEW began by offering a assistance. three month program covering a basic introduction to construction trades, job skills, life skills, strength building and counseling. By 1983, ANEW was providing training for women in both daytime and evening classes. Although the evening classes were later discontinued, ANEW continued to provide the basic training for more than 80 women each year. In 1983, ANEW also entered into a contract with the Seattle-King County Private Industry Council (PIC) to receive funding under the Job Training Partnership Act (JTPA). This enabled ANEW to expand its training to five months by adding an electrical/mechanical trades component. The five-month format allowed ANEW to provide a more comprehensive introduction to trades competencies, and allows more time to address personal issues that affect success on the job. Today, ANEW continues to provide a unique combination of skills training and assistance towards self-sufficiency. ANEW has solidified its reputation as one of the country's most unique training programs where low-income women can receive all the skills and services necessary to become successful in nontraditional employment. What Services Does ANEW Provide? The core of ANEW’s program is to provide job training in an environment that allows women to become successful and self-sufficient. We combined the elements of a job-training program with the most effective techniques of a social service agency. The scope of our program includes: Recruitment ANEW targets services to women through public service announcements, newspaper articles, posters, fliers, TV and radio media interviews, and outreach to community agencies. In 1988, ANEW received a "Distinguished Performance" award for creating training and employment opportunities for the nation’s jobless. ANEW was recognized by the National Alliance of Business as "Program of the Year". Orientation Orientations are held to give prospective participants a chance to learn about apprenticeships and nontraditional jobs. ANEW sponsors weekly orientations until the classes are filled, with approximately 12 orientations conducted each year. Training ANEW provides one of the most unique and successful training programs for women in the country. It is a comprehensive, five-month, full-time program. The training has the following components: Job Skill for Trades and Industry (ANEW contracts with Renton Technical College to provide instruction). ■ ■ ■ ■ Construction Trades Competencies Electrical Competencies Mechanical Competencies Trades Math Competencies ■ Strength Building Competencies ■ Job/Life Skills Competencies (Instruction provided by ANEW) ■ Basic Skills Education What Services Does ANEW Provide?, cont. The curriculum is overseen by the Job Skills for Trades and Industry Advisory Committee; which is comprised of employers, apprenticeship coordinators, and tradeswomen. Counseling Some of ANEW’s students come to the program with barriers to successful employment. Issues include homelessness, abusive relationships, substance abuse, transportation, and child care. The most common barrier is low self-esteem. Information about overcoming barriers is provided to all students during the training. However, an important element of our success is the assistance that each women received to address individual barriers to success in the program, on the job, and in life. We firmly believe that job skills training by itself will not bring success. We believe that we must help each woman learn skills to address the other factors in her life that affect her ability to be self-sufficient and productive individual. Job Search ANEW provides participants with more than forty hours of career counseling and job search assistance which includes resume writing and practice interviews. Placement ANEW’s employment coordinator maintains contact with over 200 employers to facilitate program graduates’ job search efforts. Retention follow-up services are also provided. Employer Contacts ANEW works with over 200 employers, unions and apprenticeship programs to facilitate the entry and retention of women in nontraditional jobs. Community Outreach ANEW provides outreach, recruitment, and referral services to over 300 community agencies and organizations. Training Curriculum The program combines technical skills training with an equal emphasis on training in life skills, general employment skills, and individual counseling. Technical skills are provided through our partnership with Renton Technical College, which provides instruction through an accredited program called Job Skills for Trade and Industry. Program components include: Construction Trades Competencies Construction Material Identification Construction Terminology Hand Tool Use Power Tool Use Construction Blueprint Reading Framing Concrete Work Roof Construction and Roofing Installation Stair Construction Wallboard Application Rebar Installation Painting Teamwork Skills Electrical Competencies Tools and Terminology Electrical Blueprints and Wiring and Schematic Diagrams - Mathematical Calculations and Measurement: Resistance, Voltage, Current, and Power Electrical Components - Identification and Installation Mechanical Competencies Combustion EngineTheory and Assembly Oxyacetylene Welding Soldering Sheet Metal Plumbing Teamwork Skills Training Curriculum, Cont. Trades Math Competencies Measurement Whole Numbers Fractions Decimals Ratios and Proportion Perimeter Area Volume To address other factors that effect the success of a woman on the job, ANEW also provides: Job/Life Skills Competencies Problem Solving Job Search Skills Effective Communication Safety Work Attitudes Sexual Harassment Work Diversity Management Strength Building Competencies Health and Nutrition Aerobic Exercise/ Muscular Strength Building Cardiovascular Endurance Muscular Endurance Avoidance of Injury Basic Skills Education Basic Skills Education Basic Math Refresher GED Preparation Counseling on Self-Sufficiency Skills Child Care Transportation Dealing with Abusive Relationships Access to Support Services ■ ANEW provides three months of job search and placement assistance, ■ For thirteen weeks after placement, ANEW tracks the progress of all employed participants. ANEW assists each participant to identify and address all the issues which can affect her ability to succeed in nontraditional employment. Support services and counseling are available during the three months of job search and the thirteen week follow-up. Who ANEW Serves ANEW serves low-income women in King County who are interested in entering the trades or other nontraditional employment, but who are deficient in specific skills. Specific characteristics of our students include: Percentage of ANEW Students Income below federal low-income guidelines 100% Low basic skills 39% Resident, City of Seattle 38% Resident, King County (outside Seattle) 62% Minorities (as % of City of Seattle enrollees) 77% Minorities (as % of King County enrollees) 42% Welfare recipients 46% JOBS/FIP enrollees 41% High school dropouts 25% Ex-Offenders 18% Veterans 3% ANEW’s policy is to accept women who are deficient in basic skills as well as jobrelated skills. To address this issue, ANEW conducts a basic math skills refresher class prior to enrollment in the Job Skills training, teaches math concurrent with the Job Skills training, and provides a math tutor to complement the Job Skills curriculum. In addition, many of ANEW’s participants have other barriers to employment, e.g., the lack of stable housing or transportation that are not reflected in the statistics. Many are single parents who have a history of substance abuse, and/or are victims of domestic violence. These types of issues are addressed through individual counseling and life skills training. Additional Projects Partnership with the Seattle Police Department and Renton Technical College (funded by the Superintendent of Public Instruction’s Office of Vocational Equity) In collaboration with the Seattle Police Department, ANEW provided recruitment and support service assistance to women enrolled in the Police Officer Prep Training Class. In May and June, 50 women had the opportunity to prepare for the Seattle Police Department entry level test at Renton Technical College. The Saturday four-hour classes provided training in police procedural terminology and in using judgment and common sense to resolve challenging situations. Also included was a strength, endurance, and agility workout. Of the 50 participants, 25 took the police test and 21 passed. Out of 21, 5 scored in the top 25%. Two have been hired and two are about to be hired. Office of Port JOBS: Apprenticeship Opportunities Project The Apprenticeship Opportunities Project (AOP) is a multi-faceted effort involving apprenticeship programs, organized labor, construction contractors, local governments, community organizations, and employment training programs. The project’s mission is to assist women of all races and minority men and individuals with disabilities to enter state-approved apprenticeship programs and secure jobs in the construction trades. The project includes two major components: an apprenticeship "clearing house" which works with pre-apprenticeship training graduates and other individuals interested in and ready to enter the construction trades, and the Trade Mentor Network which links journey-level workers to newly indentured apprentices. ANEW produced a report, "Apprenticeship Opportunities in the Puget Sound Region" for the Port of Seattle in March, 1993. In this report, ANEW cited several recommendations on how the Port could best integrate more women and minorities into construction apprenticeship positions. These recommendations provided the basis for quick start-up of the project. ANEW’s performance goals for AOP are: *Assist 50 ANEW/Renton Technical College and Seattle Vocational Institute graduates or apprentice-ready recruits from CBO’s with their Apprenticeship or trades related employment application process * Place 40 of these AOP participants into apprenticeship programs *Assist apprenticeship programs and employers to retain a diverse workforce. The results of the first year were: Population served: 60% minority males; 20% minority women Placed in apprenticeship: 42 Placed in family wage trade related jobs: 15 Average wage at placement: $11.33 per hour Also, apprenticeship coordinators were assisted with 28 at-risk apprentices through the AOP support services funds and being matched with journey-level mentors by the Trades Mentor Network operated by the Seattle Workers Center. Washington Employment Security Department ANEW subcontracted with Employment Security under the "Nontraditional Employment for Women Act" to provide both statewide technical assistance and a local demonstration project. ANEW’s local demonstration project included the development of a "government construction contractors information system" for King County and a mentorship program for ANEW graduates. Statewide technical assistance consisted of 13 workshops for JTPA service providers, JOBS workers (Employment Security), and community college staff. Workshop topics were: the Nontraditional Job Market, Elements of a Trades Orientation for Women, Case Management for Women in Nontraditional Training, and Working with Employers, Apprenticeship Coordinators, and Union Representatives. Homeless Initiative Pilot Program (HIPP) ANEW has collaborated with the YWCA of Seattle-King County since 1987 to provide women who are in the YWCA’s HIPP program with training at ANEW. Carl Perkins Corrections Alliance For three years in a row, ANEW has successfully competed for funding from the Carl Perkins Corrections Alliance. Services provided through our first contract included: * staff training on opportunities for women in nontraditional training and employment * staff training on case management pertaining to linking offenders to trades careers * resource manuals for staff at WCCW, Helen B. Ratcliff House, Indian Ridge, and Echo Glen Children’s Center * Trades Career workshops for offenders at these four facilities * math, work environment and physical assessments for each participant * training plans for each participant which included options nationwide * booklets, tape measures and training on how to read a tape. Staff training services provided through our second contract included: * county corrections staff training on nontraditional training and employment * county corrections staff training on case management pertaining to linking offenders to trades careers * resource manuals for staff in Clark, King, and Spokane counties. Starting with our second contract and continuing through our third contract, our offender services included: * Trades Information Programs at WCCW, Helen B. Ratcliff House, and Indian Ridge * Saturday Orientations which enabled work release residents to participate as well as those from Indian Ridge, Echo Glen and WCCW * enrollment of 11 incarcerated women in "Job Skills" classes * paying work release residential fees and providing two zone bus passes * providing case management, placement, and follow-up. The results of this demonstration project are summarized below: Enrolled: 11 women Returned to WCCW due to infraction the first week of class: 1 Released within six weeks of enrollment; dropped out; returned to WCCW: 2 Released within two months of enrollment: dropped out; lost contact with: 1 Still in training: 1 Released after four months of enrollment or after graduation: 6 Graduated from program: 6 Placed in nontraditional employment: 6 Average wage per offender: $11.30 per hour. Apprenticeship Coordinators ANEW acknowledges and thanks the Apprenticeship Coordinators with whom we worked during the year, and who helped make our program successful. Accoustical Applicators Jim Gay, Coordinator* Electrical Nancy Mason, Training Director* Western Washington Lathing/Acoustical/ Puget Sound Electrical Drywall/Thermal Insulation John Tobey, Coordinator* Asbestos Workers Tom Reed, Coordinator* Seattle Electrical Local 46 & Seattle Marine Electricians Seattle Asbestos Workers Automotive Mechanics (Local 289) Don Eaton, Secretary B. Guthmiller, Vice President Signal Electric Seattle Automotive Machinists Fire Fighters Boeing Company Kent Fire Fighters Norm Angelo, Chief Doug George, Training Supervisor Boeing Company Gary Castellano, Training Director King County Fire District #4 Boilermakers Al Black, Coordinator* Jeff Chikusa, Coordinator Seattle Boilermakers Mercer Island Fire Department Carpenters Larry Eager, Training Director Jon T. Pugh* Renton Fire Fighters King County Carpenters & Millmen Carpenter-Linoleum-Soft Tile Layers Glaziers & Glass Workers Mike Schuler, Coordinator* Dean Starge, Training Director* Glaziers, Architectural Metal & Glass Western Washington Floor Covering Iron Workers Cement Masons Mike Asper, Coordinator* Mark Maher, Coordinator* Seattle Area Ironworkers Seattle Cement Masons Laborers Bob Roberts, Coordinator* NW Laborers Apprenticeship Committee ‘Came to ANEW or students toured their facility. Apprenticeship Coordinators, cont. Machinists Arthur Bolton, Secretary Seattle Machinists Plumbers, Pipe Fitters, Steam Fitters, & Refrigeration Mechanics Jack Moss, Coordinator* Plumbers/Pipefitters Marine Pipefitters (Local 32) Frank Lavish, Coordinator Puget Sound Power & Light Marine Pipefitters Curt Ross, Secretary Puget Sound Power & Light Masonry Jerry Hayes, Coordinator Roofers Seattle Area Masonry Pat Gilliland, Secretary* Seattle Roofers Metro/Heavy Duty Diesel Mechanics Mike Eeds, Chief of Training Metro/City of Seattle Seattle City Light Melina Nichols, Apprentice Supervisor* Seattle City Light NW Line Construction Industry & Tree Trimmers Bill Stone, Director Sheet Metal Workers (Local 66) Bill Nugent, Secretary* NW Line Construction Industry SNO-KING Sheet Metal Operating Engineers Duane Lee, Training Director* Shipwrights Bob Scott, Coordinator Western Washington Operating Engineers King County Shipwrights Painters/Decorators/Drywallers Sign Painters Steve Norling, Coordinator* Chuck Hord, Secretary Northwest WA Painting & Decorating (JATC) Seattle Sign Painters King County Marine Painters (Trainee) Pile Drivers Lonnie Wangen, Apprenticeship Coordinator* Sprinkler Fitters Donald Ellefsen, Secretary Seattle Sprinkler Fitters Western Washington Pile Drivers Stationary Engineers Plasterers Rick Anderson, Coordinator* Western Washington Plasterers ‘Came to ANEW or students toured their facility. Dave Hutchins Western WA Stationary Engineers Speakers ANEW thanks those who spoke to our students during the year, providing both information and inspiration. Sara Armstrong Port of Seattle Manager, Facilties Maintenance Nalani Askov Seattle Office for Women’s Rights Gehla Ault City of Seattle Engineering Marion Braswell Tammy Butts Piledriver Apprentice, Piledrivers Local 2396 Material Handler, Sheet Metal Workers Local 66 Marilyn Chase Painting Contractor Eva Church Port of Seattle Operationg Engineer Mechanic Apprentice Teresa Coleman Molly Douse Drywall Apprentice, LADS Local 1144 Firefighter Cindy Ferruci Judy Fortier Tacoma Office for Human Rights Physician, drug testing Kim Franklin Seattle Police Officer Mary Beth Gage West Coast Grocery Co., Human Resources Maureen Green Sheet Metal Apprentice, Sheet Metal Local 66 Peggy Hammer City of Seattle Health and Safety Specialist Marian Honeysuckle Bobbie Hughes City of Seattle Automotive Machinist Apprentice King County Police Officer Sharanda Joe Willamette Industries Warehouse Worker Randy Loomans Yolanda Lowry Journeywoman Ironworker Local 86 Nina Mitchell Electrician Apprentice, IBEW Local 46 Urmila Narayan Metro Recruiter Susan Navetski King Co. Recruitment/Public Works Kale Nephin Piledriver Apprentice, Piledrivers Local 2396 Carpenter Apprentice, Carpenters Local 131 Alice Olson King County Solid Waste, Site Attendant Jody Olvera City of Seattle Health and Safety Specialist Nancy Peters Sheet Metal Apprentice, Sheet Metal Workers Local 66 Lisa Roberts Electrician Apprentice, IBEW Local 46 Joan Robinson Seattle Water Department, Water Pipe Helper Rebecca Rogers Seattle Water Department, Water Pipe Helper Venetia Runnion Industrial Hygiene Manager, Hazcon, Inc. Melanie Sako Journey Electrician IBEW Local 46 Rhonda Scoby King County Solid Waste, Site Attendant Rebecca Simms Piledriver Apprentice, Piledrivers Local 2396 Brenda Sowell Tee Sullivan Metro Diesel Mechanic Apprentice Carpenter Apprentice, Carpenters Local 131 MaryAnn Wiesner Julie Wing Journey Carpenter, Carpenters Local 1797 King Co. Roads Utility Worker Vicki Wood City of Seattle Environmental Field Specialist Please accept our apologies if we have inadvertently omitted your name from our list. COMPETENCIES JOB SKILLS TRADES MATH DESCRIPTION: The trainee will work from their present skill level to increase proficiency and speed in trades math operations. COMPETENCIES Add, subtract, multiply, and divide whole numbers. Add, subtract, multiply, divide and round off decimals. Calculate the average of whole numbers and decimal numbers. Add, subtract, multiply, divide and reduce fractions. Read a tape measure to l/16th of an inch. Convert fractions to decimals and decimals to fractions. Use percent in math operations including converting decimals and fractions to percent, and percents larger than 100. Add, subtract, multiply, divide, and convert linear units of measurement­ inches, feet and yards. Calculate ratio and proportion problems. Calculate word problems including spacing of holes or cuts and material estimation. Read circle and angle measurements in degrees. Use protractor to find angle measurements. Calculate perimeters and circumference. ACCOMPLISHED/DATE COMPETENCIES Calculate areas of a square, rectangle, parallelogram, triangle, right triangle, and circle. Convert square units of measurement. Calculate volumes. Convert cubic units of measurement. Use pythagorean theorem. Calculate measurements in units of time. Use the functions of a simple calculator. Read and interpret tables and charts. Solve for unknowns using Ohm's Law: E =1 x R. Solve for unknowns in series and parallel circuits using the proper rule. Apply math operations to trade applications (workbook). INTRODUCTION Add and subtract degrees, minutes and seconds Calculate dry and liquid measures. Plot and interpret graphs. Identify the units of measurement in the metric system. ACCOMPLISHED/DATE COMPETENCIES JOB SKILLS Job/Life Skill DESCRIPTION: The trainee will know the job and life skills that are associated with construction, maintenance, and manufacturing trades. COMPETENCIES Demonstrate study skills and reading material organization. Identify personal values, demonstrate how values affect communication and career choice. Model problem-solving strategies, demonstrate how to resolve crises both in personal or job site situations. Demonstrate effective communication: how to be assertive, conflict resolution, and diverse workforce sensitivity. Identify what constitutes sexual harassment, how to resolve harassment situations, and the legal options available. Demonstrate setting goals within a timetable. Demonstrate an understanding of the blue collar nontraditional job market. This includes wages, benefits, working conditions, and advancement and training opportunities. Identify current job related skills. Complete information interviews on occupation area of choice. Complete a master application for blue collar nontraditional job search. Complete a job resume. Exhibit capability in a mock employment interview with a panel of area employers. ACCOMPLISH/DATE COMPETENCIES Demonstrate an understanding of workplace expectations to include: employer expectations, supervisor expectations, co-worker expectations, union expectation, apprenticeship expectations, strength and endurance expectations. Complete a job search plan. Identify leadership abilities. ACCOMPLISH/DATE COMPETENCIES JOB SKILLS ELECTRICAL AND MECHANICAL ELECTRICAL DESCRIPTION: The trainee will be able to identify and properly use hand and power tools, wire size and color, electrical components, cable, and conduit. The trainee will be able to work electrical blueprints, and wiring and simple schematic diagrams. The trainee will be able to define, measure, and calculate the four electrical quantities as well as understand electrical terminology. The trainee will be able to assemble series and parallel circuits and understand their characteristics and troubleshoot problems. Tools and Terminology COMPETENCIES ACCOMPLISH/DATE Identify and properly use cable ripper, side cutters, lineman's pliers, slip joint pliers, needlenose pliers, conduit bender, wire stripper, hacksaw, portaband, vise grips, drill motor, and angle drill with auger bit, and slot and phillips screw drivers. Understand the function of hot, neutral, and ground wires. Assemble wire sheathing colors and component screw colors to match functionally. Understand the function of circuit parts (power source, conductors, load, and switch). Assemble series and parallel circuits. Electrical Blueprints and Wiring and Schematic Diagrams Identify common blueprint symbols for electrical components. Identify a complete circuit including all components. Draw wiring and schematic diagrams of class projects. Four Electrical Quantities: Resistance, Voltage, current and Power COMPETENCIES ACCOMPLISH/DATE Define the 4 quantities. Recognize the ratings of electrical components, cable/wire, appliances, equipment, resistors, fuses, circuit breakers, and power tools as they relate to the 4 quantities. Calculate the total load on a circuit. Find the electrical quantities using a Ohm's Law, for a device or circuit. Measure the 4 quantities using a variety of digital and analogue multimeters. Use continuity and voltage testers. Electrical Components Identify a variety of switches, outlets including GFCI, device boxes, cable, wire, conduit, raceways, elbows, circuit breakers, fuses, bathroom fans, incandescent and florescent light fixtures, pagoda lights, subpanels, bushings, connectors, and couplings. Assemble electrical components in series/ parallel circuits for residential applications. Troubleshoot problems in circuits or electric devices. MECHANICAL DESCRIPTION: The trainee will understand combustion engine concepts and assemble a small gas engine, assemble oxyacetylene welding equipment, weld and cut; solder copper pipe; identify and safely use hand tools; understand plumbing concepts; understand sheet metal concepts. Combustion Engine Understand the 4 cycles of the combustion process. Identify the parts of a small gas engine. COMPETENCIES Identify and safely use the following wrenches: Socket, ratchet, torque, box, open end, and alien. Identify and safe use tap, spark plug gaper, feeler gauge, flywheel puller, rubber mallet, table vise, ring compressor, and spring compressor. Disassemble and assemble a small gas engine. Troubleshoot small gas engine. Disposal of Hazardous Waste. Welding Complete three welding safety packets. Set-up welding tanks, regulators, hoses, torch and torch tips. Cut and pierce using oxyacetylene torch. INTRODUCTION Perform a variety of welds. Soldering Demonstrate safe use of equipment. Prepare surface to be soldered. Solder copper pipe to fittings. Solder an electronic component. Mechanics Produce a metal template using the drill press and bench grinder. Disassemble and assemble gate valves. Identify globe, gate and ball valves. Produce a threaded hole using a tap and thread die. Identity thread gauge system. ACCOMPLISH/DATE COMPETENCIES Use drill bit gauge. Sharpen tools on bench grinder. Sheet Metal Identify and safety use right and left aviation snips, bulldog snips, Whitney Jr. punch, sheet metal hammer, tongs, vise grips, punches, scratch awl, crimpers, lever style snip, dividers, rivet gun, and double cuts. Identify the parts of and safety operate box brake and jump shear. Plumbing Understand plumbing terminology including traps, vent system, grade, sewer line, waste line, backflow prevention, and fixture. Assemble ABS pipe. Identify a variety of drainage elbows. Cut, ream, and thread pipe. INTRODUCTION Interpret Fixture Chart, Drainage and Vent Pipe Chart, Water Distribution Chart, and Water Pipe Sizing Chart. Teamwork Skills Work cooperatively with co-workers. Effectively lead an assignment or a portion of a project. ACCOMPLISH/DATE COMPETENCIES JOB SKILLS Construction Trades DESCRIPTION: The participant will be able to identify construction materials, understand construction terminology, identify and safety use hand power tools, interpret blueprints, install wallboard, install roofing materials, frame, paint, tie steel, and build stairs. Construction Material Identification COMPETENCIES Recognize and properly use a variety of nails: Finish, box, bright, galvanized. Recognize and properly use a variety of concrete and masonry fasteners. Identify the different types and grades of framing and building lumber and plywood. Identify types and grades of sheathing and their use. Identify types and grades of sandpaper and their use. Construction Terminology Understand and apply the following general terms: ”0n center” (oc), stud, etc; end nail or toe nail; lay out a plate and lay out sheathing for cuts; load, stress and shear; squaring; leveling; plumbing; butts; bevel or miter cut; and rough opening. Understand and apply the following wall framing terms: Sole plate or bottom plate, stud, queen or king stud, trimmer, "cripple” or short, header, corner studs, and bracing. Understand and apply the following floor framing terms: Joists and rim joists, mud sill, anchor bolt and sub-floor. Understand and apply the following form building terms: Footing, stem wall, cleats, ties, and stakes. ACCOMPLISH/DATE COMPETENCIES Hand Tool Use Identify and safety use the following hand tools: Hammers, chalk line, steel tape measure, combination square, framing square, utility knife, cat's paw, screwdrivers, and wrenches. Identify and safety use handsaw. Demonstrate ability to measure, mark and cut a variety of materials with a handsaw. Set up and shoot elevations using a builders level. Obtain a powder actuated card by safety operating a powder actuated tool and passing a test. Power Tool Use Identify parts of a jig saw. Change a jig saw blade. Safely operate a jig saw. Identify parts of a circular saw and a variety of saw blades. Change the blade on a circular saw. Safely operate a circular saw. Identify the parts of a power miter saw (chop saw). Safely operate a power miter saw. Safely operate a table saw. Safely operate a band saw. Identify the parts of a drill press. Safely operate a drill press using both wood and metal. Safely operate a power cut off saw. ACCOMPLISH/DATE COMPETENCIES Identify parts of a drill motor. Identify types and uses of drill bits. Change drill bits. Safely operate drill motor. Safely operate a radial arm saw. Safely operate a wood lathe. Safely operate a reciprocation saw. Change the blade on a reciprocating saw. Safely operate a router. Safely operate palm and belt power sanders. Change the sandpaper or belt on power sanders. Change the bits for a rotohammer. Safely operate a rotohammer. Construction Blueprint Reading Identify the 3 orthographic views: top, front, and sides. Ability to do orthographic projection as required by Employment Security office GATB test. Identify parallel and perpendicular lines. Measure dimensions using l\4”per foot scale on an architect's scale ruler. Identify scale used on a blueprint. Identify the following lines: dimension, extension, object, leader, break, center, and hidden. Identify types of architectural drawings to include: plot plan, foundation plan, floor plan, elevations, and details. COMPETENCIES Identify basic floor plan terms and symbols to include: outside door, inside door, archway, bi-fold doors, by-pass doors, windows, stud wall framing, concrete, overhead light outlet, duplex outlet, and single pole switch. Read a basic floor plan. Draw a basic floor plan to scale. Use graph paper to draw a plan to scale. Ability to interpret a simple project plan in order to make a material list, gather materials and construct the project. Framing Identify the basic components of frame construction. Layout and assemble a framed wall. Squaring of a frames wall. Apply sheathing. Re-bar Installation Identify uses of re-bar. Cut, install and tie re-bar. Concrete Work Identify the components of concrete form construction. Build a form. Calculate volume of concrete needed for form. Mix cement. Pour and finish concrete. ACCOMPLISH/DATE COMPETENCIES Roof Construction and Roofing Installation Identify types of roofs to include: flat, shed, gable, and hip. Identify roof framing terms to include: span, total rise, total run, rafter, top cord, bottom cord, webbing, overhang, soffet, and fascia. Calculate and construct a simple gable truss. Identify types of roofing materials to include: wood shake, shingle, 3-tab, rolled roofing, tile, hot tar and torch down. Install 3-tab asphalt roofing. Stair Construction Identify stair construction terms to include: tread, riser, total rise, total run, stringer, unit of rise, unit of run, and dropping. Calculate, layout, and cut out a stair stringer. Wallboard Installation Identify gypsum wallboard uses and types. Install gypsum wallboard. Finish wallboard (tape, mud, and sand). Painting Identify types of paints and finishes. Identify thinning agent for each type of paint and finish. Identify applications for a variety of rollers and brushes. ACCOMPLISH/DATE COMPETENCIES Demonstrate preparation of surfaces for painting or finishing. Demonstrate painting techniques such as ’’cutting in.” Operate airless paint sprayer. Disposal of Hazardous Materials. Measuring Ability to accurately measure to l/16th of an inch. Teamwork Skill Work cooperatively with co-workers. Effectively lead an assignment or a portion of a project. ACCOMPLISH/DATE COMPETENCIES JOB SKILLS Strength Building DESCRIPTION: The trainee will perforin strength building exercises bylifting free weights, participating in aerobic exercise, and using weight lifting and exercise equipment. COMPETENCIES Identify health and nutrition concepts that are necessary for body health and fitness. Demonstrate proper warm-up, stretching, weight lifting and exercise techniques. Participate in approximately 90 minutes of aerobic exercise every week. Complete an individualized weight training program. Identify how to avoid injury. Identify the treatment for common injuries and community resources for injury care. Show a 10% (average) improvement in muscular endurance activities within 10 weeks. Measurements include: sit ups and push ups (bent knee or regular) per minute. Show an additional 20% (average) improvement in muscular strength by program completion. Show a 10% (average) improvement in cardiovascular endurance exercises within 10 weeks. Measurements include: one mile run in minutes, stair climbing in minutes, and bench stepping per one minute. Show an additional 10% improvement in cardiovascular endurance by program completion. ACCOMPLISH/DATE COMPETENCIES JOB SKILLS Heavy Work Station DESCRIPTION: The trainee will perforin actual and simulated construction tasks using safe and correct procedures. These heavy repetitive tasks include: material handling, material transport, height experience, trade knowledge-safety, shop keeping, and trade skills. COMPETENCIES ACCOMPLISH/DATE Demonstrate safe material carrying, stacking and lifting (from ground to above waist.) Materials included are cinder blocks, concrete sacks, conduit, lumber, cable, sheet metal, plywood, rebar, galvanized pipe, 5 gallon paint buckets, and sheetrock. Demonstrate safe material transport techniques using a pallet jack, wheelbarrow, hand truck, forklift, and scissor lift. Complete height experience work stations to include: balance beam, pyramid climb, step ladder-8' and 10', extension ladder-24', steel curtain-12', power pole climb-18', scissor lift-18', and scaffolding erection-14'. Demonstrate general trade knowledge to include: wearing proper safety gear, basic knot tying, tying off a load, hand signals, working around power lines, shoring standards, demolition method, and filling out an accident report. Interpreting an MSDS sheet on hazardous material handling and storage. Obtain Industrial First Aid card. Obtain Flaggers Card. Demonstrate shop keeping ability. Work area to be kept clean, safe, and organized. COMPETENCIES Demonstrate the following general trade skills: Hand Tool Operation: nail drive, nail pull, overhead nailing, screw driving, shoveling and ditch digging, stake driving, hacksawing, pipe cutting, reaming & threading, and crosscut saw operation - 2 person. Demonstrate the following general trade skills: Power Tool Operation: rotohammer operations, airless paint sprayer operations, and electric drill motor operations. Pneumatic Tool Operation: Safe operation of air nailer and pavement breaker. Gas Tool Operation: Safe operation of portable generator, soil compactor, chainsaw, and post hole digger. ACCOMPLISHED/DATE RENTON TECHNICAL COLLEGE 3000 Northeast Fourth Street Renton, Washington 98056-4195 JOB SKILLS FOR TRADE & INDUSTRY PROGRAM OUTLINE CIP No. 46.9998 5/93 • TABLE OF CONTENTS Page No. PROGRAM INFORMATION... ...... REQUIRED COURSES..... ....... 4 3 COURSE DESCRIPTIONS... .................................................................. ...... 5-6 COURSES COMPETENCIES.. .................................................................. ...... 7-13 STUDENT EVALUATIONS... 14 ...... REQUIRED TEXTS AND SUPPLIES.................... ....... 15 GRADE REPORT'......... ....... 16-17 Job Skills for Trade & Industry Program Option • Certificate of Completion This program is designed to help women gain skills which make them competitive applicants for entry level employment in the following areas: Apprenticeship, Industrial Trainee Positions, the Machine Servicing Industry and many other "non-traditional " employment opportunities. The program begins with an orientation to the trades and occupations and includes counseling to match personal interests and abilities with appropriate careers. Participants study subjects applicable to many occupations: Basic and Trade Math, Building and General Construction, and Maintenance terms, Blue Print Reading/Drawing, Personal and Industrial Safety, use and care of Hand and Power Tools, Basic Electricity/Electronics, Employer/Employee Expectations, Oxy­ Acetylene Burning and Arc Welding, Strength Building and Height Experience and Lab Experiences. Practical work experience includes projects in carpentry, pipe cutting and threading, machine service and troubleshooting, welding and soldering, cement mixing and pouring, erection of scaffolding and exercises to build physical strength and endurance. An emphasis will be placed on assembly, disassembly and troubleshooting in a practical lab situation. When appropriate, students may be assigned to a cooperative work station in industry. *This course is only for low income women who live in King County. COURSE LENGTH 5 months 630 hours/35 credits Monday - Friday, 8 a.m. - 3: 30 p.m. COOPERATIVE EXPERIENCE A cooperative education option may be available for qualified, approved students. REQUIREMENT Minimum age: 18 years Orientation and individual interview with ANEW staff. Vocational interest and goals related to the program of study. *Must meet JTPA eligibility. Math placement test. RECOMMENDATIONS Upon completion of the program, high school diploma or equivalency certificate to assist in job placement. Valid Washington State Driver's License. ENROLLMENT Eligible students may enter the program in September and February. JOB SKILLS FOR TRADE & INDUSTRY Required Courses Course Code Course • Title Course Hours Course Credits Industrial First Aid 18 1 ANEW 089 Trades Math' 54 3 ANEW 101 Electrical and Mechanical 216 12 ANEW 103 Construction Trades 162 9 ANEW 105 Job/Life Skills 36 2 ANEW 107 Strength Building 72 4 ANEW 109 Heavy Work Station 54 3 ANEW 111 Forklift and Flagging 18 1 IND 070 (additional hours supplied by ANEW) Totals 100 630 35 JOB SKILLS FOR TRADE à INDUSTRY COURSE DESCRIPTIONS IND 070 Industrial First Aid 18 hrs/1 cr This course will instruct individuals in the proper techniques of industrial first aid and CPR. ANEW 089 Trades Math 54 hrs/3 cr This course is taught with a vocational emphasis to develop proficiency in working with whole numbers, fractions, decimals and percents. Drills and applications will also use math formulas and techniques common to trade and industry. ANEW 101 ' Electrical and Mechanical 216 hrs/12 cr This course provides an introduction to electrical theory, components/systems, combustion engines, welding/soldering, plumbing and sheet metal concepts and practices. Students will work with' blueprints and simple schematic diagrams and learn the four electrical quantities and electrical terminology. Students will assemble series and parallel circuits and learn circuit characteristics and troubleshooting techniques. ANEW 103 Construction Trades 162 hrs/9 cr An introduction to the various skill areas common to the construction industry. The participant will be able to identify construction materials, understand construction terminology, identify and safely operate hand power tools, interpret blue prints, install wall board, install roofing materials, frame, tie steel and build stairs. ANEW 105 Job/Life Skills 36 hrs/2 cr An introduction to the Job/Life Skills needed to locate, interview for and secure employment in the construction, maintenance and manufacturing trades. Goal setting, sexual harassment, wages, and effective communication are discussed. ANEW 107 Strength Building 72 hrs/4 cr An introduction to strength building exercises to promote proper physical conditioning for the construction, maintenance and manufacturing trades. Included are lifting of free weights, aerobic exercises and weight lifting and exercise equipment familiarity. ANEW 109 Heavy Work Station 54 hrs/3 or Students perform actual and simulated construction tasks using safe and correct procedures. These heavy, repetitive tasks include: material handling, material transport, work with heights, trade safety knowledge, shop keeping and trade skills. ANEW 111 Forklift and Flagger Training 18 hrs/1 or The course prepares students to be certified in the safe operation of a forklift and to receive state certified flagger training. COMPETENCIES JOB SKILLS FOR TRADE & INDUSTRY IND 070 Industrial First Aid 18 hrs/1 cr This course will instruct individuals in the proper techniques of industrial first aid and CPR. COMPETENCIES Demonstrate knowledge of how to properly assess and handle serious injuries including injuries to the circulatory system, shock, injuries to the head, injuries to the neck and back and injuries to the chest and abdomen. Demonstrate effective CPR and basic life support techniques. Demonstrate knowledge of how to accurately assess and provide effective emergency care for medical conditions such as stroke, diabetic emergencies, epilepsy, hyper­ ventilation, burns, poisoning, frostbite and hypothermia and heat related emergencies. Demonstrate appropriate first aid procedures such as: bandaging, splinting, patient examination, treatment of burns and bleeding control. Date First Aid card issued. ACCOMPLISHED/DATE COMPETENCIES JOB SKILLS FOR TRADE & INDUSTRY. ANEW 089 - Trades Math COMPETENCIES Use the functions of a simple calculator. Add, subtract, multiply, divide and round off whole numbers, decimals, fractions. Read a tape ^measure to 1/16 of an inch. Convert fractions to decimals and decimals to fractions. Add, subtract, multiply, divide and convert linear units of measurement: inches, feet and yards. Calculate perimeter/circumference and ratio/ proportion problems. Demonstrate knowledge of basic algebraic functions. Calculate: Area, volumes, dry and liquid measures. Read and interpret tables and charts. ACCOMPLISHED/DATE COMPETENCIES JOB SKILLS FOR TRADE & INDUSTRY ANEW 101 - Electrical and Mechanical ELECTRICAL COMPETENCIES Identify and safely use hand and power tools associated with electrical work. Understand wire sheathing and component screw color code system. Understand the function of circuit parts, i.e.: power source, conductors, load and switch. Assemble series and parallel circuits. Identify common blueprint symbols for electrical components. Using Ohm's law, find and define the four electrical quantities for a device or circuit. Identify and name various electrical components/parts and recognize the ratings of these component/parts . Troubleshoot problems in circuits or electrical devices using continuity and voltage testers. ACCOMPLISHED/DATE COMPETENCIES JOB SKILLS FOR TRADE & INDUSTRY ANEW - 101 (continued) MECHANICAL COMPETENCIES Demonstrate knowledge of the concept and ' internal/external workings of the combustion engine. : Demonstrate ability to properly use the various hand and power tools used in the ' mechanical field. Demonstrate the ability to set up and use welding tanks, regulators, hoses, torch and torch tips in a variety of welding applications. Demonstrate the ability to properly use soldering equipment to prepare and solder copper pipe and electrical components. Demonstrate knowledge of general mechanics. Demonstrate knowledge of the sheet metal trade and associated machinery. Demonstrate knowledge of plumbing tools, terminology and components. Demonstrate knowledge of good teamwork skills. ACCOMPLISHED/DATE COMPETENCIES JOB SKILLS FOR TRADE & INDUSTRY ANEW 103 - Construction Trades COMPETENCIES Demonstrate the ability to identify the various construction materials used. Demonstrate knowledge of construction trade terminology. Demonstrate knowledge of the safe use of hand and power tools used in construction. Demonstrate the ability to read and use blueprints . Demonstrate knowledge of the basic components and methods involved in frame construction. Demonstrate knowledge of the uses of re-bar. Demonstrate an understanding of concrete work. Demonstrate knowledge of roof construction and roofing installation. Demonstrate knowledge of stair construction. Demonstrate knowledge of wallboard installation. Demonstrate knowledge of paint and paint finishing. Demonstrate knowledge of taking measurements. Demonstrate knowledge of good teamwork skills. ACCOMPLISHED/DATE COMPETENCIES JOB SKILLS FOR TRADE & INDUSTRY ' ANEW 105 - Job/Life Skills COMPETENCIES Understand the importance of personal values and setting realistic personal goals. Demonstrate effective communication and problem solving techniques . Understand what constitutes sexual harassment and your personal and legal responsibilities. Prepare a resume and a mock interview. Complete a job search plan. ACCOMPLISHED/DATE COMPETENCIES JOB SKILLS FOR TRADE & INDUSTRY ANEW 107 - Strength Building COMPETENCIES Identify health and nutrition concepts that are necessary for health and fitness. Participate in an aerobic exercise program. Complete an individualized weight training program. Show a 10% (average) improvement in muscular endurance activities within 10 weeks and 20% by program completion. Show a 10% (average) improvement in cardio­ vascular endurance exercises within 10 weeks and an additional 10% by program completion. ACCOMPLISHED/DATE COMPETENCIES JOB SKILLS FOR TRADE & INDUSTRY * ANEW 109 - Heavy Work Station COMPETENCIES Demonstrate safe material carrying, stacking and lifting from ground to above the waist. Demonstrate safe use of material handling equipment. Complete height experience work stations. Demonstrate general trade knowledge. Interpret an MSDS sheet on hazardous material handling and storage. Demonstrate safe operation of hand, power and pneumatic tools. Demonstrate safe operation of gas powered tools and equipment. ACCOMPLISHED/DATE COMPETENCIES JOB SKILLS FOR TRADE & INDUSTRY, ANEW 111 18 hrs/1 or Forklift and Flagger Training COMPETENCIES ACCOMPLISHED/DATE Forklift: Demonstrate appropriate knowledge of functions and parts of a forklift, OSHA forklift regulations, proper procedures for picking and placing a load, the stability triangle/pyramid properties of propane gas. Demonstrate safe driving habits in forklift operations. Effectively demonstrate attention to safety and knowledge of their own equipment and capabilities. Properly perform a complete preshift inspection . Properly pick and place a variety of loads and properly move through a predetermined course of the workplace. Flagger: Demonstrate how to establish and maintain a safe traffic flow in a construction zone. Demonstrate understanding of hazards and of safe behaviors involved in a variety of flagger situations. Successfully pass State exam which results in 3-year flagger certification. Effectively practice zone set-up and flagger situations. RFP RFP 94-01 SECTION A: RESPONSE PACKAGE PROGRAM DESIGN A.l. Participant Targeting 1 A.2. Outreach and Recruitment 4 A.3. Pre-Application 5 A.4. Eligibility Determination 6 A.5. Objective Assessment and Individual Service Strategy 7 A.6. Case Management 10 A.7. Training Services 13 A.8. Employer Participation 20 A.9. Job Targeting 21 A.10. Job Placement Services 21 A.11. Post Program Follow-Up Services 23 A.12. Support Services (JTPA) 24 A.13. Coordination and Ancillary Services 25 A.14. Participant Target List 29 A.15. Program Flow Chart 30 1 A1 PARTICIPANT TARGETING ANEW will continue to serve women over the age of 17 who are interested in entering nontraditional employment. ANEW proposes to recruit 168 women for training in the next contract period. ANEW will continue to focus its recruitment efforts to draw this target population from King County - high density poverty areas. ANALYSIS: ANEW 1992/93 and 1993/94 PARTICIPANTS RESIDING IN SEATTLE/KING COUNTY HIGH POVERTY DENSITY AREAS # of Participants High Poverty Density Area Zip Codes Area 9 981- 03,05,07,15,17,25,33,77 North Seattle 4 981- 02,09,12,19,99 Central Seattle 49 981- 06,08,16,18,26,34,36,44,46 South Seattle 17 980- 04,05,06,07,08,11,19,27,33.34, 40,56,72 North & East King County 56 980- 01,02,03,10,22,23,31,32,42,55, 56,58/ 981-48,58,66,88,98 South King County Total: 135 Enrollees Conclusion: ANEW enrolled 160 participants during the 1992/93 and 1993/94 contract period; 135 or 85% of those enrolled reside in Seattle and King County high poverty density areas. ANEW will continue to enroll minority women at our goal level. For 1994-5 this will be 59% for the city and 35% for the county. Any paid advertising is only used to recruit in targeted communities of color. (See A-14 Chart.) Often women have not had opportunities in school, family life or at jobs to familiarize themselves with the tools necessary to enter trades or industry. 2 The chart below shows actual work skill deficiencies of past classes as well as projections for our target population, 1994-96: 1989-90 1990-91 1991-92 1992-94 1994-96 Lack of job skills 100% 100% 100% 100% 100% Unemployed 15 out of the last 26 weeks (minimum), SDA Barrier 52% 59% 74% 81% 75% Lacks Work History, SDA Barrier 46% 54% 58% 48% 45% 56% 45% Work Skill Deficits Lacks Work Maturity ANEW continues its commitment to create the opportunity for women with pre-employable and nearly employable basic skills to receive nontraditional job skills training. The chart below summarizes past and planned enrollment of women with basic skill deficits: Basic Skills Deficit 1989-90 1990-91 1991-92 1992-94 1994-96 Enrollment 92 70 68 160 168 Nearly employable 20% 30% 43% 22% 20% Pre-employable 12% 14% 10% 11% 10% High School Dropout 23% 26% 18% 24% 24% Life skills deficits are the most challenging of the employment barriers faced by ANEW participants. In addition to poverty, the majority of ANEW students have had to deal with one or more of the following life situations while in training. The chart below summarizes life barriers for student populations from previous and planned contracts. 3 1989-90 1990-91 1991-92 1992-94 1994-96 Welfare Recipient 64% 57% 62% 55% 45% Substance Abuse (Received treatment) 22% 28% 25% 21% 25% Offender 22% 19% 12% 29% 18% 64% 65% Life Circumstances Single Parent In 1992-94, 16% of the 160 participants had 3 or more of the specified employment barriers, 33% had 2 barriers, 42% had one barrier, and 9% had no JTPA barriers. An additional barrier that ANEW participants face is domestic violence. Upon initial assessment approximately 25 % of the potential applicants in each class report a history of domestic violence, with very few (1 to 2) identifying current abuse. In the past two classes, by program completion there were 37 (46% out of an enrollment of 80) known cases of past and/or present domestic violence. The continuum of violence and abuse ranges from verbal and emotional abuse (constantly belittling a participant, making it difficult for them to attend school or study, accusing them of sexual misconduct because they are working with men) to physically abusing them and/or threatening to kill them. ANEW staff responds to these needs through individual counseling, support groups, referrals to domestic violence centers and shelters, bringing in speakers for the class from DAWN, a domestic violence center, and developing a "safety plan" for the participants while they are in school. 4 Another barrier is lack of a Washington State Driver’s License, a requirement for most nontraditional jobs. Often the worksite is not on a bus line or shifts do not correspond with bus schedules, which necessitates owning a vehicle. Entering the construction trades is very difficult without a dependable vehicle and almost impossible without a driver’s license. In the last four classes 50 out of 160 trainees did not have a valid driver’s license. In the most recent graduating class for example, only 2 out of 10 women who did not have a driver’s license obtained it upon completion. Trainees are encouraged to study and take the licensing test. If, as in the case of some women who did not finish high school, they don’t know how to drive, there is no funding available for driving lessons. Staff suggests they have a friend teach them or use their Pell Grant for lessons (lessons average $80.00 an hour). In most cases, women do not have a valid license due to fines for violations. Pell Grants can be used to pay off fines, but this is often not possible since participants need their grant money for living expenses. A.2. OUTREACH AND RECRUITMENT ANEW has developed and will continue to implement a comprehensive recruitment and community outreach plan. Essentially, the plan employs five recruitment strategies: public relations/networking, bulk mailing, promotional literature and displays, media, community outreach and miscellaneous recruitment opportunities (Appendix, Exhibit 1). ANEW is intensely aware that outreach and recruitment are crucial to providing access to the 5 employability process. Accordingly, we are particularly committed to targeting our outreach efforts to those populations that disproportionately suffer from harder-to-service characteristics (i.e. ethnic minorities, single parents, youth and ex-offenders residing in high poverty density areas in Seattle and King County). Implementation of our plan during the 1992/1993 and 1993/1994 contract period resulted in 85% of ANEW enrollees recruited from high poverty density areas in Seattle and King County. Since ANEW provides a unique training opportunity, participants are drawn county-wide from Woodinville to Enumclaw. The ANEW Outreach/Retention Worker will conduct all on-going recruitment activities and maintain and establish key linkage relationships with CBO’s, State entitlement agencies, recruitment networks community groups, and Career Development Learning Centers. A.3. PRE-APPLTCATION Upon initial contact, usually by phone, preliminary information is provided to a prospective participant. Additional program information and a schedule of orientation dates is mailed to her. Approximately 500 flyers are mailed to individuals before each class enrollment. The pre-application establishes the following: initial income eligibility, family status and work history (see Appendix, Exhibit 2). The ANEW Orientations will be once every two weeks in June, July, December and January. The scheduled day is 8:30 a.m. to 3:30 p.m. Within the Orientation the morning activities review JTPA services offered county-wide, the nontraditional job market, ANEW’s services, 6 and curriculum offered in ’’Jobs Skills." The afternoon incorporates assessment (see A.5). The Outreach Worker, Director and Counselor conduct the Orientation. A.4. ELIGIBILITY DETERMINATION ANEW has successfully provided up-front eligibility verification for over 160 participants. In 1992-93, our JTPA 8% grant, awarded by the Employment Security Department, required income verification of all participants. In 1993-94, the PIC required 100% verification for both income and an employment barrier. Procedures: At the end of Orientation, those interested in applying for the ANEW program sign-up for an Assessment Interview and receive one-to-one instructions on what to bring as documentation for their JTPA application. On their Assessment Interview Day, applicants bring in income and barrier documentation, which is copied and placed in their application envelope. All staff (except the Math and Fitness Instructors) are trained to use the T.A.G. to determine the documentation needed to accompany the applicant’s JTPA forms. During the one-to-one Assessment Interview, staff review with the applicant her income and barrier documentation and compare it to her JTPA application. Any further documentation necessary to complete the application is requested of the applicant and noted on the envelope. Assistance with document gathering is provided by the Outreach Worker and Training Assistant. Assistance has included phone verification of AFDC status for the current month, phone calls to obtain birth certificates, and directions for obtaining a Social Security card. 7 The Director reviews each application and accompanying documentation within 30 days. A.5. OBJECTIVE ASSESSMENT AND ISS The process of appropriate and effective applicant assessment is the key to a comprehensive and successful service strategy. Assessment of employment goals and needs begins in Orientation with the Work Environment Assessment and Job Interest Survey (Exhibit 1). Basic skills are assessed using the Washington Basic Skills Appraisal Test. Training needs and barrier assessment continues with the Fitness Assessment (Exhibit 1) and monitoring timeliness and behavior. The Counselor, Director, Job Developer, and Client Services Technician assist the Outreach Worker with administering the Physical Assessment, which is organized with four applicants per test group. Evaluation of employment and personal barriers is accomplished through the Assessment Interview (Exhibit 1). ANEW staff are trained to conduct Assessment Interviews, which take approximately one and a half hours. Rating the applicant and reviewing "program entry criteria" and eligibility documentation takes another half hour. The initial assessment process can be summarized as follows: 8 ASSESSMENT CRITERIA ASSESSMENT TOOL Basic Skills Washington Basic Skills Appraisal Tests Work Skills motivation Orientation/Interview punctuality, behavior Physical Assessment, Interview: Goals & Expectations, Plan of Action Trade skill aptitude & potential Job Interest Survey, Work Environment Assessment, Interview: Work History, Education Assessment, Training Related, Physical Health Life Skills Barriers to employment Interview: Mental Health, Family/Stability Issues, Training Related, Work History, Work Maturity Checklist Barriers to completion Orientation: Budget Form, Child Care Plan, Interview: Family Stability Issues, Plan of Action Based on the above information, minimum entry criteria includes: * applicant Assessment Interview score of at least 60 * "satisfactory" score on Physical Assessment * Washington Reading and Math Appraisal Tests scores above 200. Selection for enrollment is based on: 1) the applicant’s Assessment Interview and Physical Assessment scores; 2) applicant follow-through; and 3) ANEW’s target population goals. ANEW uses as a guide the JTPA mandate to serve those who cannot make it in the labor market without "sustained intervention." The next step for accepted applicants is to attend an Individual Service Strategy Update 9 meeting, which includes being fitted for boots, reviewing expectations, and one-to-one updating of the ISS (See Exhibit 1). The Director and Outreach Worker conduct ISS day with ISS development assistance from ANEW staff. The ISS Update specifically matches lack of work skills with enrollment in "Job Skills," lack of basic skills with enrollment in "math refresher," and remediation and/or GED prep, and life circumstances with strategies for resolution. Objective assessment is integrated in the five months of training at five points: 1) Three week check-in; 2) Mid-point evaluation; 3) "One month to go"; 4) Exit interview; and 5) Final grade report. At the third week of training the ANEW Counselor will meet with participants for a one-on-one counseling "check-in." This provides women who are hesitant to voice their needs to an instructor or in small groups an opportunity to be heard. The "check-in" also builds trust between staff and participants. This lays a foundation for communication if any future problem arises. At the eleventh week of training, each participant has the opportunity to evaluate herself, the ANEW program, and to be evaluated by each instructor. One RTC instructor and one ANEW staff meet with each participant to discuss her "Assessment of Trainee Performance," which includes a performance review from each instructor (See Exhibit 1). Five weeks before program completion, the instructors and Counselor prepare a "One Month To Go" report (Exhibit 1) for any participant who has assignments due. This tracking alerts participants to what they need to accomplish in order to graduate and prevents last minute 10 misunderstandings. One of the most important case management tools to facilitate placement is the Job Search Plan and ’’Exit Interview" (See Exhibit 1). This is a one-to-one meeting between the Job Developer and each participant prior to completion of training. This interview is to re­ evaluate employment goals and capabilities and to build trust in the relationship between the Job Developer and the job seeker. The "Exit Interview" is also used when participants go into cooperative education (employment prior to the end of training) or drop-out of training but plan to go to work. A.6 CASE MANAGEMENT ANEW takes a team approach to case management. This is possible because staff and participants are housed in the same facility and have daily contact. The ANEW staff meets weekly to discuss overall program functioning as well as specific participant situations. The ANEW staff and Renton Technical College Instructors meet weekly as well to track trainees’ progress, to schedule monthly events, and to discuss programming to keep trainee motivation high. Participants are not "assigned" to counseling staff. Depending on the nature of her request, the trainee could select either the Counselor or Job/Life Skills Instructor, or possibly the Job Developer or Director. However, the majority of case management is done by the Counselor (caseload 30-50) and the part-time Job/Life Skills Instructor (caseload 12-22). Caseloads are 11 heaviest in February, March, and September, due to the overlap of participants who have just graduated and those who are starting. After graduation, the Outreach/retention Worker and Job Developer pick up the case management functions. On-site services: Support service assessment, counseling, and referral are available for students between 7:30 am and 8:00 am, during lunch period, during weekly resource hour, and after school at 3:30 pm. Until the end of the 6 month follow-up, graduates can receive support services, counseling, and referrals Tuesday evenings until 7:00 pm or by appointment. Additional counseling contact takes place during the weekly 75 minute small group and if needed for crisis situations, at anytime between 7:30 am and 5:00 pm. The Counselor has a Master’s degree in Social Work with special areas of expertise in abuse issues and group process. The Counselor meets with participants on a case-by-case basis. If a participant needs on-going, in-depth counseling, a referral is made to an outside source. The Counselor and Job/Life Skills Instructor coordinate services for participants in the areas of childcare, JOBS employment plan approval, transitional and permanent housing, financial aid application, medical services provision including the student accident insurance plan, ESL referral, legal assistance referral, learning disabilities testing, and drug/alcohol assessment. Referrals and outcomes are tracked in the "case management notes" section of each participant’s Individual Service Strategy. Coordination and Advocacy: The Math Instructor and Counselor monitor the progress of 12 those needing basic skills remediation and GED completion. These participants attend the RTC Adult Learning Center to receive concurrent and/or sequential instruction. Twice a month the Counselor and Renton Technical College Basic Skills Instructor consult to track the attendance and skill level of each co-enrolled participant. The Counselor meets twice a month with the participant to ensure that her needs are being met and to assist in the elimination of potential or existing barriers that could prevent her from completing. Mentoring Once a week for 75 minutes the participants meet in small groups of ten facilitated by either the Counselor or Job/Life Skills Instructor. The small groups are a place where women learn how to network and to give and receive support from one another. This is also a venue for demonstrating skills learned in Job/Life Skills class. Participants use this time to share their successes in school as well as the difficulties. Participants advise each other on life circumstances and employment issues. This is also a time for the counseling staff to become aware of those participants dealing with abusive partners, alcohol and drug related problems, parenting, anger management, or budgeting issues. This prevents trainees with problems from falling through the cracks as well as providing an avenue for counseling staff to approach trainees about sensitive issues. These participant contact times are designed to identify, track and address those behavioral or attitude problems which often occur for people who have multiple barriers which affect employability. The goal of the ANEW staff is to work with participants to facilitate healing 13 and behavior changes so they will be successful in getting and keeping a job when they complete training. Supportive elements that include counseling, small support groups, emergency services and community resource referrals are components that compliment instruction. These supportive elements are essential for ANEW participants to commit to and remain in a 5 month pre­ employment training program. A.7 TRAINING SERVICES ANEW offers an effective menu of training services for future tradeswomen. These training services include WBSCS remediation, GED preparation, "Job Skills for Trade and Industry," and Cooperative Education. These services are offered at Renton Technical College, which is accessible by several bus routes and Interstate 405. A supportive atmosphere is created by the multi-cultural staff where participants can learn the technical and behavioral skills needed to complete a successful job search. Skills training (Construction, Electrical/Mechanical, Strength Building, and Trades Math) is taught using methods appropriate for different learning styles. Trainees acquire transferrable technical skills necessary to get a nontraditional job. Integrated Pre-employ ment class teaches behavioral skills in a relevant context. Assertiveness, problem-solving, conflict resolution, and cultural diversity enable trainees to acquire the skills necessary to keep a job. 14 Basic Skills Training: For the past eight years, ANEW has formed a linkage with the Adult Learning Center at Renton Technical College (RTC) to provide WBSCS learner driven, competency based remediation to ANEW participants scoring below 225 in math and/or below 230 in reading on the Washington Basic Skills Appraisal tests. Participants are provided with individualized instruction and curriculum that is self-paced, matched to their functional levels, and focused on their identified competency deficiencies. The math curriculum has been adapted by the RTC Basic Skills Instructor and ANEW staff so that it is trades related. Those with math scores below the employability level are required to attend "Math Refresher," a 30 hour class offered at the Learning Center before enrollment into "Job Skills." ANEW participants can also pursue study and testing for their GED. Options to participate at the Adult Learning Center include sequential and/or concurrent remediation and GED programs. Of the 168 participants ANEW plans to enroll in skills training, at least 40 will be high school drop-outs. They will attend classes at the RTC Learning Center Monday through Thursday from 3:00 pm to 4:45 pm for an average of 80 hours. Participants enrolled only in remediation average 50 hours. An average of two participants per class continue either remediation or GED prep beyond the five months of "Job Skills." The Basic Skills Instructor will monitor attendance, administer CASAS pre and post diagnostic tests to measure gains, and report results to the ANEW Counselor. Both the Learning Center and ANEW are on the RTC campus. This proximity will facilitate case management communication. If a participant would find it more convenient to study at one of the Career 15 Development Learning Centers, arrangements will be made for her to attend classes there. Youth may earn a Learning Incentive Payment for: 1) the achievement of basic skills competencies at the employable level in reading and/or math; 2) for passing the third GED test; and 3) for passing the fifth GED test. There will be a maximum of $150 in LIP payments per participant. Classroom Occupational Skills Training: Through subcontracting agreements with RTC for the past fourteen years, ANEW has offered a five month multi-trades training program: Job Skills for Trade and Industry. Contractually, "Job Skills" is a cross between customized classroom occupational training and tuition based training. Enrollment into "Job Skills" is not open to the public, but only to ANEW-selected JTPA eligible participants. However ANEW only pays tuition at the current rate per hour to RTC and "Job Skills" has a state certified curricula. (Exhibit 3) "Job Skills" consists of four main components: I. Construction Trades; II. Electrical- Mechanical Trades; III. Strength Building; IV. Pre-Employment Training. Total curriculum hours are 675 (600 are reported on the RTC Preparatory Grade Report and 75 on the Job/Life Skills Report). I. Construction Trades: This competency based component focuses on the skills necessary to gain entry level employment in a variety of construction trades. The participant will gain working knowledge of trades math, blueprint reading, and safety. The curriculum covers 16 heavy, repetitive tasks such as: ditch digging, tying rebar, welding, burning, soldering, spray painting, erecting scaffolding, and lifting, carrying, and stacking materials. Classroom learning is applied to projects which mirror the "job" situation. The RTC Construction Trades Instructor teaches this section as well as trades math, heavy work stations, and assists in Strength Building. Trades Class ratio is 1 to 21. An emphasis on math is essential since a high school math proficiency is the minimum required to qualify for apprenticeship programs. During program year 1991-92, ANEW increased structured math class from 2 hours to over 5 hours a week. This additional time plus the low instructor to student ratio (1 to 10) is key to integrating math skills into the trades curriculum, especially for those with low basic skills. This has paid off for participants. The three ANEW trainees who applied for the carpenters apprenticeship last January scored the highest of all apprenticeship applicants. Fifty percent of the applicants failed the math test. II. Electrical/Mechanical Basic Skills: This competency-based component of skills training prepared participants for entry level jobs dealing with basic electricity, wiring, and mechanical aptitude. The curriculum covers a working knowledge of electricity, troubleshooting electrical and mechanical devices, and repair and maintenance of these devices. Trades math focuses on Ohm’s Law and using the characteristics of series and parallel circuits to find unknowns (voltage, resistance and amperage). Safety issues are stressed. During project time participants will be expected to apply classroom learning to the 17 practical setting. The curriculum also covers fabricating sheet metal projects, bending electrical conduit, cutting, reaming, and threading pipe, and operating equipment such as a chainsaw, jack hammer, two person post hole digger, tamper, forklift, and scissor lift. The RTC Electrical/Mechanical Instructor teaches this section as well as trades math, heavy work stations, and assists in Strength Building. Class ratio is 1 to 21. III. Strength Building: One of the most important components of the ANEW program is Strength Building. In this part of the training, participants learn basic health and nutrition concepts as well as build upper body strength and overall endurance. Participants spend between 3-1/2 and 4-1/2 hours a week at the RTC Health and Fitness Technology facility. This fully equipped facility includes an aerobics room, swimming pool, exercise equipment, free weights, and universal weight lifting machines. Each student has a pre, mid, and post test to document her progress. Also during the five months, students take simulated entry tests for these occupations: carpentry, fire fighter, utility lineworker and laborer. The Strength Building Instructor has designed a comprehensive program involving stretching, weight lifting, and aerobic exercise. Class ratio is 1 to 42 in lecture; 1 to 10 in fitness training. IV. PRE-EMPLOYMENT TRAINING: ANEW provides comprehensive pre-employment training via our Life and Job Skills development curriculum. The curriculum is competency-based and furnishes individual trainees with nearly 85 hours of training during the 20 week training period. (See Exhibit 4) The Life and Job Skills Curriculum is divided into three components: The Job and Life 18 Skills Class, the Pre-employ ment Resource Hour and the Pre-employ ment Small Groups. The Job and Life Skills Class is taught by the Job/Life Skills Instructor, with assistance from the Counselor and the Job Developer. Each trainee is provided a 300 page Job and Life Skills Workbook, 35 hours of life and job skill classroom instruction and interactive challenge. The Life Skills component offers an in-depth opportunity to understand values and how these affect communication with others. Working on self-esteem and communication skills is an important component to facilitate women in a successful job search. The Job Skills component focuses on career awareness, employer expectations, filling out applications, completing a resume, and how to interview successfully. Class ratio 1 to 21. The Pre-employment Resource Hour (25 hours), taught by the ANEW Job Developer, provides trainees with additional job skills training, a Job Search Notebook and opportunities for practical application designed to assist them in the retention of their learning. Participants will learn about the apprenticeship system, as well as nontraditional jobs available in the public sector, construction trades, manufacturing, transportation, industry, and operations work. Class ratio 1 to 21. Lastly, the Pre-employment Support Groups (25 hours) facilitated by the Counselor and Job/Life Instructor, assist trainees in addressing personal issues that might impede positive personal growth and employability. Class ratio 1 to 10. 19 In addition to the Life and Job Skills development curriculum, trainees receive 40 hours of speaker presentations and "real world" information from tradeswomen, union representatives, apprenticeship co-ordinators, and community resource people. Each week a different "Trade of the Week" is featured. Speakers (tradeswomen and union reps) are all representatives from the featured trade and the heavy work curriculum focuses on skills for that trade. Cooperative Education: ANEW in cooperation with RTC has developed the opportunity for participants to complete training while working. This capability is called "Co-op." After completion of 50% of classroom training, a participant can go to work in a training related job and also receive a certification of completion for "Job Skills." Attendance and performance are monitored closely by the Instructors, Job Developer, and employer. Attendance Policy: A trainee missing class for any reason except co-op or a job interview is counted as absent or tardy. There are seven steps in ANEW’s attendance policy which range from meeting with the Counselor to program termination. A participant can appeal to the RTC Associate Dean if 1) unusual circumstances (hospitalization, death in the family) allow her to apply for a leave of absence for hours missed and 2) her violation of probation has caused termination from ANEW/RTC. A minimum of 75% attendance is require for program completion. The Counselor and instructors work as a team to assist trainees to resolve attendance problems by use of "Action Plans" and "Attendance Contracts." Program Completion: Over 75% of enrolled participants complete the ANEW program. In 20 the February 1994 class, 100% of the youth completed, received their GEDs, and attained basic skill employability levels. ANEW’s youth employability enhancement rate is 67% only because our youth enrollment is so small that one person dropping out has a great effect on performance goals. A.8 EMPLOYER PARTICIPATION Since ANEW’s inception in 1979, labor and industry have been at the forefront of guiding ANEW’s direction. ANEW was formed to address the training needs of women interested in entering the trades and the needs of labor and management who were committed to hiring women. Initial funding sources included the Weyerhauser Company*, Todd Shipyards, Associated General Contractors*, Puget Power*, and labor unions.* *(Made donations in 1993-94.) Job Skills for Trade and Industry Advisory Committee: Direct input into curriculum and placement is given by members of the "Job Skills" Advisory Committee. Committee members have included the apprenticeship coordinators for the Carpenters, Electricians, Ironworkers, Boilermakers, Marine Electricians, Asbestos Workers, Plumbers/Pipefitters and Seattle City Light. Employers and apprenticeship coordinators speak to each ANEW class to explain the entry level qualifications and work environment of their industry. A panel of employers and union representatives conduct a mock interview with each participant which is videotaped and 21 played back for group critique. In addition, tours are arranged at a variety of industrial and construction work sites as well as training seminars at apprenticeship program facilities. A,9 JOB TARGETING Wages, Benefits, Hours per week: The Nontraditional Employment for Women Act, passed in 1991, requires states and Service Delivery Areas (SDA) to plan for and to increase the access of women served in JTPA to nontraditional training and jobs. These nontraditional jobs pay much higher wages than traditionally female jobs. The average starting wage for our most recent class was $9.90 per hour. Since 1989, over 50% of ANEW placements have been in unionized jobs. These jobs have pension, health, vacation, and other benefits negotiated through the union contract. Apprenticeship and public sector employment (32% average) offer structured training avenues as well as career advancement opportunities. Some of the non-union employers do offer benefit packages or include the cost of benefits in the salary paid (prevailing wage jobs). Nontraditional work offers many career advancement possibilities. Upon completion of an apprenticeship (2-5 years), wages average $16 to $25 per hour plus benefits. Non-union jobs, although lower in pay and often without structured advancement, still give women a higher earning potential. A.10 JOB PLACEMENT SERVICES The Job Developer seeks employment opportunities that offer the specific attributes of quality jobs: wage of at least $6.50 per hour, training availability, stability, benefits, and opportunities for advancement. The Job Developer is responsible for placement and TL replacement of participants. During the ninety day placement period, the Job Developer maintains participant contact during weekly Transition-to-Work class and weekly phone contacts. A cooperative relationship with King, Pierce and Snohomish County employers has grown over the past fourteen years. On-going contact with 38 apprenticeship coordinators, government contract compliance offices, and human resources staff of over 100 employers keeps ANEW posted on changes within the workforce. Close to 90% of ANEW’s placements are through direct calls or job announcements sent to ANEW. Until December 1994 and hopefully into 1995, the Job Developer will be assisted by the ANEW Employment Coordinator. Funding through the Office of Port JOBS has provided this opportunity to focus on job development with government funded construction contractors and subcontractors as part of the Apprenticeship Opportunities Project. The Port of Seattle has scheduled $10 million of construction. Since January, three ANEW graduates have found employment through this project. ANEW’s proposed job placement rate is 67%. Lack of a valid driver’s license and failure of drug tests has resulted in participants being ineligible for a number of jobs. This has caused a steady attrition of our placement rate. Of our most recent 160 participants, 49% had two or more barriers to employment. In comparison with 1981-83, the actual placement rate was 86% for non-JTPA participants. 23 A.11. POST PROGRAM FOLLOW-UP SERVICES The Outreach/Retention Worker, assisted by the Job Developer will make post placement follow-up contacts at least twice a month for the 6 month follow-up period. (From June 1993 through May 1994, the Outreach/Retention position was funded through the Washington Employment Security Department through NEW Act funds.) Frequency of contact depends on the needs of the participant. Employment staff act as a source of encouragement and reassurance as well as a facilitator between the ANEW graduate and employer if there are problems. Discussions center on helping graduates problem solve around issues such as sexual harassment, employer expectations, daycare problems, physical stamina concerns, job safety, transportation problems, co-worker relationships and job performance. The Outreach/Retention Worker is available one night per week at the ANEW office until 7:00 pm to assist working women who can’t come by during day time hours. If a participant loses her job during post-placement follow-up period, she can come back to Transition-toWork class sessions with employment staff. The following time line indicates the minimum frequency of post-training contacts between participants and ANEW employment staff: * Transition-to-Work class until placement (2 hrs once a week for 12 weeks) * Job Information phone calls (1/2 hr/wk) * Placement Contact (1-5 hrs) * Bi-weekly Post Placement Contact (1/2 hr for 6 months) 24 * 13 Week Post Placement Contact (1 hr) * 6 month Post Placement Contact (1 hr) Participants will average 40 hours of post program contact with ANEW staff (24 to 80 hours) A utilized link for retention is the Trades Mentor Network, whose mission is to improve the retention rate of women and minorities in King County apprenticeship programs. Three ANEW graduates will have used this service. To further leverage staff time, ANEW, through the NEW grant, formed its own mentorship program. From December 1993 to the present, 6 mentor/protegee teams have been matched. An additional 8 volunteers will be matched with participants who graduate in July. A.12. SUPPORT SERVICES (JTPA) ANEW will continue to provide all three types of JTPA funded support services to participants during training, job search, job placement and post-placement follow-up. Child Care: Participants needing child care services will be referred to the City of Seattle Department of Housing and Human Services (DHHS). All participants receiving public assistance will arrange for child care through their JOBS case worker. If welfare funding shortages exist, the participant will be required to bring a written statement from their worker documenting the fact that welfare funds are not available to pay for child care. Then the participant will be linked with DHHS services. In-home child care will be made available if DHHS cannot accommodate individual participant needs. Approximately 65% of 25 ANEW participants are single parents. Needs-based Payments: ANEW’s Counselor identifies those participants not receiving public assistance who are eligible to receive these payments. The Training Assistant coordinates time sheet completion and check distribution. Support Services: These direct support services are issued to participants on the basis of individual need within the guidelines of the PIC directive. The Counselor, Job Developer, Job/Life Skills Instructor, and Client Services Technician are trained to approve support services requests. After a participant receives a Pell grant, the grant is utilized for training expenses in place of JTPA support services. A.13. COORDINATION AND ANCILLARY SERVICES ANEW has established an informal agreement with the RTC on-site Child Care Center to "hold" 4-6 slots for children of ANEW participants. ANEW participants apply for Pell grants with assistance from the RTC Financial Aid Office. These dollars, which range from $500-2,000.00 per eligible student replace students’ JTPA support services dollars. HOUSING ASSISTANCE: Since 1989, ANEW has collaborated with the Homeless Initiative Pilot Project (HIPP) at the YWCA of Seattle-King County. A participant may be enrolled in HIPP and ANEW in one of two ways: full enrollment, which means the HIPP program pays for their ANEW trades 29 B.l. Organization’s Mission and Services OUR MISSION AND GOALS The mission of ANEW is to create opportunities for women to enter and progress in the trades, technical, and other targeted nontraditional jobs by linking education, labor, industry and the community. OUR GOALS: • To prepare women for the physical, technical, and emotional demands of nontraditional jobs; • To focus community attention on the fact that higher paying nontraditional jobs can reduce the increasing percentage of women who form the poverty population in the United States; and • To offer consulting services to employers, unions, apprenticeship councils, government agencies, community organizations, and other job training programs. SERVICES PROVIDED/POPULATIONS SERVED/FUNDING SOURCES In cooperation with Renton Technical College (RTC), ANEW sponsors "Job Skills for Trade and Industry,” a five month multi-trades training program which includes strength building and job/life skill components. Basic skills and/or GED preparation at the RTC Learning Center are offered two weeks prior to "Job Skills" enrollment or concurrently. For "Job Skill" trainees, ANEW staff provides recruitment, orientation and referral of applicants and selection of participants. Case management including personal and employment counseling as well as job placement assistance are provided from enrollment A. 14 Participant Targeting Levels For each of the target groups listed below, indicate the proposed enrollment (into training) objectives. Proposed service levels must be based on the anticipated number of participants entering training, not on participants enrolled in OAS. Numbers and percentages provided should be based on new PY 94 and new PY95 participants combined. Do not include PY 93 Carry-In Clients. If planning to propose different PY 94 and PY 95 service percentages for any of the target groups below, provide the overall percentage on this form and attach a separate page breaking out the program year difference. Complete both columns only if submitting a proposal for both Adult and Mature Worker funding. Mature Worker (For RFP 94-03) # % Adult (For RFP 94-01) # % Total Persons Enrolled into Objective Assessment 280 Total Participants Enrolled in Training 168 76 City Residents Balance of County Residents 92 ........................- 100 % 45 % 100 % % % 100 % 0 % 100 % 55 % A. Competency Targeting Basic Skills Levels* Limited English Pre-Employable in Reading and/or Math Nearly-Employable in Reading and/or Math Employable in Reading and Math (Need Upgrading) Employable in Reading and Math (No Upgrading) Deficient in Job Specific Skills Deficient in Pre-Employ ment/Work Maturity Skills 168 0 % % % 17 34 75 42 10 20 45 25 % % % % 1 68 76 100 45 % % % % q % % 30 40 76 18 24 45 % % % % % % 168 45 33 100 59 44 % % % 5 5 2 6 % % 6 2 % % % % 32 20 35 22 % % % Hispanic/Latino 6 7 % % Native American 5 5 % % 1 77 1 % % 46 % % 0 12 0 7 % % % % B. Barrier Targeting Disabled Ex-Offenders/Offenders High School Drop-Outs Welfare Cash Recipients C. Ethnicity/Gender Women Minorities (City of Seattle) Black/African-American Hispanic/Latino Native American Asian/Pacific Islander Minorities (Balance of County) Black/ African-American Asian/Pacific Islander Minorities Total % % % D. Other Non-JTPA Eligible Participants (10% maximum) Youth ages 16 to 21 (10% maximum) 1 % * Basic Skills Levels: Should be unduplicated and include all participants in training. Estimate numbers/percentages for each based on lowest CASAS scores (e.g., persons who are nearly employable in reading, but are pre-employ able in math would be considered pre-employable). Limited English participants are those who need to take the CASAS listening test. Indicate the number of persons you expect to serve who will score at the employable level on the CASAS, but need basic skills upgrading (i.e. GED preparation or basic skill upgrading to enter vocational training) and the number of persons you expect who will not need any basic skills training. 0 ANEWPROGRAM AM FLOW CHART OUTREACH Client learns about and contacts ANEW JOB SKILLS FOR TRADE & INDUSTRY/TEAM CASE MGMT. /CO-OP OPTION WBSCS REMEDIATION (sequential or concurrent) (50 hours avg. length) A 15. JOB SEARCH Client completes training; 1 continues Transition-to-work I class & counseling up to 6 mos. 1 (675 hours) ANEW mails out information GED PREPARATION ENROLLMENT ORIENTATION Client completes day-long JTPA/ANEW Orientation: Appraisal and WBSCS physical fitness assessment (6.5 hours) ASSESSMENT INTERVIEW DAY Staff member interviews client/collects income & barrier documentation. 1 1 1 1 Enrolled in 675 hours nontraditional skills training and remediation or GED, if needed. (80 hour—average length) PLACEMENT a Client successfully employed. ISS DAY Client completes ISS Update, Commitment letter, Pell Grant letter & is fitted for work boots. (3 hours) NOT ACCEPTED Does not meet JTPA or ANEW eligibility criteria—referred to appropriate resources. | POST-PLACEMENT 13-WEEK & 6-MONTH FOLLOW-UP Check-in, replacement or placement counseling continues 26 training costs, or co-enrollment, ANEW pays training costs. In either case HIPP provides these participants with housing resources and case management (value $700-$900 per person). From 1992-1994, five women were fully enrolled through HIPP and six were co­ enrolled. Another valuable housing resource utilized by three ANEW participants from 1992-1994, is the Single Residents Occupancy (SRO) program, operated by the Kent County Multi-Service Center. They provide housing resources and case management to single women who are in substance abuse recovery. Participants who become homeless during the training program are referred to additional shelters and programs in the community. Department of Social and Health Services/Employment Security Participants receiving AFDC benefits are referred to the JOBS program for child care assistance and potentially, transportation and "start-up" training and employment costs. The ANEW Counselor and Job/Life Skills Instructor coordinate with the JOBS case workers to maximize limited resources. Participants are also referred for emergency assistance when appropriate. Washington Correctional Center for Women/Helen B. Ratcliff House Since 1992, ANEW has worked directly with WCCW, Ratcliff House and Indian Ridge Correctional Center to educate, recruit and train female offenders. Through Carl Perkins Corrections Alliance funds ANEW has enrolled and trained eleven female offenders during the 1992-94 contract period. These contracts totaled over $38,000. Due to the success of this project, ANEW has recently completed a proposal for a Sex Equity grant to continue 27 funding with this work release project. ANEW is represented on the Washington Council for Female Offenders and the WCCW Advisory Committee. ANEW also presented the work release project at the 1994 Washington State Corrections Conference, and participates in job fairs held at Helen B. Ratcliff House. These linkages are essential to ANEW’s commitment to serve 18% female offenders in the training program. In the 1992-94 contract period, ANEW enrolled 29% offenders. ANEW collaborates with a number of other social service agencies and community based organizations such as: Central Seattle Recovery Program-substance abuse assessment (7 people, value $100.00 @) and treatment (2, value $2,000-4,000.00 @); DAWN-domestic violence counseling, shelter and information (200, $21.00 per hour); Welfare Rightsinformation on welfare issues(160,); DVR-information and referral (6); Lions Club-eye exams and glasses (8, value $125.00 @); Emergency Feeding Program-brings food to ANEW participants (40, value $25-50.00 @); King County Labor Council - bring Christmas gifts and food; (80, $50.00 @) and Boeing Adopt-a-Family program Thanksgiving (40, $100-200.00 @) and Christmas (40, $200.00-500.00 @) packages of food and gifts; Northwest Women Law Center and Evergreen Legal Services-legal assistance (20, $50.00 @); Parenting Effectiveness Groups-parenting support (15, $20.00 @); and Literacy Programs-tutoring (10, $50.00 @). Since 1993 ANEW has identified the need for learning disability testing/assessments for six students. Unfortunately this need has been left unmet due to the extraordinary costs of the 28 testing and assessments. However, after much investigation into both public and private resources (RTC Learning Center, PIC, DVR, private assessor), ANEW has located a psychologist who will potentially provide testing on a sliding scale fee of approximately $100.00 per student (all estimates prior to his were $500.00 or more). ANEW is looking forward to the availability of this service until the CDLC are able to provide assessments. RFP 94-01 SECTION B: RESPONSE PACKAGE PROGRAM MANAGEMENT AND AGENCY QUALIFICATIONS B.l. Organization’s Mission and Services 29 B.2. Management and Staffing Plan/Staff Experience and Qualifications 32 B.3. Performance Monitoring System 38 B.4. PIC Management Information System 40 B.5. Financial Management System 40 B.7. Subcontracting Arrangements 41 B.8. Service Delivery Facilities 42 B.9. Organization’s Employment and Training Experience 43 29 B.l. Organization’s Mission and Services OUR MISSION AND GOALS The mission of ANEW is to create opportunities for women to enter and progress in the trades, technical, and other targeted nontraditional jobs by linking education, labor, industry and the community. OUR GOALS: • To prepare women for the physical, technical, and emotional demands of nontraditional jobs; • To focus community attention on the fact that higher paying nontraditional jobs can reduce the increasing percentage of women who form the poverty population in the United States; and • To offer consulting services to employers, unions, apprenticeship councils, government agencies, community organizations, and other job training programs. SERVICES PROVIDED/POPULATIONS SERVED/FUNDING SOURCES In cooperation with Renton Technical College (RTC), ANEW sponsors ’’Job Skills for Trade and Industry,” a five month multi-trades training program which includes strength building and job/life skill components. Basic skills and/or GED preparation at the RTC Learning Center are offered two weeks prior to "Job Skills" enrollment or concurrently. For "Job Skill" trainees, ANEW staff provides recruitment, orientation and referral of applicants and selection of participants. Case management including personal and employment counseling as well as job placement assistance are provided from enrollment 30 through 6 month follow up. The population served is women who meet JTPA low income criteria and barrier profiles set forth by the Seattle-King County PIC. The PIC provides 86% of the funding for this comprehensive training project. The homeless program (HIPP) at the YWCA of Seattle-King County provides funds for enrollment of participants from their agency. From 1992 to the present, the Carl Perkins Corrections Alliance has funded ANEW’s ’’Linking Offenders into Living Wage Occupations Project." Eleven women have been able to attend "Job Skills" while incarcerated. In addition to paying these women’s work release fees, the project included 12 trades information seminars for 140 women at corrections facilities and 4 Saturday orientations at ANEW for 30 women offenders. Also training on trades options available to women offenders was provided to jail system staff in King, Spokane, and Clark County. In 1992-93, the Washington State Employment Security Department, through a competitive bid process, funded ANEW’s "Basic Skills for Future Tradeswomen Project." This JTPA 8% funding provided basic skills remediation, GED preparation, math tutoring and support services to women enrolled in "Job Skills for Trades and Industry." In collaboration with the Seattle Police Department and SPI’s Vocational Equity Office, ANEW provided recruitment and support service assistance to women enrolled in the "Police 31 Officer Prep Training” class. On eight Saturdays in May and June 1993, 50 women, including ANEW trainees, prepared for the Seattle Police Department entry level tests, both the written (police procedures and terminology) and the physical (strength and endurance). Through a competitive grant proposal process, Washington Employment Security was awarded one of six grants funded nationally through the Nontraditional Employment Act for Women. ANEW was one of four agencies in the state whose projects were included in the Washington grant proposal. ANEW provided both statewide education and a local demonstration project. For each JTPA Service Delivery Areas (SDAs) in Washington, ANEW provided a workshop for service provider staff on: ’’Implementation of the Nontraditional Employment Act for Women" and "Integrating Women into the Nontraditional Workforce." ANEW’s local demonstration project included two significant enhancements to our existing program, a Government Contractors Information System and an ANEW Graduate Mentor Program. ANEW conducted a study, "Apprenticeship Opportunities in the Puget Sound Region," for the Port of Seattle in March 1993. In this report ANEW cited several recommendations on how the Port could best integrate more women and minorities into construction apprenticeship positions. Based on the study’s results and ANEW’s thirteen years of serving as a pre-apprenticeship training program, ANEW received funding from PortJOBS to place 50 low income and 32 "working poor" women and minorities into apprenticeship programs. ANEW will also track all participants’ employment progress until contract completion, December 1994. SVI, the Seattle Urban League, the Seattle Workers Center and ANEW are all collaborating in this one year demonstration project. The main goal of the Apprenticeship Opportunities Project (AOP) is to assist women and minorities to enter and succeed in good living wage careers in the construction industry. First priority for enrollment into AOP is given to ANEW/RTC and SVI graduates. B.2. MANAGEMENT AND STAFFING PLAN There are currently 9 key positions at ANEW; 6 full time and 3 part-time. During the four months of recruitment a temporary person is hired to answer the phone and assist with new trainees. Equal Opportunity Profile: Six Caucasian women, one of whom is over 55; one African-American woman; one Asian-American woman; one Portuguese-HawaiianCaucasian. Staff receive training as a group on communication skills and diversity. Staff individually attend classes and workshops pertinent to their job responsibilities. The responsibilities of each position, the minimum qualifications and current staff experience are as follows: ANEW DIRECTOR: Responsible for supervision of staff, financial management, and grant/report preparation for the ANEW Board of Directors as well as funding sources. Also negotiates and monitors contract compliance with both funding sources and subcontractor. Provides class instruction, orientations, and ISS development. Full time, 90% this contract. 33 Qualifications: Three years experience in program planning, analysis, research or counseling, administration, supervision, budget development and management. BA degree in related field. Current employee: Three years at ANEW. Three years experience as trades employment program co-director. BA in Communications from Indiana University. ANEW/RTC Electrical Mechanical instructor for 2-1/2 years. Eight years experience as sheet metal worker, estimator, and inspector. Labor representative on the Sheet Metal Workers’ JATC for 5 years. CLIENT SERVICES TECHNICIAN: Responsible for overall bookkeeping systems, including support services for 42 to 70 and coordination of all contract invoicing. Maintains financial documentation for the accountant and auditor. Assists with phones, correspondence and filing. Provides eligibility determination, ISS development and referral. Full time, 100% this contract. Qualifications: High school diploma/GED, minimum of 4 years increasingly responsible bookkeeping experience. Ability to type 60 wpm, use WordPerfect 5.1, operate office machines, use pegboard accounting system including accounts receivable/payable, payroll and taxes. Excellent communication skills, written and oral. Current employee: 10 years at ANEW. Over 30 years office experience in personnel and accounts payable and receivable. Over 2 years of college courses in business skills. TRAINING ASSISTANT: Responsible for phones, word processing, filing, copying, mailing correspondence, ordering supplies, and managing ANEW library. Assists with recruitment and attendance monitoring. Responsible for all MIS.forms and status changes for 70 to 140. Provides eligibility determination, ISS development, and needs based distribution. Full time, 100% this contract. Qualifications: High school diploma/GED. 34 Type 60 wpm, file, operate copy machine/calculator functions, and use WordPerfect 5.1. Two years of office experience or additional education may be substituted. Excellent oral and written communication skills. Current employee: 4-1/2 years at ANEW. Over six years experience in office positions. Proficiency in word processing, database management, office communications and records management. Training and placement counselor for disabled persons at vocational rehabilitation agency. BA in Theology, Masters of Divinity Degree. United States Air Force, Viet Nam era veteran. OUTRE ACH/RETENTION WORKER: Responsible for coordination and conducting of recruitment including community outreach, advertising, orientations and intake interviewing of potential participants and providing 13 week and 6-month follow-up for 70 to 140. This will be a new position. JOB/LIFE SKILLS INSTRUCTOR Responsible for coordinating and teaching job/life skills classes, facilitating two small groups and counseling students on employment issues and personal problems. Provides ISS development. Job/Life Skills class size is 20. Small group size is 10. Case management load of 12 per 5 month class. Half-time, 100% this contract. Qualifications: One year experience instructing job/life skills. Minimum of two years work experience providing social services to adult diverse populations. Counseling experience preferred. BA degree in related field or 2 additional years of experience. Current employee: 3 years at ANEW. Sixteen years of increasingly responsible experience in the Human Services, with diverse populations. Developed and instructed "Project: Up and Out of Poverty" for Welfare Rights. JOB DEVELOPER: Responsible for job development, union and employer outreach, the 35 placement process, and employer-employee follow-up after initial placement. Conducts Transition-to-Work sessions for participants throughout training and job search period. Arranges work site tours and employer and union representatives to speak to class. Monitors industry trends and employer feedback to assure training curriculum addresses the industry’s demands. Facilitates Resource Hour (class size 20), Transition-to-Work (size 30). Employer accounts responsibility is approximately 60 per class. Job placement responsibility is 84 for two classes. Full time, 100% this contract. Qualifications: Minimum of two years work experience, with union officials and/or trades or manufacturing employers. Job development experience preferred. BA degree in related field or 2 additional years of experience. Experience working with diverse populations helpful. Current employee: 6 months at ANEW. Member of the Bricklayers and Allied Crafts Union of Seattle for twelve years. First woman to achieve journey level status in the tile trade in Seattle. Three years served as a union executive board member. Graduate of ANEW’s Class #2. BA from Evergreen College. COUNSELOR: Responsible for providing retention and crisis intervention counseling for ANEW participants. Provide case management for 30 minimum to include PIC/JOBS child care coordination; tracking attendance, basic skills attainment, GED completion, trainee recognition, midpoint performance evaluation, and graduation requirements. Coordinates Math Refresher, basic skills remediation and GED programs with RTC Learning Center. Teaches designated life skills, class size 20. Facilitates support groups, 10 in each. Conducts recruitment orientations and develops ISS. Maintains a network of agency contacts, especially with the corrections community. Qualifications: Three years counseling 36 experience in human services agency, six months experience in teaching and/or facilitating client groups. Work experience with diverse populations preferred (all ethnic, economic and age levels). BA in Human Services, MSW preferred. New employee: Six years of counseling and human services agency experience. MSW, University of Washington. MATH INSTRUCTOR: Responsible for teaching trades math and providing one-to-one math tutoring. Math class size is 20. 16 hours per week, 100% this contract. Qualifications: Minimum of two years experience providing math instruction to culturally diverse groups of adults. Instruction includes math operations for whole numbers, fractions, decimals, and word problems as well as plane geometry, algebra, and trigonometry. College degree in education, math, accounting, or related field. Current employee for 6 months: Over two years of classroom math instruction experience, one year of math teacher trainer experience, and one year experience as a math tutor. Taught 8th grade through high school as well as college students. Math instruction included trig, algebra, pre-algebra and basic math. Instructed high school students-at-risk, Upward Bound Program/Summer Bridge Program for colleges; two years with the Peace Corps in Nepal. STRENGTH BUILDING INSTRUCTOR: Responsible for strength building/body conditioning instruction. Assists with heavy work stations. Fitness class size is 20; lecture is 40. 11 hrs. per week, 100% this contract. Qualifications: Minimum of 2 years experience instructing strength building and endurance exercise. BA in PE or related field preferred. Current employee for 3 years: BS in PE from Pacific Lutheran University. Six years of fitness instruction specializing in individualized programs for women. Nontraditional experience as a brickmaker for 1-1/2 years. 37 EMPLOYMENT COORDINATOR: Review qualifications of "apprentice-ready" applicants. Maintain up-to-date contact with contractors, government jurisdictions, unions, and apprenticeship programs. Maintain government contracts and enrolled participant information on database. Match workforce needs with career objectives for 20 to 50 participants. Full time, 25 % this contract. Qualifications: Two years experience in the construction arena which can include working with contractors, subcontractors, unions, and apprenticeship programs. Two years of experience in employment counseling or with employment issues working with clientele from diverse backgrounds. Ability to do word processing and maintain databases. Current employee: 4-1/2 years at ANEW as Job Developer. Member of Teamsters Union Local #174 for six years. Trades helper/painter for 3 years. Former member of the Seattle Women’s Commission. BA in Social Work. ANEW graduate. THE ANEW/RTC STRUCTURE ANEW is the primary contractor, in cooperation with the SeattleKing County Private Industry Council, for JTPA funds. ANEW subcontracts to Renton Technical College for the skills training portions of the course. The organizational chart describing this agreement is as follows: United States Congress: Department of Labor Seattle-King County P.I.C. Robert Roach, Contract Representative ANEW R.T.C. President DR. ROBERT C. ROBERTS BOARD OF DIRECTORS DIRECTOR TRADES & INDUSTRY Associate Dean Karl Hommer Gay Kiesling Const. Trades Meeh. Elec. Physical Cond. Randy Loomans Margaret Ellisor Sunny Jackson Math Instr. Training Assist. Client Service Job Developer Job/Life Instructor Counselor Employment Coordinator Nicole Tsao Martha Wilson Ferol Carlson Lisa Rose Pammyla Hubbard Janet Barry Anne Wetmore 38 B.3. INTERNAL MONITORING SYSTEM Enrollment: Tracking Significant Segments To ensure meeting enrollment goals, the Training Assistant tracks applicants’ data using the database Q & A. Twenty-two categories are tracked initially. ANEW has consistently met or exceeded most significant segment goals. Completion: Monitoring Skill Proficiency and Attendance ANEW has evolved extensive case management, intra-staff communication, and student motivation systems. At three weeks, the Counselor "checks-in" with each participant to identify and assist with any problems. (Part of ISS Update-Exhibit 1.) Each week at the ANEW staff meeting and at the ANEW/RTC staff meeting, participants’ skill performance and attendance is reviewed. Based on case management contacts, the Counselor and the Job/Life Instructor keep trades instructors informed about who needs extra encouragement. The trades instructors share information on trainees who need problem-solving assistance to better their attendance and/or their skill competencies. ANEW has designed an attendance/disruptive behavior policy for trainees that focuses on a behavior change contract which includes deadlines. The instructor/case management team has created a system designed to develop responsible work habits, not to expel participants. The competency based curriculum provides an efficient system not only for the instructors to monitor each participant’s skill proficiency but also for each trainee to monitor her own performance. After midpoint (eleven weeks), each trainee receives her "Assessment of 39 Trainee Performances" at a personal meeting with an instructor/counselor team. (See Exhibit 1.) This is also an opportunity for participants to evaluate their own progress and give feedback to staff as well. One month before completion, every trainee behind in assignments or hours, receives a "One Month To Go" report listing all assignments past due. The report clarifies for trainees the expectations for program completion. Plus an instructor/counselor team reviews strategies for successful follow-thru with these participants. MIS completion data is compiled from the graduate roster submitted to the RTC registrar. A copy of the RTC "Preparatory Grade Report" and ANEW "Job/Life Skills" certificate is placed in each graduate’s file. For each participant placed, and at follow-up, the Job Developer compiles the placement/wage and the Training Assistant processes the status change forms. In addition to weekly staff meeting updates, the Job Developer completes a report every month for the Director on placements and follow-ups for that period. The reports are forwarded to the ANEW Board of Directors. Any significant segment or performance objective falling below goal is discussed and remedies sought by the staff and board. Our weekly review of goal and participant performance allows us to pinpoint problems - recruitment of the targeted population, retention in training, placement, and in the past 13 week retention; and to take the steps necessary to correct any problem. However, the nature of private sector construction work is that within a company’s project 40 schedule are "down times" both during a job and between jobs. Also some apprenticeship programs or nontraditional openings with public sector employers are only open once a year. ANEW employment staff will make every effort to ensure that participants are working at the 6th month of follow-up, even though the trade chosen may not have an opening at the 13th week or 6-month points. B.4. PIC MANAGEMENT INFORMATION SYSTEM The Training Assistant will continue to be responsible for the maintenance of the Management Information System (MIS) and timely submission of MIS forms. The Training Assistant briefs the staff on MIS requirements and provides all forms and interview materials needed for assessment and enrollment. The Training Assistant monitors, submits and files each applicant’s paperwork during the enrollment process. As the participant moves from OAS to TST and later IAC, the Training Assistant, in coordination with the Counselor, monitors and submits status changes. Terminations and placements are coordinated between the Training Assistant and Job Developer. B.5. FINANCIAL MANAGEMENT SYSTEM ANEW has instituted adequate safeguards for expenditure of program funds, as well as invoicing of expenditures. The Director approves all expenditures. All of ANEW’s revenues and expenses are tracked using: * a code for each revenue source * a code for each expense/budget category 41 * and a program code to delineate expenses as administrative, direct training, or training related services A monthly computerized report breaks out expenditures and staff time by revenue source, budget line item, and program cost category. Cost allocation is made by either directly identifying an expense as chargeable to a revenue source or by spreading an expense among revenue sources according to the percentage of staff time worked per revenue source. Invoices are prepared monthly by the Director and Client Services Technician using this computer-generated ledger. ANEW has had up to eight simultaneous contracts which have up to three separate programs. This means that up to twenty-four separate categories are monitored by the Director in order to stay within those twenty-four budgets. ANEW contracts with an independent accountant who works only for nonprofit agencies. The accountant prepares monthly financial statements and the computerized program ledgers. He receives our unopened bank statements in order to balance our two checking accounts - one for general expenses and the other for support services (limited to $1,200 deposit). We contract annually for an external audit. In August 1992 ANEW reimbursed PIC $577.00 for accidentally overbilling tuition for Contract #COANW-10. Inadvertently full tuition was billed when RTC had charged partial tuition. B.7 SUBCONTRACTING ARRANGEMENTS 42 ANEW will continue to subcontract technical skills training to Renton Technical College (RTC). ANEW will pay tuition to RTC. Then RTC will use state funds to pay for instructors’ salaries, GED preparation, WBSCS remediation, facility costs, and instructional supplies and materials. In the current agreement between the two organizations, Renton Technical College agrees to enroll participants into RTC and provide office space and training space adequate to meet the needs of the enrolled participants. RTC will also provide utilities, custodial services, and building fire coverage. RTC agrees to comply with PIC reporting formats and procedures and various contract assurances. In addition to paying participant tuition, ANEW agrees to purchase textbooks, work boots, safety glasses, locker padlocks, student accident insurance, notebooks, hardhats, and other supplies intended to be kept by participants. ANEW also agrees to pay for telephone service and to carry fire and theft insurance for its own property. (See Section E, Exhibit 7.) B.8 SERVICE DELIVERY FACILITIES The ANEW office as well as the skills training lab and classrooms are located at Renton Technical College, 3000 NE 4th, Construction Trades Building L, Renton, WA, 98056. This new facility was constructed with designated space for the ANEW program. Our. location is especially helpful in meeting the balance of King County goal. 43 Trainees participate in strength building classes twice a week at the RTC Health and Fitness Technology Center, in Building B. The Health and Fitness Center has an aerobics room, a well equipped weight training room, and a swimming pool. Math Refresher, basic skills and GED prep are offered on RTC campus in Building D. All buildings are accessible to the disabled and meet the restroom and parking requirements of the Disability Act. ANEW plans to continue offering trades information and recruitment seminars at Washington Corrections Center for Women and Helen B. Ratcliff House. We hope to offer these seminars at the Adult Career Development Learning Centers and at the five JOBS offices in King County. B.9. ORGANIZATION’S EMPLOYMENT AND TRAINING EXPERIENCE Since 1980, ANEW in cooperation with Renton Technical College has provided recruitment, training, counseling, placement, and follow-up services, for women choosing to enter nontraditional occupations. The past five years of Target Population and Outcome Performance levels are summarized in the charts below. TARGET POPULATION PERFORMANCE 1989-90 1990-91 1991-92 1992-94 Enrollment 92 70 68 160 Minority Women Goal Actual 43% 41% 59% 57% 59% 56%' 54% 54% Welfare Recipient Goal Actual 35% 64% 45% 57% 45% 54% 45% 55% High School Drop-Outs Goal Actual 32% 23% 25% 25% 20% 18% 20% 29% 44 OUTCOME PERFORMANCE 1989-90 1990-91 1991-92 * 1992-93 it 1993-94 Enrollment 92 70 68 120'*® Completion Goal Actual 75% 75% 75% 75% 74% 75% 75% 78% ’*® Placement Goal Actual 65% 75% 71% 71% 71% 69% 70% 63% ’® Retention Goal Actual 59% 59% 62% 57% 62% 59% 62% Wage at Placement Goal Actual NA $8.58 NA $9.79 $7.00 $9.47 $7.00 $10.02’® @ The contract period is not complete. # In addition to 120, there are 40 who started training February 1994. A brief synopsis of performance levels for the previous six years follows. The performance outcomes for ANEW’s sixth contract with PIC, contract #T8ANW-06, demonstrate ANEW’s consistency in meeting and exceeding performance objectives. Of the 88 women enrolled 75% successfully completed which met the planned objective. Placement, Wage at Placement, and Training Related Placement rates were 71%, exceeding the objective of 65%. The Retention rate was 63%, exceeding the objective of 60%. The average hourly wage at placement of $8.40 exceeded the objective of $6.80. The total minority service level of 43% exceeded the objective of 40%. Performance outcomes for ANEW’s fifth contract with PIC, contract #TANW7-06, were as follows: completion rate, 76%; placement rate, 65%; average hourly wage at 45 placement, $7.87. Again major performance objectives were met. Performance outcomes for ANEW’s fourth contract with PIC, contract #S6GFK/ZN-01, continued at the above level, except for an increase in handicapped enrollment of 100% and a decrease in completions from 80% to 75%. ANEW continued to claim 95% of its performance-based funds. The next year ANEW operated under PIC contract #S5ANW/01-01. This contract was amended to include approximately $60,000 of incentive monies from the PIC to allow an increase in service levels. This contract included enrollment of 92 low-income women, and a raise in our placement goal to 65%. ANEW met or exceeded all significant segment goals; met all performance goals; and exceeded the retention goals. The second PIC contract, #SAN84/01-06, covered program year 9/1/84 to 10/31/85. This contract was to serve 72 women with a goal of 60% placement. ANEW met or exceeded most significant segment goals while exceeding placement and retention goals. ANEW has contracted with the Seattle-King County Private Industry Council for JTPA funding since October 1983. In the first contract (6 months) ANEW met or exceeded the contract goals, with 66% of the graduates placed at an average starting wage of $6.60/hr. ANEW exceeded its minority goal by 177%, its youth goal by 250%, and its high school drop-out goal by 275%. ANEW has been providing employment training services to women interested in the trades since 1980. ANEW’s average placement rate from 1981 to 1983 was 86% and the average wage at placement was $7.40/hr. RFP 94-01 SECTION E; RESPONSE PACKAGE EXHIBITS Exhibit 1. Assessment Form(s) and Individual Service Strategy Exhibit 3. Selected Training Courses, Summaries and Training Institutions Exhibit 4. Summary of Competency Based Curriculum for pre-Employment/Work Maturity Exhibit 5. Linkage and Coordination Letters of Agreement Exhibit 7. Sub-Contract Agreements and/or Letters of Intent INDIVIDUAL SERVICE STRATEGY UPDATE NAME:______________________ __________ CLASS:_ _ SSN_______ — MATCH OF SERVICES TO NEED: The participant has completed an orientation, interview assessment/ISS and this ISS Update. Through this process her goal of nontraditional training and employment has been matched with enrollment into the ANEW/RTC " Job Skills for Trade and Industry.” ANEW will provide 5 months of training: from__/__ /__ to __ / □ will attend math refresher, provided by ANEW: / from__/__ /__ to__ /__ /_ □will attend GED Prep/Basic skills 2:45pm to 4:45pm, provided by Renton Technical College: from_/__ /__ to__ /__ /_ Math WBSCS _____ Pre-test:______ Post-test: _____ Final____* Math WBSCS _____ Pre-test:______ Post-test: _____ Final____* _ Completed GED* Date: ________________ * copy is in file BARRIERS TO TRAINING AND EMPLOYMENT A. Life Circumstances 1. Housing Situation: Housing Contact Person Stable Section 8 HIPP Transitional Homeless Prevention Rent Assistance Other Comments:__________________ — Phone # Date 2. Childcare Plan: / Childcare Plan Contact Person Date Phone# Approved Need referral to DHHS Need Advocacy for DSHS DSHS in-process Other Comments:________________________________________________ ______ _ 3. Medical Plan: Medical Plan Contact Person Phone# Date DSHS Medical Coupons Basic Health Private Insurance Needs Student Accident Insurance Comments:_____________ _____________________________ _ __________ _______ 4. Support Services Assistance:(anticipated need and referrals) / Support Services Asst. Contact Phone # Date Needs-based Payments Eligibility Transportation Work Clothing/Shoes ———— Food Counseling Other Referrals:__________________________________ .__________________________ B OTHER TRAINING RELATED ISSUES . ................................................................................... / Referrals to: Contact Phone Date Applied w/ JOBS or FIP Employment Programs Applied for Federal Financial Aid ESL Classes Learning Disabilities Testing Learning Disabilities Classes 1:1 Tutoring Legal Assistance Driver's License Comments: C, Identify three occupational objectives OBJECTIVES DOT CODES 1. 2. 3. The participant plans to seek employment either in the occupations listed above or any other nontraditional occupation which the participant discovers is of interest during training. THREE WEEK CHECK-IN Electrical/Mechanical or Construction Trades: Job/Lifeskl Math Physical Fitness: GED/Basic Skills/Test Resu results Areas To Work On/Goals: Trainee " Date Counselor Exhibit 10%finshed13wks ASSESSMENT OF TRAINEE PERFORMANCE NAME________________________________ _________ _ PERFORMANCE CATEGORIES ATTENDANCE RECORD PUNCTUALITY CLASSROOM PARTICIPATION SHOP\LAB PARTICIPATION HEAVY WORK STATION PARTICIPATION SAFETY CONSCIOUSNESS EARS APPROPRIATE ATTIRE:GYM SHOES,WORK BOOTS, EYE PROTECTION,WORK CLOTHES,ETC DEMONSTRATES INITIATIVE AND HUSTLE PARTICIPATES WITH ACCURACY & SPEED CURRENT IN CLASS WORK & PROJECTS COMPLETES MAKE-UP WORK AS NEEDED DEMONSTRATES INITIATIVE CONCENTRATES OR FOCUSES ON WORK AT HAND EXCEEDS PERFORM MEET PERFORM EXPECT NEEDS IMPROVE GLASS_________ COMMENTS PERFORMANCE CATEGORIES EXCEEDS PERFORM MEET PERFORM EXPECT NEEDS IMPROVE COMMENTS FOLLOWS INSTRUCTION AND WORKS WITHOUT CONSTANT SUPERVISION COMMUNICATES WITH PEERS AND INSTRUCTORS WORKS AS A TEAM MEMBER STUDENT\COUNSELOR\INSTRUCTOR COMMENTS INSTRUCTOR'S SIGNATURE: ELECTRICAL\MECHANICAL E CONSTRUCTION TRADES CT PHYSICAL STRENGTH P JOB\LIFE SKILLS J COUNSELOR C STUDENT ______ ___ DATE POSSIBLE HRS ___ HRS MISSED _____ HRS TO DATE ____ STUDENT PERFORMANCE ASSESSMENT POSSIBLE HRS:_______ HRS. TO DATE:_______ HRS. MISSES: N aME:__________________ ELECTRICAL\MECHANICAL STRENGTHS AND AREAS TO WORK ON: GRADE TO DATE: NAME: CONSTRUCTION SKILLS STRENGTHS AND AREAS TO WORK ON: GRADE TO DATE: NAME: Job life SKILLS STRENGTHS AND AREAS TO WORK ON: GRADE TO DATE: NAME: PHYSICAL CONDITIONING STRENGTHS AND AREAS TO WORK ON: GRADE TO DATE: NAME: Math: GRADE TO DATE: STRENGTHS AND AREAS TO WORK ON: Exhibit 1 dont miss it \ You can do it! Trainee Name________ _________________ Today’s Date____________ __ Construction Trades ___Total Program Hours Possible __ Electrical/Mechanical _ _ 75 % Hour Minimum __ Job/Life Skills ___Your Attendance Hours Strength Building __ ___Hours Needed Math PLAN OF ACTION: Assignments to complete Hours to make up Trainee Signature Instructor/ Counselor ___ As of today’s date, you completed necessary assignments and maintained at least a "C" or 75% average. ___ As of today’s date , you have 75% or better attendance. ANEW EXIT INTERVIEW Student _______ Phone _ Date Message ~ What type of work are you going to be looking for" Specify 2 or 3 areas Is your resume or master application completed9 If not. what remains to be done with it9 Do you need help3 How far are you willing to commute9 (Where do you live now'0) Are you willing to relocate9 (or planning to What transportation will you be using9 Do you have a driver's license0 Do you anticipate any barriers to your job search0 What steps are you taking to work on overcoming or minimizing these problems" Attendance issues to discuss. Your job search and employment strengths and weaknesses" "exitintv" PLACEMENT/13WEEK FOLLOW UP RECORD STUDENT:__________________________ Exhibit 1 DATE:_________________ PLACEMENT Company:__________ • _________ ____ Contact:_______ . ____________ Address:____________ :__________ ____________ Phone: __________ Placement. Date:;_____ • Title: • _________ Wage: _____________ Union: ___________ ______ • Benefits: ______________________ ____ DATE CONTACTS 13 WEEK FOLLOW-UP Company: Contact: _____ _____: Address:________________________ ;__________• Phone:__________________ Placement. Date: __________ _ Title: _________ • Wage: _____________ _ Union:______________________ Benefits:________________________________ Jobs Applied For: •• Co-op Jobs: ________________________________________________ ANEW LIFE AND JOB SKILLS DEVELOPMENT DATE LIFE SKILLS JOB SKILLS DATE PRE-EMP. RESRCE HOUR Exhibit 4 DATE PRE-EMP SUPRT GRP 3/2 Orientation Study Skills/ Learning Styles 3/3 Orientation/Employability Factors 3/3 No group meeting 3/9 Self-Esteem Skills ID 3/8-10 Overview NT Work Options 3/8-10 Self-Esteem 3/16 Self-Esteem Intro Master App 3/15-17 Apprenticeship Progs 3/15-17 Self-Esteem 3/23 Comm Skills Master App 3/22-24 Master App 3/22-24 Comm Skills/ Setting Boundaries 3/30 Comm Skills Master App 3/29-31 Master App 3/29-31 Comm Skills 4/13 Conflict Résolut Master App 4/12-14 Job Search Skills 4/12-14 Conflict Résolut 4/20 Relationships Interviewing 4/21-23 Job Search Skills 4/21-23 Relationships 4/27 Diversity Interviewing 4/26-28 Emp Interest/ Obstacles to Emp 4/26-28 Relationships 5/4 Assertiveness Mock Interviews 5/3-5 Explanation Co-op 5/3-5 Diversity 5/11 Decision Making Mock In Playback 5/10-12 Occupational Rsch 5/10-12 Assertiveness 5/18 Goal-Setting Resume 5/17-19 Review WTF/ Occ Rsch 5/10-12 Goal-setting-Pers 5/25 MIDTERM MIDTERM 5/24-26 Telephone Skills 5/24-26 Goal-setting-Prof 6/1 Stress Mgmt Effective Phone Contacts 5/316/2 Newspapers/WantAd/ Job Board 5/316/2 Coping Skills 6/8 Time Management Home Management 6/7-9 Planning for Job Search Day 6/7-9 Coping Skills 6/15 Job Srch Skills Job Srch Skills 6/14-16 Review JSD Plan 6/14-16 Coping Skills 6/22 Job Srch Skills Job Srch Skills 6/21-23 Review JSD 6/21-23 Coping Skills 6/29 Workplace Skills Workplace Skills 6/28-30 Workplace Attitudes 6/28-30 Coping Skills 7/6 Workplace Skills Workplace Skills 7/5-7 General Review 7/5-7 Coping Skills 7/13 "Being Good to • You" Workshop "Being Good to You" Workshop 7/12-14 Post Graduation Preparation 7/12-14 Coping Skills 7/20 Closure Celebration 7/19-21 Closure 7/19-21 Closure JOB AND LIFE SKILLS CLASS SCHEDULE * CLASS 34 DATE Sept 13 20 27 Oct 4 11 18 25 Nov 1 6 15 22 29 11/20 thru 12/1 Dec 6 13 Dec 18/Jan 1 Jan 3 10 17 24 31 Feb 7 WEEK 2 3 4 5 6 7 8 9 10 11 12 13 13 14 15 SUBJECT Introduction Skill Identification/ Study Skills Occupational Research. /Field Trip: RTC Library Master Application Master Application Master Application / Resume Writing Master Application /Resume Writing Informational Interviews Interviewing Interviewing Interviewing MOCK INTERVIEWS LABOR HISTORY WEEK Mock Interview Playback Employment Letters WINTER BREAK 16 17 18 19 20 Employment Letters Job Search Skills Job Search Skills Job Search Skills Budgeting / Household Management Closing/Celebration REMEMBER JOB SEARCH DAY IS JANUARY 17TH!!!! “BE READY OR BE SQUARE” Exhibit 4 ANEW JOB/LIFE SKILLS GRADE REPORT NAME:_______________________________________ STUDENT STARTING DATE OF REPORTING PERIOD:_____ CLASS #:______ SOC. SEC. #:________________ STUDENT ENDING DATE OF REPORTING PERIOD:______________ UNITS OF STUDY LIFE SKILLS: STUDY SKILLS, LEARNING STYLES AND BARRIERS, SELF-ESTEEM, SKILL ID (SELF­ ASSESSMENT), COMMUNICATION SKILLS, CONFLICT RESOLUTION, RELATIONSHIPS, DIVERSITY, ASSERTIVENESS, DECISION-MAKING/PROBLEM-SOLVING, GOAL-SETTING, STRESS/TIME/HOUSEHOLD MANAGEMENT JOB SKILLS: NONTRADITIONAL OPTIONS SEXUAL HARASSMENT WORKFORCE OVERVIEW OCCUPATIONAL RESEARCH MASTER APPLICATION INTERVIEWING RESUME/EMPLOYMENT LETTER WRITING JOB SEARCH SKILLS WORKPLACE SKILLS FINAL GRADE STUDENT SIGNATURE:______________________________________________ INSTRUCTOR'S SIGNATURE:________________________________________ GRADE Exhibit 4 JOB/LIFE SKILLS COMPETENCIES Description: The trainee will know the job and life skills that are' associated with construction, maintenance, and -manufacturing trades. Trainee will: 1. Identify personal values. Demonstrate how values choice. affect communication and career 2. Model problem-solving strategies. Demonstrate how to avoid crisis both in personal or job site situations. 3. Demonstrate effective communication: how to be assertive conflict resolution diverse workforce sensitivity 4. Identify what constitutes options available. 5. Demonstrate setting goals within a timetable. 6. Demonstrate an understanding of the blue collar nontraditional job market. This includes wages, benefits, working conditions, and advancement and training opportunities. 7. Identify current job related skills. 8. Complete information interviews on occupation area of choice. 9. Complete a master application for blue collar nontraditional job search. 10. Complete a job resume and cover letter. 11. Exhibit capability in a mock employment interview with a panel of area employers. 12. Demonstrate an understanding of workplace include: employer expectations supervisor expectations co-worker expectations union expectations apprenticeship expectations 13. Demonstrate leadership abilities. sexual harassment and the legal expectations to C o n tra ct EXHIBIT C PERFORMANCE OBJECTIVES PY 95 Contract Forms: Adult Participant Targeting Levels For New Participants in Training Contract #: C5ANW- Adult Mature Worker X # Total Persons Enrolled into Objective Assessment % 130 78 100% City Residents 35 45% Balance of County Residents 43 55% Basic Skills Levels* 78 100% Limited English 0 0% Pre-Employable in Reading and/or Math 4 5% Nearly-Employable in Reading and/or Math 12 15% Employable in Reading and Math (Need Upgrading) 42 54% Employable in Reading and Math (No Upgrading) 20 26% Deficient in Job Specific Skills 78 100% Deficient in Pre-Employment/Work Maturity Skills 36 46% Disabled 3 4% Ex-Offenders/Offenders 12 15% High School Drop-Outs 19 24% Welfare Cash Recipients 36 46% Hard-to-Serve (one or more of 7 characteristics) 64 82% 0 0% Total Participants Enrolled in Training A. Competency Targeting B. Barrier Targeting C. Other Non-JTPA Eligible Participants 9/19/95 C5ANWA14.XLS PY 95 Contract Forms: Adult Performance Objectives Contract#: C5ANW-01 Section L Planned Placement Performance In PY 95 Carry-In New Total Participants in Training 42 78 120 Terminations 42 44 86 Placements 28 27 55 Placement Rate 67% 61% 64% Section IL Planned Placement Performance by Participant Group (Final performance outcomes when all participants have terminated in PY 95 and beyond). PY 94 Carry-In New PY 95 Participants in Training 42 80 Placements 28 54 Placement Rate 67% 68% Section HL Other Performance Goals (Goals for all terminations in PY 95) Placement Average Weekly Wage at Placement Percent of Employed Receiving Benefits All $320 n/a Follow-Up Adults Employed at Follow-Up 58% Welfare Employed at Follow-up 56% Average Weekly Wage at Follow-Up $300 Welfare Average Weekly Wage at Follow-Up $280 • Competency Attainment/Enhancements Attained at least one competency 75% Attained all competencies in which deficient 70% Employability Enhancement Rate 75% 9/19/95 C5ANWC1.XLS PY 95 Contract Forms: Adult Program Activity Flow Contract#: July 1,1995 - June 30,1996 C5ANW-01 A NEW ENROLLMENTS IN PY 95 1st QTR 2nd QTR 3rd QTR 4th QTR New Objective Assessment 65 0 65 0 Participants in Training at Start of Quarter (a) 0 38 35 58 38 0 40 0 0 3 17 24 38 35 58 34 New Participants in Training (b) Terminations (of PITS) (c) Participants in Training at End of Quarter (a+b-c) B. PY94CAICARRY IN PARTICIPANTS (PY 94 Contractors Only) Participants in Training at Start of Quarter (a) Terminations (of PITS) (b) Participants in Training at End of Quarter (a-b) 1st QTR 2nd QTR 3rd QTR 4th QTR 41 16 0 0 25 16 16 0 0 0 C. NEW EnrolmetsandCre4ROLLMENTS AND CARRY IN PARTICIPANTS Participants in Training at Start of Quarter (a) New Participants in Training (b) Terminations (of PITS) (c) Participants in Training at End of Quarter (a+b-c) 1st QTR 2nd QTR 3rd QTR 4th QTR 41 54 35 58 38 0 40 0 25 19 17 24 54 35 58 34 D. CUMULATIVE COST PROJECTION SCHEDULE Administration $10,552 $21,104 $36,655 $42,207 Direct Training $43,114 $135,304 $227,495 $270,608 Training Related and Support $27,337 $54,674 $82,011 $109,348 Total Planned Quarterly Expenditures $81,003 $211,082 $346,161 $422,163 9/19/95 C5ANWC3.XLS PY 95 Contract Forms: Adult Program Training Activity and Cost by Training Activity (For New PY 95 Participants) Contract #: C5ANWA. Total Number Served B. Avg. Training Weeks per Participant C. Average Hours per Week per Participant D. Total Average Hours per Participant to Completion (B x E. Total Hours of Service to Completion (A x D) 1200 1 1.2 1.20 1,440 130 1 8 8 1,040 16 8 4.25 34 544 78 18.5 29 537 41,847 0 0 0 0 0 0 0 0 0 0 PET 0 0 0 0 0 Hold Status 78 7 4 28 2,184 Follow-Up Activities 78 13 0.2 3 203 Pre-Enrollment Activities Objective Assessment Basic Skills Training Occupational Skills Training On-the-Job Training Other Work-Site Training F. Average Weeks of Program Participation for New 30 Participants in Training (from Enrollment in OAS to Termination) G. Hours of Service in PY 95 Pre-Enrollment Activities Objective Assessment Basic Skills Training Occupational Skills Training On-the-Job Training Other Work-Site Training H. Hours of Service in PY 96 1. Hours of Service in PY 97 1,440 1,040 Percentage (%) of Basic Skills Hours in Column E, anticipated to be provided through CDLCs. 544 39,169 2,678 0% 0 0 PET 0 0 Hold Status 1,136 1,048 Follow-Up Activities 81 122 43,410 3,848 J. Activity Cost for PY 95 K. Cost per Hour of Service in PY 95 L. Estimated Activity Cost for PY 96 M. Estimated Cost Per Hour of Service in PY 96 $8.92 $34,319 $8.92 Totals $387,124 0 9/19/95 C5ANWC4A.XLS PY 95 Contract Forms: Adult Program Training Activities and Cost (For PY 94 Carry-In Clients: Activity after July 1, 1995) Contract #: C5ANW-01 A. Total Number Served Pre-Enrollment Activities Objective Assessment Basic Skills Training Occupational Skills Training On-the-Job Training Other Work-Site Training F. B. Avg. Training Weeks per Participant C. Average Hours per Week per Participant D. Total Average E. Total Hours of Hours per Service to Participant to Completion (A x Completion (B x D) 0 0 0 0 0 0 81 3,240 0 0 0 0 0 0 3 40 27 PET 0 0 0 0 0 Hold Status 42 7 2 14 588 Follow-Up Activities 42 13 0.2 3 109 Average Weeks of Program Participation for no Carry-In Clients (from July 1 to termination) G. Hours of Service in PY 95 Pre-Enrollment Activities Objective Assessment Basic Skills Training Occupational Skills Training On-the-Job Training Other Work-Site Training H. Hours of Service in PY 96 0 Percentage (%) of Basic Skills Hours in Column E, anticipated to be 0 3,240 n/a 0 0 PET 0 Hold Status 588 Follow-Up Activities 109 Totals 3,937 0 J. Activity Cost for PY 95 K. Cost per Hour of Service in PY95 L. Estimated Activity Cost for PY 96 M. Estimated Cost per Hour of Service in PY 96 $35,038 $8.90 $0 $0.00 9/19/95 CSANWC4C.XLS SEATTLE-KING COUNTY PRIVATE INDUSTRY COUNCIL STAFF WAGES CONTACTOR: ANEW CONTRACT#: C5ANW-01 PAGE 2 OF 11 List each position that will be charged to this contract by job title. Include the monthly salary from all sources, the percent charged to this contract and the number of months assigned to the contract. MO SALARYALL SOURCES % CHRG'D TO CONTRCT D i rec to r 3375.00 । Client Serv.Tech. # OF MONTHS ADMIN DIRECT TRAINING TRG REL'D & SUPPORT TOTAL 77.5% 12 7581. 11056. 4738. 23,375 2565.00 1 87.5% 12 13505. 5402. 8103. 27,010. Counselor 2730.01 97.5% 12 31941. Job Developer 2650.01 1 97.5% 12 15503. 15503. 31,006. Training Asst. 1978.0( 1 97.5% 12 11571 9257. 23,142. Job Life 1345.9: 97.5% 12 1188.0( 97.5% 10 POSITION Instructor Math Instructor Fitness Instructor 2314. 15748. 15,748. 11583. 11,583. 2,272. 1135.7! > 100% 2 2272. Outreach/Retention Worker 2253.34 . 97.5% 12 5273. Life Skills Instructor 693.33 97.5% 12 8112. Overtime/Merit ($ 7304.) TOTAL STAFF WAGES 31,941. 65 29 23,400. 124,990. 21091. 26,364. 8,112. 775. 7,304. 59,467 207,857. SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL FRINGE BENEFITS CONTRACTOR: ANEW PAGE 3 OF 11 CONTRACT #: C5ANW-01 List all of the types of benefits to be paid with funds requested (retirement, Social Security, medical, dental, unemployment, etc.). Show all calculations, rates, etc. by cost category. FRINGE BENEFITS ADMIN DIRECT TRAINING TRAINING RELATED & SUPPORT TOTAL FULL TIME: Director, Client Services Technician, Counselor, Job Developer, Training Asst., Outreach/Retention Worker PART TIME: Job/Life Instructor, Math Instructor, Fitness Instructor, Life Skills Instructor FICA = 7.65% L & I = Hours worked x.1473 (Out of office work included) Hours worked x.0866 (All duties performed in office) Unemployment Insurance SUTA x.0260 Cafeteria Plan (included medical, dental, and choice of TSA, life, and disability insurance) Available to full time employees @ $350; pro-rated for Job/Life Skills Instructor 50% x 350 x12 TOTAL FRINGE BENEFITS C5ANW01.XLS 1 2,438 12,484 6,329 21,251 2,437 12,940 8,558 23,935 4,875 25,424 14,887 45,186 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL OFFICE SUPPLIES CONTRACTOR: ANEW PAGE 4 OF 11 CONTRACT #\ C5ANW-01 List and describe desk top, reproduction and miscellaneous supplies by cost category. OFFICE SUPPLIES DIRECT TRAINING ADMIN FORMS TRAINING RELATED & SUPPORT 195 DESKTOP/GENERAL OFFICE SUPPLIES 292 2,145 TOTAL 195 975 3,412 0 OFFICE EQUIPMENT/FURNITURE DEPRECIATION 585 MISCELLANEOUS SUPPLIES (UNPLANNED FOR STUDENTS, INSTRUCTIONAL OR PROGRAM RELATED EXPENSES - i.e. GRADUATION CEREMONY EXPENSES, CLEANING/KITCHEN SUPPLIES) AUDIO/VISUAL TOTAL OFFICE SUPPLIES C5ANW01.XLS 1 877 3,705 2,047 6,337 2,437 2,437 195 195 8,677 3,022 12,576 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL CONTRACT AND OTHER SERVICES CONTRACTOR: ANEW PAGE 5 OF 11 CONTRACT #: C5ANW-01 Include subcontracts with other agencies or persons who will provide training or other professional services under this contract, a brief description of services and estimated service dates. Include insurance (liability, bonding, etc.) and audit costs. CONTRACT AND OTHER SERVICES ADMIN DIRECT TRAINNG TRAINING RELATED & SUPPORT TOTAL ACCOUNTING FEES 6,142 6,142 AUDIT FEES 3,900 3,900 INSURANCE: Property & General Liability Insurance Employee Dishonesty Insurance 1,657 1,657 PROFESSIONAL SERVICE FEES: Outside speakers to supplement classroom instruction; mise, program support COMPUTER SERVICES TEMPORARY OFFICE HELP: 1,462 1,462 292 292 1,755 1,755 3,510 $90 per day x 40 days FORKLIFT TRAINING TOTAL CONTRACT & OTHER SERVICES C5ANW01.XLS 1 3,315 3,315 11,699 6,824 1,755 20,278 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL COMMUNICATIONS CONTRACTOR: ANEW PAGE 6 OF 11 CONTRACT #: C5ANW-01 List all communications equipment, phones, installation, postage, delivery services, fax machines, etc. by cost category. COMMUNICATIONS DIRECT TRAINING ADMIN ADVERTISING/MARKETING: TRAINING RELATED & SUPPORT TOTAL 3,900 3,900 Student recruitment: Brochures, Posters, business cards, information booths, publication advertising, mise, printed materials, public awareness activities, etc. TELEPHONE 341 195 536 POSTAGE 341 780 1,121 146 610 926 SUBSCRIPTIONS/MEMBERSHIPS: Trades and professional journals / fair 170 AUDIO/VISUAL INSTRUCTIONAL/EDUCATIONAL MATERIALS 975 PRINTING 487 975 1,462 2,290 6,460 8,920 TOTAL COMMUNICATIONS C5ANW01.XLS 1 170 975 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL STAFF TRAVEL CONTRACTOR: ANEW PAGE 7 OF 11 CONTRACT #: C5ANW-01 Indicate costs for staff who are authorized to travel (local and out-of-area). Show calculations for mileage reimbursement. Include parking, air fare, per diem and other travel related costs. Indicate destinations for out-of-area travel. LOCAL (Within King County) TRAINING RELATED & SUPPORT DIRECT TRAINING ADMIN TOTAL (All staff travel to some extent) (Figures represent 97.5% charged to the Adult Contract; 2.5% charged to the Youth Contract) DIRECTOR: 500 mi x.30 mi 292 146 438 1000 mi x.30 mi JOB DEVELOPER: 334 mi x.30 mi 97 97 780 877 OUTREACH: 2,666 mi x.30 mi 97 COUNSELOR: 100 mi x.30 mi 30 30 97 97 TRAINING ASST./CLIENT SERVICES: 334 mi x.30 mi 38 mi x.30mi Also includes: Parking estimates and Per Diem Remimbursement 122 122 Ferry Fees SUBTOTAL LOCAL TRAVEL OUT-OF AREA TRAVEL (Outside of King County) One quarterly Apprenticeship Council meeting per year - may be in Eastern Washington 414 ADMIN 370 DIRECT TRAINING 120 120 997 1,781 TRAINING RELATED & SUPPORT TOTAL SUBTOTAL OUT-OF AREA TRAVEL TOTAL STAFF TRAVEL C5ANW01.XLS 1 414 370 997 1,781 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL EQUIPMENT PAGE 8 OF 11 CONTRACTOR: ANEW CONTRACT #\ C5ANW-01 List all equipment rental, lease, purchase and maintenance by type/model. Indicate lease/purchase options and justification for equipment purchases. EQUIPMENT DIRECT TRAINING ADMIN TRAINING RELATED & SUPPORT TOTAL SHARP SF #8350 COPY MACHINE Maintenance Contract 188 FORKLIFT 336 487 TOTAL EQUIPMENT C5ANW01.XLS 1 1,637 188 2,124 2,161 487 336 2,648 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL STAFF TRAINING CONTRACTOR: ANEW PAGE 9 OF 11 CONTRACT #: C5ANW-01 identify the type(s) of staff training, cost & number of staff attending. STAFF TRAINING INDIVIDUALIZED STAFF TRAINING: Covered costs includes tuition. Staff will attend workshops, conferences, and seminars on topics that will prepare staff to better perform job duties. Emphasis will be placed on training methods that focus on cultural sensitivity; student motivation methods; DIRECT TRAINING ADMIN 292 STAFF PROGRAM EVALUATION 975 TRAINING RELATED & SUPPORT 487 487 TOTAL 1,754 487 one day meeting with RTC staff twice a year COMPUTER SKILLS/USAGE TRAINING FOR ANEW STAFF - in areas of word processing and database TOTAL STAFF TRAINING C5ANW01.XLS 1 292 292 292 876 584 1,754 779 3,117 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL TUITION, BOOKS AND SUPPLIES CONTRACTOR: ANEW PAGE 10 OF 11 CONTRACT #: C5ANW-01 List number of participants & describe tuition and participant owned books and training supplies charged to this contract. TUITION, BOOKS AND SUPPLIES DIRECT TRAINING TUITION 78 Participants x $875 TUITION 68,250 GED TEST FEE 18 participants x 25 = 450 550 10 retakes x 10 = 100 BOOKS & SUPPLIES 24,180 78 participants x $310 per participant BOOKS: Electrical wiring, Carpentry text & workbook, Math books: $120 per person SUPPLIES: Locker padlock, "Where to Turn" handbook, notebooks, index tabs, map, calculator, ruler: $50 per person TRADE-RELATED SUPPLIES: Steel-toed workboots ($103) tape measure, safety glasses, ear protection, hard hat: $140 per person GRADUATION FEES: 1,860 $30 per person X 62 graduates STUDENT ACCIDENT INSURANCE 39 participants X $60 per person (other 39 have medical coupons) 2,340 975 STUDENT ACHIEVEMENT AWARDS TOTAL TUITION, BOOKS AND SUPPLIES C5ANW01.XLS 1 98,155 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL SUPPORT SERVICES PAGE 11 OF 11 CONTRACTOR: ANEW CONTRACT #: C5ANW-01 Described the types and estimated cost of support services to be provided to participants served under this contract. TRAINING RELATED & SUPPORT SUPPORT SERVICES PARTICIPANTS' SUPPORT SERVICE CATEGORIES In-Home Day Care Food Gas Car Repair Tools for Work Bus Passes (2 zone monthly pass: $57.50) Plus: Emergency Rent, Union Dues, Child care, Counseling, Phone, and other necessary expenses allowable by PIC. 21,645 78 X $277.50 TOTAL SUPPORT SERVICES C5ANW01.XLS 1 21,645 SEATTLE-KING COUNTY PRIVATE INDUSTRY COUNCIL BUDGET SUMMARY CONTRACTOR: ANEW CONTRACT #: Y5ANW-15 FUND SOURCE: Title ll-C TRAINING RELATED & SUPPORT DIRECT TRAINING ADMIN TOTAL STAFF WAGES FRINGE BENEFITS OFFICE SUPPLIES CONTRACT & OTHER SERVICES COMMUNICATIONS STAFF TRAVEL EQUIPMENT STAFF TRAINING 600 3,072 1,598 5,270 125 648 382 1,155 23 223 78 324 301 176 45 522 5 60 165 230 11 10 23 44 5 55 9 69 16 46 21 83 BUILDING RENTAL & UTILITIES 0 INDIRECT COSTS 0 OJT WAGES 0 TUITION, BOOKS & SUPPLIES 2,515 2,515 LEARNING INCENTIVE PAYMENTS (ll-C Youth Only) 0 WORK EXPERIENCE WAGES 0 VOCATIONAL EXPLORATION 0 LIMITED INTERNSHIPS (ll-C Youth Only) 0 SUPPORT SERVICES 555 OTHER 0 TOTAL BUDGET: YBDGSUMR.XLS 555 1,086 6,805 2,876 10,767 SEATTLE-KING COUNTY PRIVATE INDUSTRY COUNCIL STAFF WAGES PAGE CONTACTOR: ANEW contract#: y5anw -15 2 OF 11 List each position that will be charged to this contract by job title. Include the monthly salary from all sources, the percent charged to this contract and the number of months assigned to the contract. MO SALARYALL SOURCES % CHRG'D TO CONTRCT D i rec to r 3375.0 ) 2.5% 12 Client Serv.Tech. 2565.0- ) 2.5% 12 Counsel or 2730.0( 2.5% 12 819. Job Developer 2650.0C ' 2.5% 12 397. 397. 794. Training Asst. 1978.0( i 2.5% 12 297. 237. 594. job life 1345.9; 2.5% 12 403. 403. 1188. 00 2.5% 10 297. 297. Outreach/Retention 2253.34 Worker 2.5% 12 135. Life Skills Instructor 2.5% 12 208. POSITION # OF MONTHS DIRECT TRAINING TRG REL’D & SUPPORT TOTAL 194. 284. 122. 600. 346. 138. 208. 692. ADMIN 60. 819. Instructor Math Instructor 693.3: : Overtime/Merit ($ 1871) TOTAL STAFF WAGES 600. 541. 676. 208. 94. 93. 187. 3072.. 15 98. ■ 5,270.!. SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL FRINGE BENEFITS CONTRACTOR: ANEW PAGE 3 OF 11 CONTRACT #\ Y5ANW-15 List all of the types of benefits to be paid with funds requested (retirement, Social Security, medical, dental, unemployment, etc.). Show all calculations, rates, etc. by cost category. FRINGE BENEFITS DIRECT TRAINING ADMIN TRAINING RELATED & SUPPORT TOTAL FULL TIME: Director, Client Services Technician, Counselor, Job Developer, Training Asst., Outreach/Retention Worker PART TIME: Job/Life Instructor, Math Instructor, Fitness Instructor, Life Skills Instructor FICA = 7.65% L & I = Hours worked x.1473 (Out of office work included) Hours worked x.0866 (All duties performed in office) Unemployment Insurance SUTA x.0260 Cafeteria Plan (included medical, dental, and choice of TSA, life, and disability insurance) Available to full time employees @ $350; pro-rated for Job/Life Skills Instructor 50% x 350 x12 TOTAL FRINGE BENEFITS C5ANW01.XLS 1 62 316 162 540 63 332 220 615 125 648 382 1,155 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL OFFICE SUPPLIES CONTRACTOR: ANEW PAGE 4 OF 12 CONTRACT #: Y5ANW-15 List and describe desk top, reproduction and miscellaneous supplies by cost category. OFFICE SUPPLIES TRAINING RELATED & SUPPORT DIRECT TRAINING ADMIN FORMS TOTAL 5 5 DESKTOP/GENERAL OFFICE SUPPLIES 8 55 25 88 OFFICE EQUIPMENT/FURNITURE DEPRECIATION 15 95 53 163 MISCELLANEOUS SUPPLIES (UNPLANNED FOR STUDENTS, INSTRUCTIONAL OR PROGRAM RELATED EXPENSES - i.e. GRADUATION CEREMONY EXPENSES, CLEANING/KITCHEN SUPPLIES) 63 63 AUDIO/VISUAL 5 5 TOTAL OFFICE SUPPLIES Y5ANW15.XLS 23 223 78 324 1 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL CONTRACT AND OTHER SERVICES CONTRACTOR: PAGE 5 OF 12 CONTRACT #: Y5ANW-15 Include subcontracts with other agencies or persons who will provide training or other professional services under this contract, a brief description of services and estimated service dates. Include insurance (liability, bonding, etc.) and audit costs. CONTRACT AND OTHER SERVICES TRAINING RELATED & SUPPORT DIRECT TRAINING ADMIN TOTAL ACCOUNTING FEES 158 158 AUDIT FEES 100 100 INSURANCE: Property & General Liability Insurance Employee Dishonesty Insurance 43 43 PROFESSIONAL SERVICE FEES: Outside speakers to supplement classroom instruction; misc, program support 38 38 COMPUTER SERVICES 8 8 TEMPORARY OFFICE HELP: 45 45 90 $90 per day x 40 days FORKLIFT TRAINING TOTAL CONTRACT & OTHER SERVICES Y5ANW15.XLS 85 85 301 176 45 522 1 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL COMMUNICATIONS CONTRACTOR: ANEW PAGE 6 OF 12 CONTRACT #: Y5ANW-15 List all communications equipment, phones, installation, postage, delivery services, fax machines, etc. by cost category. COMMUNICATIONS TRAINING RELATED & SUPPORT DIRECT TRAINING ADMIN ADVERTISING/MARKETING: Student recruitment: Brochures, Posters, business cards, information booths, publication advertising, mise, printed materials, public awareness activities, etc. TOTAL 100 100 TELEPHONE 9 5 14 POSTAGE 9 20 29 4 15 24 SUBSCRIPTIONS/MEMBERSHIPS: Trades and professional journals / fair 5 AUDIO/VISUAL INSTRUCTIONAL/EDUCATIONAL MATERIALS 25 PRINTING 13 25 38 60 165 230 TOTAL COMMUNICATIONS Y5ANW15.XLS 5 25 1 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL STAFF TRAVEL CONTRACTOR: ANEW PAGE 7 OF 12 CONTRACT #: Y5ANW-15 Indicate costs for staff who are authorized to travel (local and out-of-area). Show calculations for mileage reimbursement. Include parking, air fare, per diem and other travel related costs. Indicate destinations for out-of-area travel. LOCAL (Within King County) TRAINING RELATED & SUPPORT DIRECT TRAINING ADMIN TOTAL (All staff travel to some extent) (Figures represent 97.5% charged to the Adult Contract; 2.5 % charged to the Youth Contract) 12 4 8 DIRECTOR: 500 mi x.30 mi 1000 mi x.30 mi JOB DEVELOPER: 334 mi x.30 mi OUTREACH: 2,666 mi x.30 mi 3 3 3 20 23 COUNSELOR: 100 mi x.30 mi 0 TRAINING ASST./CLIENT SERVICES: 334 mi x.30 mi 3 3 38 mi x.30mi 3 3 Also includes parking estimates and per diem reimbursements Ferry Fees SUBTOTAL LOCAL TRAVEL OUT-OF AREA TRAVEL (Outside of King County) One quarterly Apprenticeship Council meeting per year - may be in Eastern Washington 11 44 23 10 ADMIN DIRECT TRAINING TRAINING RELATED & SUPPORT TOTAL 11 10 23 44 SUBTOTAL OUT-OF AREA TRAVEL TOTAL STAFF TRAVEL Y5ANW15.XLS 1 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL EQUIPMENT PAGE 8 OF 12 CONTRACTOR: ANEW CONTRACT #: Y5ANW-15 List all equipment rental, lease, purchase and maintenance by type/model. Indicate lease/purchase options and justification for equipment purchases. EQUIPMENT TRAINING RELATED & SUPPORT DIRECT TRAINING ADMIN TOTAL SHARP SF #8350 COPY MACHINE Maintenance Contract 5 FORKLIFT TOTAL EQUIPMENT Y5ANW15.XLS 5 42 9 56 13 0 13 55 9 69 8 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL STAFF TRAINING CONTRACTOR: ANEW PAGE 9 OF 12 CONTRACT #: Y5ANW-15 Identify the type(s) of staff training, cost & number of staff attending. STAFF TRAINING INDIVIDUALIZED STAFF TRAINING: Covered costs includes tuition. Staff will attend workshops, conferences, and seminars on topics that will prepare staff to better perform job duties. Emphasis will be placed on cultural sensitivity, student motivation TRAINING RELATED & SUPPORT DIRECT TRAINING ADMIN 8 25 TOTAL 13 46 methods, etc. STAFF PROGRAM EVALUATION 13 13 one day meeting with RTC staff twice a year COMPUTER SKILLS/USAGE TRAINING FOR ANEW STAFF - in areas of word processing and database TOTAL STAFF TRAINING Y5ANW15.XLS 8 8 8 24 16 46 21 83 1 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL TUITION, BOOKS AND SUPPLIES CONTRACTOR: ANEW PAGE 10 OF 12 CONTRACT #\ Y5ANW-15 List number of participants & describe tuition and participant owned books and training supplies charged to this contract. TUITION, BOOKS AND SUPPLIES DIRECT TRAINING TUITION 2 Participants x $875 TUITION 1,750 BOOKS & SUPPLIES 2 participants x $310 per participant BOOKS: Electrical wiring, Carpentry text & workbook, Math books: $120 per person 620 SUPPLIES: Locker padlock, "Where to Turn" handbook, notebooks, index tabs, calculator, ruler: $50 per person TRADE-RELATED SUPPLIES: Steel-toed workboots ($103) tape measure, safety glasses, ear protection, hard hat: $140 per person STUDENT ACCIDENT INSURANCE 1 participant, $60 per person 60 STUDENT ACHIEVEMENT AWARDS 25 GRADUATION FEES 2 participants, $30 per person 60 TOTAL TUITION, BOOKS AND SUPPLIES 2,515 Y5ANW15.XLS 1 SEATTLE- KING COUNTY PRIVATE INDUSTRY COUNCIL SUPPORT SERVICES CONTRACTOR: ANEW PAGE 12 OF 12 CONTRACT #: Y5ANW-15 Described the types and estimated cost of support services to be provided to participants served under this contract. TRAINING RELATED & SUPPORT SUPPORT SERVICES PARTICIPANTS' SUPPORT SERVICE CATEGORIES In-Home Day Care Food Gas Car Repair Tools for Work Bus Passes (2 zone monthly pass: $57.50) Plus: Emergency Rent, Union Dues, Child care, Counseling, Phone, and other necessary expenses allowable by PIC 555 2 X $277.50 TOTAL SUPPORT SERVICES Y5ANW15.XLS 555 1 PIC S ta ts Title IIA PY94 Average Hourly Wage at Placement by Occupation: IIA ANEW Average Hourly Wage at Placement by Occupation: HA ANEW 1 professional, technical & | managerial 1 1 I il l 1 1 clerical 1 1 1 1 i sales 1 1 I services (except food) 1 1 1 1 1 1 1 services: food - 1 1 1 1 1 i processing 1 - machine trades & benchwork ... :..... 1 1 1 1 1 1 structural work - misc: transportation & packaging 1 1 mise: other $0. 00 $2.00 $4.00 $6.00 $8.00 $10 .00 DOT code (2 digits) Occupational Groups $14 .00 $12.00 Average Hourly Wage at Placement ♦ 00-19 ♦ professional, technical & managerial $15.05 ♦ 20-24 ♦ clerical $6.00 ♦ 25-29 ♦ sales $5.89 ♦ 30-39(except 31) ♦ services (except food) $7.25 ♦ 31 ♦ services: food na ♦ 50-59 ♦ processing $9.41 ♦ ♦ ♦ ♦ 60-79 80-89 90-92 40-49 & 93-97 ♦ machine trades & benchwork ♦ structural work ♦ mise: transportation & packaging ♦ mise: other $8.71 $12.98 $10.40 $8.59 Total $16 .00 $11.24 Note: See Appendix A for a more detailed list of the two-digit divisions of Directory of Occupational Titles (DOT) referenced above. 10/24/95 plwg-anw YE2AP2.XLS jcl Average Weekly Earnings at Follow-up *Estimated Average Weekly Earnings at Follow-up $450 - $400 - $350 - $300 - $250 - $200 - $150 - $100 - $50 - $0 IIA Total IIA ANW IIA CCA IIA PACE IIH/I YWCA IIA WAW IIM ESD ■ actual □ contracted *Estimated Average Weekly Earnings at Follow-up contracted ♦Note: actual IIA (Adult) Total $290 $339 ♦ ANEW $300 $490 ♦ CCA $300 $257 ♦ PACE $295 $298 ♦ Wash. Works $275 $364 IIH/I (Homeless) YWCA $275 na* IIM (Mature Worker) ESD na* $321 "Estimated Average Weekly Earnings at Follow-up" is based on the Federal methodology for calculating Adult Follow-up Weekly Earnings (AFWE). "Estimated Average Weekly Earnings at Follow-up" equals the estimated average weekly earnings at follow-up of terms (who termed during the the follow-up year -- 4/1/94-3/31/95) that were employed and working 20 or more hours per week at follow-up (90 days after term). The data above (except for IIH/I YWCA) is based on ETI's sampled data. ETI does not provide follow-up data for IIH/I participants. IIM ESD does not have a contracted goal for weekly wage at follow-up. 10/24/95 fubbcks YE2AP3.XLS jcl Employment Rate at Follow-up *Estimated Percentage of Terms that were Employed at Follow-up — 100% y- 90% - - 80% - - 70% - - 60% -- ---------- ----------- 50% - - — B— 40% — 30% -- 20% 10% - - 0% IIA Total IIA ANW IIA CCA IIA PACE IIA WAW □ contracted IIH/I YWCA IIM ESD ■ actual *Estimated Percentage of Terms that were Employed at Follow-up contracted actual IIA (Adult) Total 63.0% 52.4% ♦ ANEW 58.0% 70.8% ♦ CCA 65.0% 52.0% ♦ PACE 65.0% 54.1% ♦ Wash. Works 60.0% 79.2% IIH/I (Homeless) YWCA 65.0% na* IIM (Mature Worker) ESD 63.0% 36.0% *Note: "Estimated Percentage of Terms that were Employed at Follow-up" is based on the Federal methodology for calculating the Adult Follow-up Employment Rate (AFER). "Estimated Percentage of Terms that were Employed at Follow-up" equals the estimated percentage of total terms during the follow-up year (4/1/94-3/31/95) that were employed and working 20 or more hours per week at follow-up (90 days after term). The data above (except for IIH/I YWCA) is based on ETI's sampled data. ET1 does not provide follow-up data for IIH/I participants. 10/24/95 fupeti YE2AP3.XLS jcl Title IIA PY94 Enrollments by City/County Service and by Barriers: IIA ANEW City/County: IIA ANEW actual City/County: HA ANEW contracted Seattle 38% Seattle / / Balance \ KC 55% Balance of KC 62% Barriers: HA ANEW disabled offender drop-out at least 1 of 7 barriers 0% 10% 20% 40% 30% □ contracted ♦ ♦ ♦ ♦ ♦ disabled offender drop-out welfare recipient at least 1of 7 barriers 50% 60% 70% 80% 90% 100% ■ actual Percent of Total Enrollments contracted actual 4% 1% 19% 30% 24% 22% 45 % 67 % 80% 91% 10/24/95 cbcbrr-anw YE2AT2.XLS jcl Zip Code Distribution of Title IIA PY94 Enrollments: IIA ANEW • • ■ 7 ■ = 82 1 dot = 1 person 942aanw.wor Note: Each dot represents one person enrolled in IIA ANEW in PY94 randomly distributed within the corresponding zip code. Title IIA PY94 Enrollments by Race/Ethnicity, Gender and Age: IIA ANEW Race/Ethnicity: IIA ANEW Native American 5% Asian/PI 1% Hispanic 5% African American 33% White 56% Age Distribution: IIA ANEW Gender: IIA ANEW Male 0% ■ 60% - 50% - 40% - 30% 20% 10% Female 100% 0% < 22yrs 22-29 30-39 40-49 50-54 55 + Percent of Total PY94 Enrollments ♦ ♦ ♦ ♦ ♦ ♦ <22 years old 22-29 30 - 39 40-49 50-54 55 + Total 0% 45% 50% 5% 0% 0% 100% 10/24/95 rga-anw YE2AT1.XLS jcl Data: Title IIA (Adult) - ANEW MIS data cut on: 8/31/95 ............... PY94 -PY92 PY93 94-07 94-08 94-09 94-10 94-11 94-12 95-01 95-02 95-03 95-04 95-05 95-06 | 41 35 24: 25 47 34 35 33 35i 65 59 501 43 421 Page 1: Participants onboard: 74' 38 56 Planned participants onboard: 34 • 0 Enrolled participants: Cumulative enrollments: 77 73 0 11 26 0 1 0 3 39 2 0 0 0; 11 37 37 38 38 41 80 82 82 82 82 Termed participants: Cumulative terms: 40 40 Planned cumulative enrollments: 72 79 80! 80 11 10 4 13 0 2 1 9 8 9 7 11 21 25 38 38 40 41 50 58 67 74 34 16 Planned cumulative terms: 1| 75 78^ 38 Page 2: Placed participants: Cumulative placements: 51 53 10 9 1 6 0 1 0 8 8 6 3 0 10 19 20 26 26 27 27 35 43 49 52 52 Placement rate (PY to date): 71% 67% Planned placement rate: Average hourly wage ($) (pytd): 9.43 9.62 Planned average hourly wage: Average weekly wage ($) (pytd): 372 384 Planned average weekly wage: 24 22 10 Planned cumulative placements: 50 91% 90% 80% 68% 68% 68% 66% 70% 74% 73% 70% 69%; 64% 64% 64% 64% 64% 64% 64% 64% 64% 64% 64% 64% 12.13 12.96 12.62 12.57 12.57 12.40 12.40 11.90 11.20 11.13 11.24 11.241 8.21 8.21 8.21 8.21 8.21 8.21 8.21 8.21 8.21 8.21 8.21 8.211 485 519 492 486 486 478 478 466 440 438 443 443' 320 320 320 320 320 320 320 320 320 320 320 320| 91% 90% 80% 76% 76% 75% 73% 76% 78% 73% 74% 73 %; 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 91% 90% 80% 76% 76% 73% 71% 72% 74% 70% 72% 71% 70% 70% 70% 70% 70% 70% 70% 70% 70% 70% 70% 70% 91% 90% 80% 76% 76% 75% 73% 76% 78% 73% 74% 73% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% Page 3: Attained 1+ competencies (pytd): 83% 77% Planned attained 1 + competencies: Attained all competencies (pytd): 81% 67% Planned attained all competencies: Emp. enhancement rate (pytd): Planned enhancement rate: 83% 81% 10/24/95 np4 ZR2AANW.XLS jcl Title IIA PY94 Job Placements by Occupation: IIA ANEW Percent of Placements by Occupation: IIA ANEW professional, technical & managerial ' clerical - ■ sales ■ sendees (except food) services: food processing machine trades & benchwork structural work mise: transportation & packaging mise: other 0% DOT code (2 digits) 10% 20% 30% Occupational Groups 40% Percent of Placements ♦ 00-19 ♦ professional, technical& managerial ♦ 20-24 ♦ clerical 1.9% ♦ 25-29 ♦ sales 1.9% ♦ 30-39 (except 31) ♦ services (except food) 3.8% ♦ 31 ♦ services: food 0.0% ♦ 50-59 ♦ processing 3.8% ♦ ♦ ♦ ♦ 60-79 80-89 90-92 40-49 & 93-97 ♦ machine trades & benchwork ♦ structural work ♦ mise: transportation &packaging ♦ mise: other 13.5% 50.0% 17.3% 3.8% Total 50% 3.8% 100.0% Note: See Appendix A for a more detailed list of the two-digit divisions of Directory of Occupational Titles (DOT) referenced above. 10/24/95 plocc-anw YE2AP1.XLS jcl Nontraditional Employment For Women In Washington State Washington State Employment Security Vernon Stoner, Commissioner Labor-Market & Economic Analysis Branch Gary Bodeutsch, Director Nontraditional Jobs for Women Introduction In 1991, the Labor Market and Economic Analysis Branch produced a special publication titled Occupational Outlook for Washington State. It was well received by the public as a useful tool for career planning and it has gone through several reprints. This report follows that same format but shifts the focus to nontraditional jobs for women. The term “nontraditional employment” as applied to women (in Public Law 102-235 passed by the 102nd Congress) refers to occupations or fields of work where women comprise less than 25 percent of employment. The data used in this report originate from several sources. First, the 1990 Census provided a detailed breakout of the labor force by occupation and race. That information was matched with Occupational Employment Statistics data to link the Census information with occupational employment projections produced by the LMEA Branch in cooperation with the Bureau of Labor Statistics (BLS). The Census data were also matched with BLS median wage information. The enhanced data base was further sorted to identify occupations with at least 10 projected openings per year and wage rates that equal or exceed the median rate of $445 per week. The resulting list of jobs was then separated into four education and training categories that indicate how workers get the skills needed for their jobs, based on responses to the January 1991 Current Population Survey: (a) no formal training, (b) a high school education, (c) postsecondary/employer training, and finally (d) a college degree. The occupations in each of these categories have been selected because they show adequate or better than average job openings and wages. Complete 1990 Census listings of “nontraditional jobs” in Washington State and individual counties are also available at duplicating cost. To order such listings please contact the Labor Market and Economic Analysis Branch, P.O. Box 9046, Olympia, WA 98504-9046. Telephone: (206) 438-4800. This report was funded by a grant from the Women’s Bureau of the U.S. Department of Labor. Published September 1993 1990- 1995 Nontraditional Jobs for Women j Contents General Background.................................................. How to use this guide Nontraditional Jobs ...................................................................... ............................. 1 .......................................................................... ................................. 2 A. No Formal Training......................................................... .2 Openings B. High School............................................................................ 3 Wages C. Postsecondary/Employer D. College Graduation ................................................... 4 Requirements ...................................................... 7 Employment Growth 1990-1995 ..................................................... ................................. 9 Appendix I; Alphabetical Cross Reference... ...... .................... ............................. 11 Appendix II: Terms .......................................................................... ................................. 13 Appendix III: Labor Market Information Sources..................... ................................. 14 Appendix IV: Reader Questionnaire............................................. ................................. 17 Nontraditional Jobs for Women General Background □ Labor Force Participation. In 1940, the labor force participation rate of women stood at 28.2 percent After mobilization for World War II, it rose to 30 percent, and climbed to 36.5 percent by 1944 as "Rosie the riveted became an important cog in the manufacturing effort. The rate fell to 31.2 percent at the end of the war when many women were displaced by returning male veterans and the winding down of armament-related production. Yet in every year since 1946 (with the exception of 1953, 1962, and 1991), women’s labor force participation has been on the rise. In 1956 it regained the peak of 1944; by 1975 it rose to 46.3 percent; in 1978 it attained the half-way mark of 50 percent; and in 1990 the participation rate reached 57.5 percent. The historical chart on the next page shows how marriage and motherhood impacted women’s labor force participation in 1960. Participation reached its initial peak for ages 20 to 24, dropped sharply for those 25 to 34, rose to a second, higher peak for ages 45 to 54, and then gradually declined, assuming the classic M-shape. By 1990, the pattern had changed dramatically, reflecting the transformation of women’s roles in society. Now women’s labor force participation has taken on the shape of an inverted U, similar to that of men’s. □ The Glass Ceiling/GIass Wall: In the last decade, the “glass ceiling” has come to epitomize the barriers impeding the advancement of women into executive or senior management positions. In recent years the “glass wall” has emerged as another (though related) facet of career blockage: the longstanding workplace situation known as occupational segregation, which limits the lateral movement of women in the workplace. The “glass wall” restricts women to a narrow field such as human resources or administrative positions, making it difficult for them to extend their abilities into positions like production, marketing and finance that have a known fast-track to the executive suite. □ The Wage Gap.- In 1979, according to a BLS survey, the average hourly earnings for women came to only 64.1 percent of men’s earnings. By 1987 the gap had narrowed to 69 percent of men’s. More recent data from 1990 (based on median earnings) show that weekly wages of full-time male workers was $485 while women received $348. This translates into 71.8 cents for every dollar earned by men. □ Progress: All data point to a significant increase in the economic standing of women over the past 40 years. That progress, however, is tempered by the recognition that the starting point was far back in the pack and that there is still a considerable way to go to reach the front. This publication should provide useful information in the efforts of women to achieve equal opportunity. Employment Security Department / LMEA Nontraditional Jobs for Women Labor Force Participation by Age: 1960 vs. 1990 Women by Age: 1960 and 1990 Percent of population in labor force 80% 60% 40% 20% ----- 1960 0% —•1990 16-19 20-24 25-34 35-44 1960 39.3% 1990 51.8% 46.1% 71.6% 36% 73.6% 43.4% 76.5% I 1 45-54 55-64 65* 49.9% 71.2% 37.2% 45.3% 10.8% 8.7% Men by Age: 1960 and 1990 Percent of population in labor force 100% - 80% 60% 40% ----- 1960-1990 ---- 20% 0% 1960 1990 16-19 20-24 25-34 35-44 45-54 55-64 65* 56.1% 55.7% 88.1% 84.3% 97.5% 94.2% 97.7% 94.4% 95.7% 90.7% 86.8% 67.7% 33.1% 16.4% 1990 - 1995 V Nontraditional Jobs for Women How to use this guide □ First, decide which of the four education and training levels you wish to consult: A: No Formal Training: This level includes occupations for which few workers have needed formal training or education to obtain their jobs. They are jobs that require only a demonstration or brief on-the-job training or that require skills learned through informal training obtained on the job or in some other setting. B: High School: At this level, many workers obtained their qualifying training in high school vocational programs. Frequently, high school vocational training provides the specific skills that are needed to begin a job as well as the foundation for developing advanced skills in other programs or with the help of an employer. C: Postsecondary/Employer: Workers at this level need specific formal training, but not to the same extent as in professional specialties. Public and private institutions as well as employers offer programs providing the necessary skills. Institutions range from those that train for one specific occupation (such as beauty schools) to those that offer a wide spectrum of vocational programs and general education (technical and community colleges). Formal employer training includes apprenticeship, military training and other types of training designed to meet specific company needs. D: College Graduation: A bachelor’s degree is generally the minimum level of education needed to enter jobs in this category. An advanced degree (master’s or doctorate) is often required. Many of the jobs for which experience once qualified workers now demand college graduation. □ Next, consult the appropriate table for a listing of occupations in descending order by number of job openings. An Alphabetical Cross Reference for these jobs is provided in the Appendix I. Employment growth is indicated on pages 9-10. □ Then, turn to Appendix II of this guide if you need clarification of terms; finally, consult Appendix III to locate additional Labor Market Information Sources about careers and jobs. Nontraditional Jobs for Women ... .. No formal training No. OCCUPATION ANNUAL OPENINGS MEDIAN WAGES $ PERMIT REQUIRED REQUIREMENT SYMBOLS 1. Driver-Sale* Worker* 178 486 A Z Longshore Equipment Operators 148 713 A 3. Construction Trades, N.E.C.f 139 479 A 4. Farm Equipment Mechanic* 39 448 A 5. Machinery Maint. Occupation* 38 490 6. Marine Engineer* A Naval Architect* 34 862 7. Concrete A Terrazzo Finishers 26 479 A 8. Separating, Filtering, A Clarifying Machine Operators 16 543 A A Ye* t N.E.C. =Not elsewhere classified Median W eekly Wages: Top 8 Occupations Requir ng Less than a HS Education $0 $200 $400 $600 $800 $0 $200 $400 $600 $800 Marine Engine er Longshore Eq. Oper. Sep/Filt/Clar Mach Mach. Maintenance Sales Concrete/Terrazzo Construction Trades Farm Eq. Mechar 2 yment Emplo Security Department / LMEA Emploment security Department A, C Nontraditional Jobs for Women High Scho lHigh school OCCUPATION ANNUAL OPENINGS MEDIAN WAGES $ 1. Electrical & Electronic Technician» 430 593 2. 3. Electricians Supervisors, Mechanics A Repairers 408 349 550 4. Drafting Occupations 261 527 453 167 484 106 599 8. Bus, Truck, & Stationary Engine Mechanics Electronic Repairers, Communication A Industrial Equipment Mise. Electrical A Electronic Equipment Repairers Heavy Equipment Mechanics 260 88 516 9. Millwrights 65 594 10. Tool A Die Makers 56 642 11. 56 647 55 604 13. Electrical Power installers A Repairers Household Appliance A Power Tool Repairers Announcers 29 557 14. Brick Masons A Stone Masons 22 480 5. 6. 7. 12. PERMIT REQUIRED REQUIREMENT SYMBOLS Yes 613 b b b b b b b b b b b b b b No. Note to the tables: □ The median wage means that 50 percent of workers earn as much as or more than this figure and 50 percent earn as much as or less. The median reflects all pay levels and is substantially higher than entry-level wages. □ An occupation with two or more requirement symbols indicates that the job may be obtained through different types of training or that more than one kind of training is required. For example, mechanics may qualify through either high school or postsecondary vocational training; physicians must graduate from medical school as well as undergo internship. A = No formal training; B=High School; C=Postsecondary/Employer; D = College 1990- 1995 3 Nontraditional Jobs for Women .......... Postsecondary/Employer No. OCCUPATION ANNUAL OPENINGS MEDIAN WAGES $ PERMIT REQUIRED REQUIREMENT SYMBOLS 1. Mechanics « Repairers, N.E.C. 1,733 485 c 2. Sales Representatives. Mining, Manufacturing, & Wholesale 1,728 616 C,D 3. 4. 5. Engineer, Electrical & Electronic Physicians Electrical & Electronic Technicians 759 669 430 892 1,007 593 Yes Yes C,D C,D B,C,D 6. Electricians Engineers, N.E.C. 550 862 613 Yes Yes B,C C,D B,C 7. 8. Supervisors, Mechanics & Repairers 408 365 349 9. Machinists 337 492 10. Engineer, Mechanical 326 11. Engineer, Civil 320 823 830 12. Supervisors, Production Occupations 293 574 C,D C,D C,D 13. Drafting Occupations 261 527 B,C,D 14. Bus, Truck, & Stationary Engine Mechanics 260 453 B,C 15. Industrial Machinery Repairers 229 498 Architects Correctional Institution Officers 214 Yes 211 692 470 C,D C Engineer, Aerospace Electronic Repairers, Communication & Industrial Equipment Plumbers, Pipefitters & Steamfitters 185 167 947 484 Yes C,D B,C 165 518 Yes Police k Detectives, Public Service 164 615 C C,D Engineer, Industrial 161 154 130 782 576 636 Yes C,D C 16. 17. 18. 19. 20. 21. except engine 24. Firefighting Occupations 25. MisC. Electrical k Electronic Equipment Repairers 106 599 26. Sheet Metal Workers 105 486 4 Employment Security Department / LMEA C Yes Yes C Yes B,C Nontraditional Jobs for Women Postsecondary/Employer [Cont.] No. 27. 28. 29. 30. 31. 32. OCCUPATION ANNUAL OPENINGS MEDIAN WAGES $ Supervisors, Construction A Related 105 104 622 609 98 96 88 87 499 885 516 550 Supervisors, Transportation A Related Inspectors, Testers, A Graders Airplane Pilots A Navigators Heavy Equipment Mechanics Mechanical Engineering Technicians PERMIT REQUIRED REQUIREMENT SYMBOLS c c Yes Yes c C,D B,C C,D 33. Precision Assemblers, Metal 82 511 34. Operating Engineers 79 514 35. 36. Surveyors A Mapping Scientists Precision Grinders, Filers, A Tool Sharpeners Heating, Air Conditioning, A Refrigeration Mechanics Sales Engineers 77 74 675 478 74 474 73 920 C,D 69 619 C,D 65 62 61 594 618 601 Sheriffs, Bailiffs. A Other Law Enforcement Officers Tool A Die Makers 60 496 56 642 B,C 56 647 B,C 55 604 B,C 47. Electrical Power Installers A Repairers Household Appliance A Power Tool Repairers Surveying A Mapping Technicians 54 456 C,D 48. Mining Occupations, N.E.C. 52 635 C 49. 47 485 C 50. Mechanical Controls A Valve Repairers Glaziers 46 479 51. 52. Sailors, Deckhands, Ship Engineers Boilermakers 44 42 530 511 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. Data Processing Equipment Repairers Millwrights Stationary Engineers Construction Inspectors C C Yes C,D C C Yes B,C C,D C,D C,D C Yes A = No formal training; B=High School; C=Postsecondary/Employer; D = College C C Nontraditional Jobs for Women Postsecondary/Employer [Cont.] No. OCCUPATION ANNUAL OPENINGS MEDIAN WAGES $ 41 503 54. Water & Sewage Treatment Plant Operators Crane & Tower Operators 40 570 55. Power Plant Operators 56. Supervisors, Police It Detectives Engineer, Metallurgical It Materials 37 37 37 612 642 902 34 34 34 862 982 594 33 612 53. 57. 58. 59. 60. Marine Engineers It Naval Architects PERMIT REQUIRED Yes Yes Yes Yes Yes REQUIREMENT SYMBOLS c c c C,D C,D A,C C,D C,D 61. Engineer, Chemical Purchasing Agents & Buyers, Farm Products Misc. Plant It System Operators 62. 63. Captains It Other Officers, Vessels Office Machine Repairers 33 31 699 476 64. Geologists And Geodesists 31 731 C,D 65. Announcers 29 557 B,C,D 66. Funeral Directors 28 650 67. Supervisors, Firefighting It Fire Prevention Occupations 27 642 C,D C,D 68. Camera, Watch, It Musical Instrument Repairers 26 485 C,D 69. Furnace, Kiln, It Oven Operators, Except Food clergy 23 475 C 23 496 C,D B,C 70. C Yes Yes C C 71. Brick Masons It Stone Masons 22 480 72. Structural Metal Workers 19 569 C 73. Lay-out Workers 18 511 C 74. Locksmiths It Safe Repairers 18 485 75. 76. Aircraft Engine Mechanics Mathematical Scientists, N.E.C. 18 18 606 799 77. Forestry It Conservation Scientists 15 731 C,D Tool Programmers, Numerical Control 14 585 C,D C 78. C Yes C C,D 79. Locomotive Operating Occupations 10 715 80. Tile Setters, Hard It Soft 10 479 C 890 C,D 81. 6 Engineer, Nuclear 10 Employment Security Department / LMEA Yes Nontraditional Jobs for Women College Graduation PERMIT REQUIRED REQUIREMENT SYMBOLS No. OCCUPATION ANNUAL OPENINGS MEDIAN WAGES $ 1. 1,728 616 2. 3. 4. 5. Sales Representatives. Mining, Manufacturing, A Wholesale Lawyers Engineer, Electrical & Electronic Physicians Electrical & Electronic Technicians 798 759 669 430 1,085 892 1,007 593 Yes Yes Yes D C,D C,D B,C,D 6. 7. 8. 9. Engineers, N.E.C. Engineer, Mechanical Engineer, Civil Supervisors, Production Occupations 365 326 320 293 862 823 830 574 Yes Yes Yes C,D C,D C,D C,D 10. Drafting Occupations 261 527 11. 12. 13. 14. Architects Dentists Engineer, Aerospace Police A Detectives, Public Service 214 189 185 164 692 962 947 615 Yes Yes Yes C,D D C,D C,D 15. 16. 17. Engineer, Industrial Airplane Pilots And Navigators Mechanical Engineer. Technicians 161 96 782 885 Yes Yes 87 550 C,D C,D C,D 18. 19. Surveyors A Mapping Scientists Saies Engineers 77 73 675 920 Yes C,D C,D 20. Data Processing Equipment Repairers Stationary Engineers Construction Inspectors 69 619 62 61 618 601 60 496 C,D C,D 21. 22. 23. 24. Sheriffs, Bailiffs. A Other Law Enforcement Officers Surveying A Mapping Technicians 54 456 25. Supervisors, Police A Detectives 37 642 26. 27. Engineer, Metallurgical A Materials Engineer, Chemical 37 34 902 982 C,D B,C,D C,D Yes C,D C,D C,D Yes Yes C,D C,D A=No formal training; B = High School; C ==Postsecondary/Employer; D = College 1990 - 1995 7 Nontraditional Jobs for Women College Graduation [Cont] No. 28. OCCUPATION ANNUAL OPENINGS MEDIAN WAGES $ 34 594 31 31 962 731 29 28 27 557 650 642 PERMIT REQUIRED REQUIREMENT SYMBOLS 29. Purchasing Agents k Buyers, Farm Products Optometrists 30. Geologists k Geodesists 31. Announcers 32. 33. Funeral Directors Supervisors, Firefighting k Fire Prevention Occupations 34. Camera, Watch, & Musical Instrument Repairers 26 485 35. Clergy 23 496 36. 37. Engineering Teachers Mathematical Scientists, N.E.C. 21 18 799 799 38. Forestry k Conservation Scientists 15 731 39. Physics Teachers 14 799 D 40. Tool Programmers, Numerical Control Engineer, Nuclear 14 585 C,D 10 890 41. C,D Yes Yes $200 $400 $600 C,D Yes Yes $800 $1000 physician ; Engineer Dentist Optometrist Aero Engineer Sales Engineer Engineer Nuclear Engineer Pilot/Navigator 8 $200 $400 $600 D C,D C,D Lawyer $0 B,C,D C,D C,D C,D Median Weekly Wages: Top 10 Occupations Requiring a College Education $0 D C,D $800 Employment Security Department / LMEA $1000 C,D Nontraditional Jobs for Women ”1 Employment Growth 1990-1995 OCCUPATION Data Processing Equipment Repairers Dentists Lawyers Architects Automobile Body & Related Repairers Correctional Institution Officers Parking Lot Attendants Optometrists Baggage Porters & Bellhops Clergy Electrical & Electronic Technicians Engineer, Electrical & Electronic Surveyors & Mapping Scientists Marine Engineers & Naval Architects Physicians Geologists & Geodesists Guards, Police, Except Public Service Surveying & Mapping Technicians Atmospheric & Space Scientists Automotive Mechanics Engineer, Civil Funeral Directors Sales Workers, Parts Announcers Shoe Repairers Mise. Textile Machine Operators Locksmiths & Safe Repairers Airplane Pilots A Navigators ESTIMATED EMPLOYMENT GROWTH 1990 1995 Percent Change 951 1,256 32.1% 1,876 8,725 2,527 3,922 2,382 11,066 3,141 4,785 27.0% 26.8% 24.3% 22.0% 3,407 1,114 307 474 212 8,535 13,310 1,148 568 4,126 1,345 368 565 250 10,042 15,600 1,341 660 21.1% 20.7% 19.9% 19.2% 17.9% 17.7% 17.2% 16.8% 16.2% 7,559 787 8,896 8,761 904 10,131 15.9% 14.9% 13.9% 1,272 116 12,388 6,396 370 7,459 961 231 25 268 2,294 1,448 132 14,048 7,230 417 8,371 1,078 259 28 300 2,565 13.8% 13.8% 13.4% 13.0% 12.7% 12.2% 12.2% 12.1% 12.0% 11.9% 11.8% 1990- 1995 9 Nontraditional Jobs for Women Employment Growth 1990-1995 [Cont] OCCUPATION ESTIMATED EMPLOYMENT GROWTH 1990 1995 1,940 2,169 11.80 841 29,735 935 33,041 11.18 264 6,726 529 293 7,464 587 10.98 10.97 10.96 Bus, Truck, & Stationary Engine Mechanics 5,448 6,026 10.61 Printing Press Operators 3,731 7,351 612 2,021 4,122 8,101 674 2,224 10.48 10.20 10.13 10.04 Mise. Electrical And Electronic Equipment Repairers Engineer, Chemical Sales Representatives. Mining, Manufacturing, And Wholesale Motion Picture Projectionists Engineer, Mechanical Tool Programmers, Numerical Control Machinists Taxicab Drivers And Chauffeurs Mining Occupations, N.E.C. Percent Change 11.12 Occupational Employment: 1990-1995 Top Ten in Percentage Growth Data Pr. Eq. Repair Dentists Lawyers Architects Auto Body Repair Correct. Officers Parking Attendants Optometrists Porters & Bellhops Clergy 0% 10 5% 10% 15% 20% 25% Employment Security Department / LMEA 30% 35% Nontraditional Jobs for Women Appendix 1: Alphabetical Cross Reference to Jobs A NO FORMAL TRAINING c POSTSECONDARY EMPLOYER 7 3 1 4 2 5 6 8 Concrete A Terrazzo Finisher* Construction Trades, N.E.C. Driver-Sales Workers Farm Equipment Mechanics Longshore Equipment Operators Machinery Maint. Occupations Marine Engineers A Naval Architects Separating, Filtering, A Clarifying Machine Operators B HIGH SCHOOL 13 14 5 4 1 11 2 6 Announcers Brick Masons A Stone Masons Bus, Truck, A Stationary Engine Mechanics Drafting Occupations Electrical A Electronic Technicians Electrical Power Installers A Repairers Electricians Electronic Repairers, Communication A Industrial Equipment Heavy Equipment Mechanics Household Appliance A Power Tool Repairers Millwrights Misc. Electrical A Electronic Equipment Repairers Supervisors, Mechanics A Repairers Tool A Die Makers 75 23 30 65 16 52 71 14 68 62 70 42 17 54 39 13 5 45 6 19 Aircraft Engine Mechanics Aircraft Mechanics, Except Engine Airplane Pilots A Navigators Announcers Architect* Boilermakers Brick Masons A Stone Masons Bus, Truck, A Stationary Engine Mechanics Camera, Watch, A Musical Instrument Repairers Captains A Other Officers, Vessels Clergy Construction Inspectors Correctional Institution Officers Crane A Tower Operators Data Processing Equipment Repairers Drafting Occupations Electrical A Electronic Technicians Electrical Power Installers A Repairers Electricians Electronic Repairers, Communication A Industrial Equipment Engineer, Aerospace Engineer, Chemical Engineer, Civil Engineer, Electrical A Electronic Engineer, Industrial Engineer, Mechanical Engineer, Metallurgical A Materials Engineer, Nuclear Engineers, N.E.C. Firefighting Occupations Forestry A Conservation Scientists Funeral Directors Furnace, Kiln, A Oven Operators, Except Food Geologists A Geodesists Glaziers Heating, Air Conditioning, A Refrigeration Mechanics Heavy Equipment Mechanics Household Appliance A Power Tool Repairers Industrial Machinery Repairers Inspectors, Testers, A Graders Lay-Out Worker* Locksmiths A Safe Repairers Locomotive Operating Occupations Machinists 8 12 9 7 3 10 18 59 11 3 22 10 57 81 7 24 77 66 69 64 50 37 31 46 15 29 73 74 79 9 1990- 1995 11 Nontraditional Jobs for Women mass Appendix 1: Alphabetical Cross Reference [Cont.] c POSTSECONDARY (Cont.) D COLLEGE GRADUATION 58 76 49 32 1 40 48 25 61 63 Marino Engineer* A Naval Architect* Mathematical Scientist*, N.E.C. Mechanical Control* A Valve Repairer* Mechanical Engineering Technician* Mechanics A Repairers, N.E.C. Millwrights Mining Occupations, N.E.C. Mise. Electrical A Electronic Equipment Repairers Mise. Plant & System Operators Office Machine Repairers Operating Engineers Physicians Plumbers, Pipefitters & Steamfitters Police A Detectives, Public Service Power Plant Operators Precision Assemblers, Metal Precision Grinders, Filers, & Tool Sharpeners Purchasing Agents A Buyers, Farm Products Sailors, Deckhands, Ship Engineers Sales Engineers Sales Representatives, Mining, Manufacturing, A Wholesale Sheet Metal Workers Sheriffs, Bailiffs, A Other Law Enforcement Officers Stationary Engineers Structural Metal Workers Supervisors, Construction A Related Supervisors, Firefighting t Fire Prevention Occupations Supervisors, Mechanics A Repairers Supervisors, Police A Detectives Supervisors, Production Occupation* Supervisors, Transportation A Related Surveying A Mapping Technicians Surveyors A Mapping Scientists Tile Setters, Hard A Soft Tool A Die Makers Tool Programmers, Numerical Control Water A Sewage Treatment Plant Operator* 16 31 11 34 35 22 20 12 10 5 13 27 8 3 15 7 26 41 36 6 38 32 30 2 37 17 29 4 39 14 28 19 1 Airplane Pilots A Navigators Announcer* Architect* Camera, Watch, A Musical Instrument Repairer* Clergy Construction Inspector* Data Processing Equipment Repairers Dentists Drafting Occupations Electrical A Electronic Technician* Engineer, Aerospace Engineer, Chemical Engineer, Civil Engineer, Electrical A Electronic Engineer, Industrial Engineer, Mechanical Engineer, Metallurgical A Materials Engineer, Nuclear Engineering Teachers Engineers, N.E.C. Forestry A Conservation Scientists Funeral Directors Geologists A Geodesists Lawyers Mathematical Scientists, N.E.C. Mechanical Engineering Technicians Optometrists Physicians Physics Teachers Police A Detectives, Public Service Purchasing Agents A Buyers, Farm Product* Sale* Engineers Sales Representatives, Mining, Manufacturing, A Wholesale Sheriffs, Bailiffs, A Other Law Enforcement Officer» Stationary Engineer* Supervisors, Firefighting A Fire Prevention Occupations Supervisors, Police A Detective* Supervisors, Production Occupation* Surveying A Mapping Technicians Surveyor* A Mapping Scientists Tool Programmers, Numerical Control 34 4 20 21 55 33 36 60 51 38 2 26 43 41 72 27 67 8 56 12 28 47 35 80 44 78 53 12 23 21 33 25 9 24 18 40 Employment Security Department / LMEA 1 Nontraditional Jobs for Women Appendix II: Terms Wages An important factor in the choosing of any job or profession is the amount of money that you will be paid and the opportunities available to increase that amount. The wages presented in this publication are median weekly rates based on national data. These rates are not entry-level wages, which are invariably lower. It should be noted that wage rates will vary by location: a General Office Clerk, for example, may receive more pay in Seattle than in Yakima. Supply and demand as well as other factors such as education, training and work experience will determine how much a particular individual is paid. The median wage for all occupations was $445 per week. Openings Openings occur for several reasons. The most prominent reasons are growth in the field (new openings) and current workers leaving their jobs. The number of openings listed for each position represents the average number of estimated openings for each job for each year from 1990 through 1995. However, job openings that arise when people change jobs are not included; only new openings and those created when people leave the labor force (retirement, death, etc.) are estimated. Occupations The Occupational Employment Statistics survey of employers uses approximately 700 occupational titles to collect occupational information. This publication, however, lists only the 100 or so occupations that have not traditionally been held by women (with less than 25 percent of employment), that pay more than the median wage for all occupations, and that are expected to have a minimum of ten openings annually between 1990 and 1995. Permit For the safety, health, and well-being of the consuming public, a number of jobs in Washington State have some type of licensing requirement. Testing can vary from the comprehensive bar exam for lawyers to the basic instruction and training given to food service workers. Symbols A variety of one letter symbols are used as abbreviations for the education and training levels required for a particular job. 1990- 1995 13 Nontraditional Jobs for Women Appendix III: Labor Market Information Sources User's Guide to Labor Market Information Employment Security Department Labor Market and Economic Analysis Branch P.O. Box 9046 Olympia, WA 98507-9046 Area Wage Survey — Substate Areas Employment Security Department Labor Market and Economic Analysis Branch P.O. Box 9046 Olympia, WA 98507-9046 Occupational Profiles— By Industry, by Area Employment Security Department Labor Market and Economic Analysis Branch P.O. Box 9046 Olympia, WA 98507-9046 Occupational Projections — State and Counties Employment Security Department Labor Market and Economic Analysis Branch P.O. Box 9046 Olympia, WA 98507-9046 Occupations in the Labor Market: Demand, Supply, and Characteristics Employment Security Department Labor Market and Economic Analysis Branch P.O. Box 9046 Olympia, WA 98507-9046 Annual Demographic Information — State and Counties Employment Security Department Labor Market and Economic Analysis Branch P.O. Box 9046 Olympia, WA 98507-9046 14 Affirmative Action Information — State and Counties Employment Security Department Labor Market and Economic Analysis Branch P.O. Box 9046 Olympia, WA 98507-9046 “Women in the Work Force,” LMI Review, April 1992—A Quarterly Review of Washington State Labor Market Information Employment Security Department Labor Market and Economic Analysis Branch P.O. Box 9046 Olympia, WA 98507-9046 WOIS/The Career Information System—Provides career and training information on occupations in Washington State. Washington Occupational Information System 1415 Harrison Avenue NW, Suite 201 Olympia, WA 98502 Plan for Tomorrow Today, A Guide to CareersOccupations in Washington State Workforce Training and Education Coordinating Board Building 17, Airdustrial Park P.O. Box 43105 Olympia, WA 98504-3105 Directory of Licensed Occupations Washington State Occupational Information Coordinating Committee Washington State Employment Security P.O. Box 9046 Olympia, WA 98507-9046 Employment Security Department / LMEA Nontraditional Jobs for Women Appendix III: Labor Market Information Sources Occupational Outlook Handbook (OOH) — Contains detailed information for 250 selected occupations including narratives on the nature of work, training and qualifications, job outlook and earnings. U.S. Department of Labor Bureau of Labor Statistics Superintendent of Documents Washington, D.C. 20402-0001 Where to find BLS Statistics on Women U.S. Department of Labor Bureau of Labor Statistics Government Printing Office Washington, D.C. 20402-9328 Working Women: A Chartbook U.S. Department of Labor Bureau of Labor Statistics Government Printing Office Washington, D.C. 20402-9328 Occupational Outlook Quarterly— Periodical designed to keep counselors and education planners abreast of occupational and employment developments. U.S. Department of Labor Bureau of Labor Statistics Superintendent of Documents Washington, D.C. 20402-0001 Employment in Perspective: Women in the Labor Force U.S. Department of Labor Bureau of Labor Statistics Government Printing Office Washington, D.C. 20402-9328 Career Guide to Industries — Provides a companion to the occupational Outlook Handbook from an industry perspective. U.S. Department of Labor Bureau of Labor Statistics U.S. Government Printing Office Washington, D.C. 20402-9328 Area Wage Surveys — Selected occupations in firms with more than 50 employees for several locations in Washington U.S. Department of Labor Bureau of Labor Statistics Superintendent of Documents Pittsburgh, PA 15250-7954 Guide for Occupational Exploration (GOE) — Provides a grouping of occupations based on interest factors and also provides world-of-work and career awareness through evaluative questions. U.S. Department of Labor United States Employment Service U.S. Government Printing Office Washington, D.C. 20402-9328 Occupational Projections and Training Data — Provides information on occupational supply and demand conditions and training and qualifications for over 500 selected occupations. U.S. Department of Labor Bureau of Labor Statistics Superintendent of Documents Washington, D.C. 20402-0001 1990- 1995 15 Nontraditional Jobs for Women Appendix III: Labor Market Information Sources Other federal references for using labor market information—Dictionary of Occupational Titles (DOT), 1991 Selected Characteristics of Occupations Defined in the Revised Dictionary of Occupational Titles (DOT), Standard Occupational Classification Manual (SOC), 1980 Standard Industrial Classification Manual (SIC) 1987 Using Labor Market Information in Career Exploration and Decision Making: A Resource Guide—Provides a curriculum for career decision making and labor market information. National Occupational Information Coordinating Committee Garrett Park Press P.O. Box 190F Garrett Park, MD 20896 Military Careers, A Guide to Military Occupations and Selected Military Career Paths U.S. Department of Defense U.S. Government Printing Office Pittsburgh, PA 15250-7954 How Workers Get Their Training: A 1991 Update Bulletin 2407 US Department of Labour Bureau of Labor Statistics Washington, D.C. 20212 Employment Security Department / LMEA Nontraditional Jobs for Women Appendix IV: Reader Questionnaire We would like to hear from you.... We are very interested in hearing what readers have to say about this report. Please take a moment to fill out and mail this cut-out sheet. Your comments and suggestions are greatly appreciated. Gary Bodeutsch, Director Labor Market and Economic Analysis Branch Washington State Employment Security Department 1. On the scale below, please rate this report in terms of its usefulness in providing an overview of nontraditional employment for women in this state (circle one number). not useful (1) > (2) > (3) > (4) > (5) very useful 2. On the scale below, please rate this report in terms of its organization (circle one number). poorly organized (1) > (2) > (3) > (4) > (5) well organized 3. How do you think you or others in your organization will use information presented in this report? 4. What changes would you suggest in order to make this report more useful? Thank you for providing us with this information. Please mail to: Labor Market and Economic Analysis Branch, PO Box 9046, Olympia, WA 98507-9046. 1990- 1995 17 Nontraditional Jobs for Women Acknowledgements LMEA wishes to thank the following persons for their review and input on Nontraditional Employment for Women in Washington State: Sheryl Baker, Employment Security Department Carol Boe, Pacific Mountain Consortium Rosemary Rafael, Northwest Washington PIC Caroline Conradus, King County PIC This report was prepared by research staff at the Labor Market and Economic Analysis Branch: Carol Stoker Dick Armstrong Monica Tanner Bonnie Dalebout Jack Schillinger Robert Wm. Baker Ivars Graudins 1990 - 1995 BLUE COLLAR JOBS GETTING MORE SKILLS Take a night course at a local community college or vocational school in a related subject such as carpentry, beginning auto mechanics, blueprint reading, plumbing, electricity or math. Ask friends to show you how to use tools and equipment such as power mowers, circular saw, compressor, chain saw, etc., to gain more experience with tools. Volunteer to work on projects such as house painting, installing roofing, cutting and splitting wood, etc. Get a good how-to book such as the Reader’s Digest Fix-It-Yourself Manual and start doing more repairs around your own house and for others. GETTING INTO BLUE COLLAR JOBS Start applying for blue collar jobs that sound interesting, even if you are unsure you're qualified. Going through the process of applying and interviewing gives you more experience and confidence in selling yourself and your skills. On employment applications and in interviews, list or talk about all your bluecollar skills, such as tool use, regardless of where and how you acquired them. An example of how to list your skills on an application: Comments/Other Information Hand Tools: Familiar with use and care of hammers, screwdrivers, wrenches, level, chalkline, pliers, caulking gun, block and tackle, come-along, vise, maul, C-clamps, post hold digger, shovel, pick, axe, square, bevel, plumb bob, chisel, mallet, plane, file, brace, paint brushes, level, tape measure, handsaw, nail puller, crowbar. "BCSkills" Pl-1 Power Tpols/Equipment: chain saw, drill press, router, drill motor, sander, circular saw, table saw, shop and pool vacuums, Case 350 dozer, dump truck, power lawn mower. Construction-related Experience: landscaped yards, dug ditches, installed tile in bath, painted (interior and exterior), installed plumbing fixtures, built fence, installed landscape timbers and bricks, built and worked on scaffold. GETTING SUPPORT / NETWORKING • Talk to other tradeswomen; network Talk to women who are doing blue-collar work. Ask how they applied, what they like and don't like, and to describe their work. Attend the yearly Women in Trades Fair at Seattle Center (brochure attached), where there are many trades represented, and many tradeswomen to talk to. Contact companies who have blue collar positions and ask to get an appointment with tradeswomen who work there. Talk to the women about their work, how they got started, where they got support. • Join a support group Form your own support group, either through a union (many tradeswomen have formed women's committees within their unions), or on your own informally outside of work. It is very important that you talk to other women who do similar work to get support, problem solve, and exchange ideas. Another option is to attend a meeting of the Coalition of Labor Union Women (CLUW) or the National Association of Women in Construction (NAWIC). • Read more about blue-collar work Subscribe to TRADESWOMAN MAGAZINE (P. 0. Box 40664, San Francisco, CA 94140). It comes out quarterly and includes lots of information about blue collar jobs and women who do these jobs. Read books about women in blue collar work, such as: Alone in a Crowd, by Jean Reith Schroedel; High-paying Blue Collar Jobs for Women, by Larry J. Ricci; Hard Hatted Women, by Molly Martin. All are available at bookstores or local libraries. "BCSkills" Washington Contacts for the National Association of Women in Construction SEATTLE Linda Helm-Turner Construction Company 601 Union St-Suite 400 Seattle, WA 98101 office (206) 224-4343 home (206) 874-7792 fax (206) 224-4399 SPOKANE Carolyn Pierce-Inland Empire Chpt Assoc Gen'l E 4935 Trent Spokane, WA 99220 office (509) 535-0391 home (509) 328-6485 fax (509) 535-3706 TACOMA Betty Susan-Associate Subcontractors of WA 3312 S Union Ave Tacoma, WA 98409-3197 office (206) 383-4591 home (206) 383-2295 TRI-CITIES Terry Janssen-Vincent Construction Inc 210 East Albany Kennewick, WA 99336 office (509) 582-6399 home (509) 545-0425 GREATER BELLEVUE Freiheit Kim-AAR Testing Laboratory Inc PO Box 2523 Redmond, WA 98073 office (206) 881-5812 fax (206) 881-5441 home (206) 883-4123 GREATER EVERETT Diane Ferguson-Group Four Inc 16030 Juanita Woodinville NE Bothell, WA 98011 office (206) 775-5481 home (206) 353-6213 fax (206) 362-3819 YAKIMA VALLEY Renn Abrams-REW General Contractors PO Box 2668 Yakima, WA 98907 office (509) 248-4535 fax (509) 248-6625 home (509)966-7485 Pl-3 Guide to Deciding What Nontraditional Job is Right for Me 1. A. Some jobs or skills that are nontraditional that I have the most interest in include: B. Other nontraditional areas I would consider include: 2. My paid and unpaid nontraditional work experience has mainly been in the following areas: 3. Some of my values around work are: 4. Some employers I'd like to work for A. In the public sector include: B. In the private sector include: C. Apprenticeship programs I'm interested in are: "deciding" Pl-4 D. Other interests: 5. Working conditions I would like include: A. guaranteed schedule vs. varied or flexible schedule B. one work location always vs. variety of work sites C. day shift, swing shift, graveyard shift or any shift D. indoor work vs. outdoor work E. work alone or as a team F. heavy physical work or variety of duties (some physical) 6. Transportation I have now is by_____________________________ Driver's license status______________________________ _________ Changes in the near future in transportation may be___________ _____________________ Locations I want to work in or around include__________________________ __________ I am willing to relocate (Y)____ (N)_____ I am willing to commute_________miles. 7. At the end of this section is a list of licenses and documents; I have these licenses and documents, and have copies of them; or, if not, my plans to get copies include: I do not have a license; my plan to get to the job site are:___________________ ________ A. High school diploma or GED B. Driver's License C. Flaggers Card D. First-Aid Card E. Social Security Card "deciding" Pl-5 8. Any tickets or convictions? (Y)_____ (N)__ _ _ If yes, what are they?_______ _______ Steps I will take to take care of these include:__ 9. Employment issues to discuss: Attendance Punctuality Physical Strength Math Skills Do you need to work on any of these? What are your plans? _____________________ 10. Salary needed to survive ___ ______ . Salary preferred __________ _ Special benefits ______________ _______ 11. The economic forecast for jobs I like are____ _ 12. In 2 years I see myself ____________________ In 5 years I see myself In 10 years I see myself _ __________ ___ In 20 years I see myself _ __________________ "dedeciding" Pl-6 ----------------------------- -------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------- -------------------------------------------- — Apprenticeship Trades Heat & Frost Insulators, Asbestos Workers /Automotive Mechanics /Boeing Company /Boilermakers /Carpet-Linoleum Soft Tile Layers /Carpenters /Cement Masons /Culinary /Electricians /Glaziers /Ironworkers /N.W. Laborers /Machinists /City Light /Masonry /Meatcutters /Lathing, Acoustical, Drywall, Insulators /Operating Engineers '/Painters & Decorators /Piledrivers /Plasterers /Shipwrights /Plumbers, Pipefitters, & Refrigeration /Roofers /Sheet Metal /Sign Painters /Sprinkler Fitters /Stationary Engineers /Other 1. Name of apprenticeship program you are interested in_______________________________ 2. Who is the appropriate person to contact to inquire about entry? Name Phone Address_________________________ City_______________ State_______ Zip______ 3. How often does the apprenticeship open to applicants?_________________ When?____________________________________________________________________ 4. How long does the apprenticeship take to complete?____________________ 5. How often must an apprentice attend school to complete?_______________________ Are there any expenses incurred to attend school? a) books b) tuition c) supplies/tools Where is the schooling held, specifically? (get the address) "aptrades" Pl-7 d) other 6. Briefly describe the responsibilities of an apprentice in this trade: 7. Briefly describe the responsibilities of a journey person in this trade: 8. What kinds of tools, equipment, and/or machinery is commonly used? 9. What does a typical apprentice's schedule look like? Are there: a) weekdays? d) graveyard? b) weekends? c) overtime? e) rotating shifts f) other Is the work consistent or seasonal?________ Which seasons?_______ 10. What is the beginning apprentice package offered? Starting wage_____ _ Insurance coverage ____________ ______________ _ Vacation ______________ Life/death benefits ____________________ _____ . NOW what will I actually take home per hour? _ 11. What wage will I journey out at? _______________ Is the package/benefits the same as above? ______________ What is different?__________________ 12. What is the procedure for getting my first job with your apprenticeship? "aptrades" Pl-8 13. Are there any prerequisites to applying for the apprenticeship, i.e., going to union hall, interviews, tests, applications, any special training, math requirements, etc.? 14. How many apprentices do you have in your program?_________________ How many are women? 15. What specifically are you looking for in a potential apprentice, i.e., attitude, specific knowledge/skills, tools/equipment, experience, lifting, people skills, communication? GET SPECIFIC ANSWERS. 16. What advancement opportunities are open after completing your apprenticeship?_________ 17. Are there other types of work I will be qualified for from the experience your trade offers? 18. Who are the companies that hire most of your apprentices? Name Name Name 19. What is the economic outlook for your trade?_____________________________________ "aptrades" 20. Additional comments/questions Your Name "aptrades" Skills Group # _ Pl-10 Locker # U.S. Department of Labor Office of the Secretary Women's Bureau Washington, D.C. 20210 Searching for a Job in the Construction Industry: Some Tips for Women • Target your search for jobs by seeking out contractors that have government contracts, since they have affirmative action goals and timetables for hiring women. • Try to get an up-to-date list of job sites from the local union. • Go to the job site dressed for work. Wear jeans or overalls, boots, and work shirts that hang from the shoulder. Pin up long hair. Do not wear dangling earrings or bracelets. It is a good idea to get a hard hat, because on some work sites no one is allowed without one. Hard hats can be purchased at Salvation Army or other second-hand stores. * Take a tool pouch with a hammer, tape, and other tools of your trade. * Take your lunch. • Talk to workers on job sites, asking about other construction work in the city. Drivers of trucks, taxis, and "chuck wagons" are also good sources of information about construction going on in an area. Follow up leads in newspapers and drive around, looking for signs of building or renovation projects. • Go to the site early in the morning. The best days for hiring are Monday through Thursday. • Whenever possible, two or three women should go job hunting together. There are several advantages: * Parking on job sites is sometimes difficult. One person can circle the block while the other makes inquiries. * Working on a construction site is much easier is there is more than one woman on the site. There is someone nearby for mutual support, and harassment is usually reduced. (The Federal regulations on equal employment opportunity for women and minorities in construction specify that contractors where possible will assign two or more women to each construction project (Federal Register, p. 14896, Sec. 60-43, Para. 9,7) (3)). * It is important to document what you are told when seeking jobs in order to support a possible complaint action. This is easier to do with two people doing the job hunting together. • When you get to the job site, park your vehicle where it will not obstruct work. • Be careful not to distract workers on the site by talking to too many people. • Find out who does the hiring for your trade, who the labor foreman is (the Dictionary of Occupational Titles uses "blue-collar supervisor," but "foreman" is commonly used on job sites), and what the hiring procedures are. • Find out, if possible: * whether it is a union or a nonunion job. * the total number employed "Searchng" Pl-11 * the number of women employed * the probably duration of the job * the number of apprentices in your trade * the ratio of journeyworkers to apprentices (usually should be about 5 craft workers to 1 apprentice). • Tell the foreman, steward, or contractor what kind of work you want and what your qualifications and experiences are, and that you have passed the apprentice examination. It is much better to talk to the foreman/steward/contractor alone than when they are surrounded by other workers. • If you are told the company is not hiring how, ask when it will be hiring. Also ask about other locations at which the contractor may have work. Leave your resume/application with the contractor/foreman/steward. • If you were told to come back Monday, go back. Very few people are hired the first time. Even if you were not told to return, do so anyway. By returning to the site you demonstrate interest and determination, and you may find out about new job openings. In addition, you can find out if new apprentices have been hired since your last visit. If they have, ask why you weren't hired. • Visit the business offices of contractors and subcontractors. Tell them you are looking for work and are qualified. Leave your resume. • If you are told that hiring will take place at a later date and you find a job in the meantime, pass on the information. • Keep an accurate record of where you have tried to get work, the date, name of the foreman/contractor/steward, and what was said. • Once you have tried a particular site a number of times and feel you have not been hired or were given a hard time because of race or sex, you should consider filing a complaint with OFCCP or contacting a women's support group if there is one in your area. Other women may have had similar problems with the same contractor or may have ideas about what you might do next. • The attached "Job Search Record" can be kept by an individual woman or by program operators to document the job search efforts and subsequent acceptance or rejection. Information can be valuable to track interest of women in construction and can be useful in future complaint or litigation activity. Note: The suggestions for job hunting were developed by Elizabeth Howard, a union carpenter and consultant on women in construction, in connection with her work with women seeking construction jobs. "Searchng" Pl-12 Suggestions for Generating Job Leads: What to Do; Where to Look Many jobs are not advertised! You won't find them by looking in the want-ads or by reading employment bulletin boards. You must explore the "hidden job market" and acquaint yourself with the following resources. The more productive sources to explore, and those which should receive top priority, will depend to some extent on the type of job you want and the labor market supply. Talk... • Talk to friends, family, and acquaintances about your job search and what you are looking for. Ask them for ideas on where to apply, and other people to contact. Let everyone know you are looking for a job, and what kind. (To use them as your only source, however, would seriously restrict your prospects since their knowledge is likely to be limited to their own place of employment). • Talk to the various union apprenticeship coordinators, particularly Carpenters, Ironworkers, Electricians, Cement Masons, Bricklayers, Laborers. Familiarize yourself with local union halls. Each union has exclusive hiring authority for some firms, and each deals with a limited number of occupations. Visit... • Visit in person as many companies/agencies as possible that hire people with your skills and interests. Talk to the person with the "authority to hire" and develop a chain of contacts. • Visit Employment Security on a weekly basis; check the job boards. • Check job boards at YMCA, YWCA, community colleges, and universities. • If you see a job site, or a business that looks like it might have nontraditional jobs, go in and apply for work. ASK QUESTIONS. CHECK IT OUT. Check back... • Check back with companies where you have already applied or interviewed and weren't yet hired. "Jobfind" Pl-13 Call... • Call Job Line numbers to contact government agencies (city, county, transit) and institutions (hospitals, school districts, etc.). Publications/Library/Yellow Pages • Spend some time in the library using Contacts Influential and/or other employment directories for ideas on where to go. Also, check Chamber of Commerce directories for individual cities. • Review Daily Journal of Commerce, Puget Sound Business Journal, and/or other newspapers for ideas. • Use the Yellow Pages for listings of businesses where you may want to work; develop employer contacts in various occupational clusters. Newspaper Want-ads • These provide listings on a broad range of openings. However, details are often insufficient for determining if you are qualified. Analysis of the ads will provide information about the extent of employment activity in job fields throughout the area. College Placement Service • Make a daily visit to see what new jobs are posted. Review employer directories and resource materials. Instructors are also a potential resource. Associations • Contact contractor associations like: Master Builders Association "Jobfinder King & Snohomish Counties 2155 112thN.E. Bellevue, WA 98004 (206)451-7920 Central Washington P. O. Box 10862 Yakima, WA 98909 (509) 966-4812 Spokane 2026 N. Washington St. Spokane, WA 99205 (509) 328-3602 Tri-Cities 8300 Gage Blvd. Kennewick, WA 99336 (509) 735-2745 National Electrical Contractors Association (NECA) Puget Sound Chapter 711 6th N. Seattle, WA 98109 (206) 284-2150 Eastern Washington N. 1715 Atlantic Spokane, WA 99205-4804 (509) 328-9670 Sheet Metal & Air Conditioning Contractors National Assn. (SMACNA) Western Washington 1200 Westlake N. Seattle, WA 98109 (206) 285-4144 Eastern Washington E. 3810 Boon, Suite 202 Spokane, WA 99202 Associated General Contractors of America, Inc. (AGCA) Eastern Washington P. O. Box 3266 Spokane, WA 99220 (509) 535-0391 AGCA of Washington 1200 Westlake N. Seattle, WA 98109 (206) 284-0061 Self-employment • Become "self-employed." Gain experience doing work for private individuals: painting, remodeling, landscaping, etc. Private Employment Agencies • Make sure they are reputable. Many require a fee for placement. They also require a contact, so be sure to read the entire contract before signing, since they are legally binding contracts. Other Important Job Search Activities • • • • • • • Start/finish your resume. Type up a list of hand and power tools and equipment that you can use. Network. Prepare your list of references. Do some "informational interviews." Write a "thank-you" note for an interview. Avoid burn-out-take breaks to rest and play. "Jobfind" Pl-15 JOB SEARCH CHART *REMEMBER TO BATE EACH ENTRY, EACH CONTACT, ETC..... COMPANY/APPRETICESHIP:____ PHONE: DATE: ADDRESS: PERSON CONTACTED: _____ LEFT APPLICATION? __ TITLE:______________________ ______ _ RESUME?.__ _____ INTERVIEW? _______ RESULTS: FOLLOW UP: RESULTS: FOLLOW UP: ************************ ********************************* COMPANY/APPRENTICESHIP:. PHONE: DATE: ADDRESS: PERSON CONTACTED: LEFT APPLICATION? _ TITLE: INTERVIEW: RESUME? RESULTS: FOLLOW UP: _________________________ RESULTS: FOLLOW UP: ************************ ************** ********************************* COMPANY/APPRENTICESHIP: DATE:__________ __ __________ PHONE: ADDRESS: _________ _ __ TITLE: __________ PERSON CONTACTED:______ LEFT APPLICATION? RESULTS: RESUME? __ _____________________________ FOLLOW UP: RESULTS: INTERVIEW? -___ ______ - . . ___ .. _________________________ _ FOL Pl-16 JOB SEARCH CONTACT LOG Date "cntctlog" Organization Name & Address Contact by: Resume Application Phone Name & Phone # of Contact Person Result Follow-up Plans/Comments Reminder List of Friends, Relatives, Former Co-workers, Former Classmates Name: Place of Employment: Friends: Relatives: -... - ------------ - — Former Co-workers: Classmates/Instru ctors: Last Job: Co-workers: Second Job: Co-workers: Third Job: Co-workers: School: Instructors: Classmates: School: Instructors: Classmates: School: Instructors: Classmates: Others: Where They Work: Name: "Reminder" Pl-18 JOB SEARCH PLAN ss# Name Address: Phone:_____________________________ Message #: --------------------------------Paid Work History (including homemaker) Dates Job Title Employer to to to to Unpaid Nontraditional Work Experience Valid Washington Driver's License?_______________ Type of Transportation_______________________ GED or high school diploma? Date? First Aid Card? Flagging Card?______________ Social Security Card?____________________ Master application ready?__________ Resume complete?______ __ "jbschpln" _ -~ Responsibilities Employment Exit Interview SS# Student Name 1. Where are you going to work? Employer Name Phone # Address______ ____________ __ _____________ _ Zip _____ Supervisor or contact person_______ _____________ __________ _ 2. What will you be doing?________________________________________ Job title What tasks do you expect to be performing? 3. Location of job site Directions: 4. Transportation: How will you be getting towork? Do you need gas or bus tokens? Other transportation issues and steps you are taking to deal with them: 5. Childcare: What arrangements are you making? 6. Are there special tools, safety equipment, or clothing needed to perform your job? Have you discussed the minimum that is essential for beginning work? Steps being taken to secure necessary items: "exitintv" Pl-20 7. Wage Issues How much will you be earning to start?______________ When do increases occur? _____________________________________________________ How are they usually given?___________________________________________________ What is a reasonable time frame in which to expect a raise?__________________________ Concerns about negotiating wages/increases:__________________________ ___________ 8. Is this a union or a non-union job?___________________ 8a. -If union, discuss: -If apprenticeship, when will you attend school? -Dues, initiation fees--amounts and systems for payment: -Accountability to J.A.T.C., training coordinator, and employer: -Contract(s), if any discussed: -Know who shop steward is; request steward's presence at any company disciplinary hearings. -Who should apprentice call if she has problems on the job? 8b . If non-union or "under the table," discuss lack of protections under the law (pros and cons of the work): "exitintv" Pl-21 9. Survival tactics for early days • • • • • • • • • • • Watch what other workers do, and what goes on around you. Listen carefully to instructions. Ask questions when you don't understand. Know kinds of communication, interaction, or harassment to expect (i.e., co-worker comments, being yelled at or insulted for not knowing; in some production factories there is no talking, etc.); maintain awareness of your legal rights. Don't oversocialize or excessively seek approval. Be friendly, but remember you are there to work. Do look busy and maintain a steady work pace; don't overdo and injure yourself. Don't take extra smoke breaks, etc. Usually you will get 30" for lunch and two 10" breaks, one morning and one afternoon. On some construction sites or other jobs, you don't get formal 10-minute breaks. In those situations, watch what other workers do and keep working. Be at work everyday, on time. Otherwise you will be laid off or fired. Get back to work early from breaks, etc. Humanistic vs. profit orientation. Make sure you have the proper clothing, rain gear and tools everyday. Dress in layers for changes in temperature. Take good energy-producing food and water, always. 10. Self-care issues • Nutrition/rest ® Continue to work out • Coping with physical discomfort • Emotional/personal support 11. ANEW as a continuing resource • Call office, talk to staff or instructor within one week. • Call anytime you have questions/concerns about unions, people or situations on the job, or just need moral support. We are here to help you solve problems before they get out of hand. • If the job does not work out for any reason (termination or voluntarily quit), notify office and return to school or Job Club immediately. We want to continue working with you. 12. Important phone numbers A graduate you could network with: _______ ____________ "exitintv" Pl-22 Labor & Industries, Apprenticeship Division (Ernest Huntley) 956-5320 City of Seattle Human Rights Commission 625-43 81 U. S. Equal Employment Opportunity Commission 442-0968 Washington State Human Rights Commission 464-6500 Labor & Industries, Employment Standards Division 281-5505 Union Office________________ _ 13. Co-op: • Are you participating in co-op program? • Have met with instructor? • What is co-op agreement? When/how will you be submitting time sheets? • Employer evaluations? • Who will set up co-op agreement? • Do you have necessary forms? • Any questions? Stress importance of submitting paperwork on time. Notify the instructor or staff if there is a problem with co-op. 14. We will be contacting your employer to verify your employment information and status for reporting to the Private Industry Council. 15. FINAL CHECKLIST - HAVE YOU COMPLETED: -All classroom assignments -Midterm final -Midterm evaluation -Job/Life Skills assignments "exitintv" Pl-23 I, THE UNDERSIGNED, CERTIFY THAT THE ABOVE INFORMATION HAS BEEN DISCUSSED. Student Signature Date Counselor Signature Date "exitintv" Pl-24 ANEW EXIT INTERVIEW Student: Date: Phone:_____________________________ Message #:_________________________________ What type of work are you going to be looking for? Specify 2 or 3 areas: Is your resume or master application completed? If not, what remains to be done with it? Do you need help? How far are you willing to commute? (Where do you live now?) Are you willing to relocate? (or planning to?) Do you have a driver's license? What transportation will you be using? Do you anticipate any barriers to your job search? What steps are you taking to work on overcoming or minimizing these problems? Attendance issues to discuss: Your job search and employment strengths and weaknesses? "exitintv" Pl-25 Issues which will affect your employment: Health: Transportation: Child care: Gas money: Tools and clothing: Other: What is the minimum wage you require or are willing to work for? Where have you already applied for work? What is your immediate job search plan? How has the ANEW Program helped you? How can we best be of further help during your job search? Student signature ANEW Interviewer signature Date "exitintv" PL24 Date ANEW EMPLOYER INTERVIEWS Mock Interview Evaluation Date____________ Interiewee:___________________ Job:________________________________ __________ ___________ ____ Please comment on the following interview skills. The more specific you can be in your comments, the more helpful it will be to the trainee. Thank you for your assistance. NONVERBAL PRESENTATION: 1. Appearance: 2. Body Language: 3. Eye Contact: VERBAL PRESENTATION: 1. Focused (knew what she was applying for): 2. Applied her skills to the job: 3. Questioning Skills: 4. Convincing (that she was best for the job; that she has the physical strength needed; that she is reliable): ATTITUDE: 1. Self-presentation: 2. Assertiveness/Motivation: As a potential employer, would you consider this applicant for employment? Yes No Pl-25 Questions Frequently Asked during the Employment Interview Interview Preparation Worksheet Know this information before you go to the interview: 1. Name of Company and their major area of activity 2. Description and duties of position for which I am applying 3. Minimum requirements for the position 4, Date I must apply by and/or starting date 5. Salary range 6. My experience and training as it relates to the job applied for 7. My indirectly-related experience and training 8. Community, school activity, or hobbies as they relate to the position Be prepared to answer these questions in relation to the job you are applying for: 1. Why do you want to be a___________ ____ with our company? 2. Do you know what the job involves? 3. Are you presently employed? If so, where? 4, Do you have any previous experience in this field? What qualifications do you have that make you appropriate for this job? 5. Does outdoor employment appeal to you? 6. Can you do mechanical work? 7. What jobs have you held? Why did you leave them? "questns" pl26 8. What are your future vocational plans? 9. Do you have any hobbies? 10. How did you do in school? What courses did you take? What did you like? Dislike? 11. Is there anything you would like to add about yourself? 12. Do you have any questions? "questns" Pl-27 EMPLOYMENT AND COVER LETTERS Always enclose a cover letter when you mail a resume, whether it is just mailed out generally or in response to a specific job opening. Your major purpose is to interest an employer in hiring you. The first step is to get the person to read your resume. So keep the following in mind when you write your cover letter: 1. Address your letter to a specific person by name (and title) when possible. 2. The first 20 words are important; they should attract the reader's interest. 3. Tell your story in terms of the contribution you can make to the employer. 4. Be sure to refer to your resume. It gives facts. 5. Keep the cover letter short. You need not cover the same ground as your resume. Your letter should sum up what you have to offer and act as an introduction card for your resume. 6. Avoid expressions such as "reliable" or "capacity for hard work" or "intelligent"; self­ appraisal like this should be demonstrated through examples, and should also be clearly evident from your resume (again, by example--not by your stating it). 7. Use simple, direct language, correct grammar and correct spelling. Type neatly on standard-size white bond paper (8-1/2x11). Proofread carefully. Hand-sign above your typed signature. 8. Let your letter reflect your individuality, but avoid appearing aggressive, overbearing, familiar, "cute," or humorous. Your are writing to a stranger about a subject that is serious to both of you. 9. Close the letter with a request for direct action. You may end the letter by saying you will contact the employer about an interview to discuss your qualifications. cvr! thnk Pl-28 THE COVER LETTER March 13, 1984 Ray Sherril, JATC Coordinator Ironworkers Local 86 2800 First Avenue Seattle, Washington 98107 Dear Mr. Sherril: I am applying for an apprenticeship with the Ironworkers. I want to become an Ironworker because it combines working with metal, building large structures, and doing heavy work outside. I have completed 1200 hours of welding. I am presently taking evening welding classes at Renton Vocational Technical Institute. I have also worked as a carpenter, welder, and siding installer. Last month I completed the ANEW (Apprenticeship and Nontraditional Employment for Women) course through RTC. Special projects I completed in that program included tying rebar, building a rebar curtain as a class practice site, and extensive physical strength building. The course stressed trades math and blueprint reading and drawing. I attended the evening class which met two evenings and all day Saturday; during the class I missed only one session. I have talked to several Ironworkers and to you,, and visited the King County Jail site and the West Seattle Bridge. I understand it is a demanding trade, but that is part of the challenge to me. I think I will make an excellent apprentice. I want to learn Ironworking,, I am good at heavy work and enjoy working outdoors, I can already weld,, and I have the discipline to attend school after working all day. I look forward to hearing from you soon. Thank you for your consideration. Sincerely, « cvrithnk Pl-29 THE THANK YOU LETTER March 27, 1984 Ray Sherril,, JATC Coordinator Ironworkers Local 86 2800 First Avenue Seattle, WA 98104 Dear Mr. Sherril: Thank you for considering my application for the Ironworkers Apprenticeship. I enjoyed the JATC interview this morning and appreciated the opportunity to present my qualifications. I am excited by the prospect of becoming an Ironworker Apprentice, and feel confident I will be an asset to the Trade. I look forward to hearing from you soon. Sincerely, cvrithnk Pl-30 OBJECTIVE An apprenticeship position. HIGHLIGHTS OF QUALIFICATIONS * Good physical condition. * Learned to safely and skillfully use hand and power tools. * Ability to understand and follow instructions. * Work independently, or as a team member, as required. * Good sense of humor. * Learn quickly and easily through demonstration. * Dedicated and determined. EXPERIENCE ANEW (Apprenticeship and Nontraditional Employment for Women) Renton Technical College, Renton, WA; 3/93 - 7/93; Pre-apprenticeship Trainee Trained in basic trade skills, including welding, carpentry, trades math, mechanical, sheetmetal, and electrical. Also trained in rebar tying, maintenance and operation of stationary tools, hand power tools, transporting material, shopkeeping, First Aid, and flagging. Routinely performed hard physical work; lifted up to 40+ pounds. Columbia River Correctional Institution, Portland, OR; 9/90-6/91; Laborer Safely and effectively used cleaning equipment, as well as a variety of chemicals; stripped and waxed floors, lifting machinery weighing up to 30 pounds. Efficiently performed painting and tiling tasks throughout the building complex. Built scaffoldings, prepared surfaces for painting, and mixed paint. Performed state highway landscaping and parks maintenance, using a wide variety of hand and power tools. Grisby Bros., Portland, OR; 1986-1988; Maintenance Supervisor Developed a good working knowledge of janitorial chemicals and their safe use. Tasks included window washing, heavy cleaning, restocking, and floor cleaning. Developed superior independent working skills. EDUCATION & TRAINING ANEW Program, RTC, Renton, WA; Job Skills for Trade and Industry, 1993 Trade Skills, 3/93 - 7/93 Earned: * Flagging Card (expires 1996) * Hilti Powder Actuated Tool Certification * Industrial First Aid/CPR (expires 1995) Portland Community College, Portland, OR; earned G.E.D. 1986 Excellent references will be provided on request Pl-32 OBJECTIVE A long-term apprenticeship position. HIGHLIGHTS OF QUALIFICATIONS * Good physical condition and manual dexterity; high energy. * Learned to safely and skillfully use hand and power tools. * Ability to understand and follow instructions. * Work independently, or as a team member, as required. * Good sense of humor; work harmoniously with people from diverse backgrounds. * Learn quickly and easily; 3.8 GPA. * Strong communication skills. EXPERIENCE ANEW (Apprenticeship and Nontraditional Employment for Women) Renton Technical College, Renton, WA; 3/93 - 7/93; Pre-apprenticeship Trainee Trained in basic trade skills, including welding, carpentry, trades math, mechanical, sheetmetal, and electrical. Also trained in rebar tying, maintenance and operation of stationary tools, hand power tools, transporting material, shopkeeping, First Aid, and flagging. Routinely performed hard physical work; lifted up to 80 pounds. Continental Mills, Inc., Kent, WA; 10/89-6/90; Quality Assurance Auditor Monitored product quality before, during, and after cooking and freezing. Calibrated scales to ensure standards were continuously met. Ensured product dates were correct. Roche Harbor Store, Roche Harbor, WA; 3/80-9/90; Cashier/Stock Person Served up to 200 people per day in this busy resort grocery store. Responsible for stocking store, including heavy beverage cases weighing up to 50 pounds. Accurately handled all transactions, including charge and cash. Given responsibility for opening and closing procedures. K-Mart Store #4081, Bellevue, WA; 3/79-9/79; Garden Shop Cashier Assisted customers with their gardening selections. Helped customers load heavy purchases into their vehicles. Ensured all transactions were performed accurately and quickly. Developed and maintained good rapport with customers through providing top quality customer service. Excellent references will be provided on request. Pl-33 HEAVY WORK STATION CURRICULUM 1989 Exercise TRACE SKILLS Warm-ups Stair Climb Chin-up Bar Rope Climb Fast Walk Hand & Power Tool ToolOperation Operation Material Handling Cinder Blocks Concrete Sacks - 60 Conduit Lumber Cable Sheet metal Plwood Rebar Material Transport Pallet Jack Wheelbarrow Forklift Hand Truck Height Experience Nail Drive Nail Pull Overhead Nailing ng Screw Driving Ditch Digging Shovelang Stake Drive Hacksawing Pipe Cutting & Threading Rotchammer Operations Airless Paint Sprayer Electric Drill Motor Operations Crosscut Saw (2 person) Pneumatic Tool Operation Air Nailer Jack Hammer Gas Tool Operation Portable Generator Soil Compactor Chainsaw Post Hole Digger 2 person; Balance Beam Pyramid Climb Step Ladder Extension Ladder Steel Climb Scaffolding Pole Climb Scissor Lift Trade Knowledge Safety Films Knot Tying Hand Signals Shop keeping Pl-34 TOOL LIST Tool List ANEW 89 HAND POWER TOOLS Drill Motor Angle Drill Motor Reciprocating Saw (Sawsall) Jig Saw (Saber Saw) Portaband Grinder/Sander Belt Sander Orbital Sander Rotohamer Router Circular Saw (Skil Saw) Power Weed Planer Portable Electric Shears (Double Cut) Cordless Drill Motor Screwgun (Kwik Driver) HAND TOOLS Utility Knife Hand Saws Framing Square Combination Square Bolt Cutter 28" Level Chalk Line Plumb Bob Wood Chisels Cats Paw Nail Set - 1/32", Block Plane Swing Brace 10" •Side Cutter Socket Set - 3/8" & 1/4" Drive Bevel Square Screwdrivers -Phillips & Standard Wrecking Bar Visegrip A. adjustable Wrench (Crescent) Combination Wrench Lineman1 s P1iers Cable Ripper Wire Stripper Adjustable Plier (Channel Locks) Pliers Conduit Bender - 1/2 Pipe Threader - 1/2"&3/4" /2" & 3/4" Pl-35 Needlenose Pliers Fishtape Hack Saw Right & Left Hand Aviation Snips Compass Scribe Bulldog Snips (Bull Snips) Whitney No. 5 Jr. Hand Punch Punches: Center Punch Drift Punch (Drift Pin) Prick Punch Crimpers Scratch Awl Hand Notcher Lever Style Snip - Straight Cut Dividers Torpedo Level - Magnitized Allen Wrench Set Rivet Gun (Pop Riveter) Hamers: Claw Rip Ball Peen Roofing Setting (Sheet Metal) Mallet Sledge Maul Shovel - Square Nose & Round Nose Pick Pipe Reamer Pipe Cutter POWER MACHINES POWDER ACTUATED TOOLS Table Saw Drill Press Bench Grinder Radial Arm Saw (Cut-off Saw) Power Miterbox (Chop Saw) Band Saw scroll saw Wood Lathe Saw - Jointer Combo Airless Paint Sprayer Floor Buffer Hilti DX - 200 MEASURING TOOLS Tare Measaure Micrometer Architects Scale Rule Calipers LON GAS TOOL OPERATION Portable Generator Soil Compactor Chainsaw Post Hole Digger (2 Person) Portable Cut-off Saw (Concrete) Gas Air Compressor (1750) PNEUMATIC TOOL OPERATION Air Nailer Paving Breaker Hammer) Jack Hammer) aker( Jack Air Staple EQUIPMENT Sissor Lift Pallet Jack WheeIbarrow Forklift Hand Truck Step Ladder Estension Ladder Scaffolding Box Brake (Finger Brake) Jump Shear Acetylene Tank - B Tank for Soldering Oxyacetylene Set-up: Welding & Cutting Bench Vise Pipe Stand Transite /Level TESTING EQUIPMENT Neon Tester Voltage Tester (Wiggy) Continuity Testers Multimeters: Universal M30K Sperry SP-160 Fluke: 23 & 73 Sperry Snap 6, Clamp-on Ammeter What Do I Do When I Start My First Job? 1. Keep a low profile: -Don't talk about your education. -Don't brag about what you know. -Don't talk about your personal business or experiences. 2. Be concerned with your health; get rest, eat right, stay fit. 3. Expect to be exhausted—after 2-3 weeks, you'll feel better. 4. Have your own support system ready to be activated. Call upon concerned friends and relatives if you need someone to talk to or need help. 5. Expect to feel discouraged some days. This is especially likely to happen when you feel tired. Things will improve. 6. Be a good observer. Watch people around you. How do they handle the tasks they are assigned? Follow their lead. 7. If tools are required, make sure you have them. Have necessary safety gear— especially safety glasses and ear protection. 8. Dress for work. This means durable, appropriate clothing. Be prepared for weather changes by wearing layers, but don't leave extra clothes all over the job site. 9. Pay your initiation and union dues in a timely manner. 10. Plan on being at work at least 15 MINUTES before it starts. 11. Don't have a chip on your shoulder. It will make your life miserable. 12. Don't expect instant friendship. Be cautious about what you tell people and how you relate to them at first. Time demonstrates who you real allies are. 13. Expect to be observed almost every minute. The extra fascination with you will eventually fade. 14. Don't overextend yourself financially. You'll need savings to get you through unemployed times. 15. Have back-up transportation and day care arrangements for your self. Missing work WILL GET YOU FIRED. Tips2 Pl-37 KEEP A LEARNING ATTITUDE 1 OBSERVE Watch closely. You need to find your way around as soon as possible. Learn to get materials, plan and arrange your work, master the daily routine in order to become a "producer." Maintain a learning attitude. Be alert for any departure from doing things which may be different from the way you were previously trained. Be flexible and adaptable, adjusting to the methods used in your new position. Regardless of how highly you think of previous procedures and equipment you have used in training or prior employment, try to refrain from mentioning how you used to solve problems. If your supervisor suggests that you do a certain task in a new way, give the new wav a fair chance. Like the customer, remember that the boss is always right and even if she or he isn't always right, she or he is always the boss. 2 PAY ATTENTION; BE APPRECIATIVE Listen carefully when given instructions. Ask questions. Repeat instructions. Note special tips and short-cuts and the order in which an operation is to be done. Most supervisors would rather spend extra time with an employee than to have errors appear. Don't say you understand if you really don't. Be appreciative. Say "thank you" for the instruction or help you receive. Be willing to admit mistakes and accept constructive criticism with graciousness. Say "thanks" when errors are pointed out, and resolve to do better next time. 3 USE COMMON SENSE A mature person knows the difference between a sensible question and a question which has no relevance to the work, or one which she or he could figure out independently. Handle simple problems yourself, thus demonstrating maturity. Spare your co-workers/supervisor unnecessary interruptions. Use you head and maintain a sense of proportion and perspective. 4 TAKE NOTES It seems obvious. Yet we often tend to trust things to our memory. Be a note taker. Write down important points. Make diagrams. Write down methods step by step. Write down questions which arise and refer to those when you meet with your supervisor or attend staff meetings. "Tips" Pl-38 FIND OUT WHERE YOU FIT Become familar with what others are doing. Get a sense of the larger picture, where you fit into the organization, the department, the overall task. It is beneficial to know how the work that comes to you has been processed and what happens to it when it leaves your desk. This helps you understand the importance of your part in the work flow and might help you solve some problems. Ask for the organization chart. Learn names, titles, and responsibilities. IMPORTANT THINGS TO DO 1 REPORT ON TIME Know exactly when and where and to whom you should report to begin your duties. Arrange transportation in advance and arrive early. It is your responsibility to get to work on time. Your supervisor and management will not be interested in excuses. Your first day will be difficult enough without arriving late and breathless. 2 STAY HEALTHY The first few days will take more energy than you might expect. The strain of starting a new job will tire you physically. Plan to get plenty of rest, eat regularly, and pace yourself so as to have enough energy to last the day. Persons undertaking new responsiblities are prone to getting colds or other health problems. So plan to stay healthy by taking preventive measures. 3 INCREASE YOUR EFFICIENCY Even though your employer and co-workers will make allowances for the fact that you are new and perhaps slow, you need to learn to do your job better and faster each day. Your co­ workers, after all, will be carrying the burden of extra work until you can manage the job on your own. FOLLOW THE RULES 1. EMPLOYEE HANDBOOK Many organizations spend a great deal of money developing a handbook for new employees. These handbooks contain vital information. Read them carefully. Get every piece of information possible about company and personnel policies/procedures. You will be better "Tips" Pl-39 informed and avoid making mistakes which might affect your employer's assessment of your ability to follow rules. 2. TARDINESS IS CAUSE FOR DISMISSAL The value often wasted minutes per working day multiplied over a year's time is astonishing! It amounts to more than a week. Even an easygoing supervisor cannot afford to overlook the wasted time and the expense of an employee who is continually late for work in the morning or returning from lunch or breaks. If several employees take liberties, considerable waste occurs. Be scrupulous about promptness! 3 UNREASONABLE ABSENCE Employers recognize that workers will necessarily be absent sometimes. However, unreasonable absences are a serious problem for businesses. Such absences cause unnecessary delays in work, reduces the productivity of co-workers who must carry additional tasks, and can create resentment amont fellow employees. Customers or clients will not tolerate delays. Employers do not look favorably upon employees who take advantage of the privilege of sick leave pay. Try to stay healthy and call in sick as little as possible. Your employer will appreciate your dependability. 4 ALWAYS DO THE JOB THE BOSS’ S WAY You have been hired to do a specific job. In the beginning, learn to do the job the way the boss wants it done. Later, when you have established some skill and knowledge of your job, your ideas and suggestions will be welcomed. WORK SMOOTHLY WITH OTHERS Most people lose their jobs not because of incompetency, but because of an inability to get along with others! Good relationships are the key to success. The successful completion of your work assignments could depend on the cooperation of your co-workers. Because cooperation is a twoway street, you must expect to cooperate with others and help them cheerfully. Deeds of friendliness and concern for the interests and rights of others will help you gain acceptance by other employees. Any job becomes more pleasant when there is an atmosphere of mutual helpfulness and respect. WAIT FOR A CUE As a newcomer, you will be anxious to make a good impression... to have others like you and to learn everything about the job as soon as possible, but some things take time. Forcing yourself on new co-workers will not impress anyone. They'll make the move when they conclude that it's worthwhile getting to know you better. "Tips" Pl-40 One of the traps in human relationships that you can easily fall into is making a close friend out of another worker too soon. What if this friendly person is not respected by the other employees? What if she or he has selfish reasons for friendliness and has a poor reputation in the department? Sometimes people who have not earned respect and friendship at work (often they are poor producers and/or have negative attitudes) reach out and make a great effort to win the friendship of a new employee. Be careful not to build one or two strong friendships at the expense of others. This might hurt you with other employees. You will do well to be somewhat reserved for the first few weeks, building relationships with all people and not devoting your time to just one person. SUMMING UP To get started right and get ahead... • DO ask questions when learning your job. • DO keep cool with difficult employees. • DO be courteous to all employees. • DO work willingly, and well, and enthusiastically. • DO be loyal to your company. • DON'T pass the buck. • DON'T carry a chip on your shoulder. • DON'T carry tales or "go underground." • DON'T come on too strong with your new boss. -SCCC Co-op Ed. & Career Placement "Tips" Pl-41 Words from the Workplace Blue Collar Workers. Manual workers, usually those employed in production, maintenance, and related occupations, paid by the hour or according to the amount they produce. Bonus Plan. A wage system that includes payments in addition to regular wages for production in excess of the standing for the job, department, or plant. "Bonus" alone also may refer to any payment in addition to the regular wage. Thus, a Christmas bonus is an extra payment given to workers during the Christmas season. Breaktime (coffee break, rest period). Brief interruption in the work day, often 5 to 15 minutes long, during which workers rest, smoke, or take refreshments without loss of pay. Checkoff. Practice whereby an employer, by agreement with a union (and upon written authorization from each employee where required by law or by a collective bargaining agreement), regularly withholds union dues from employee's wages and transmits these funds to the union. Collective Bargaining. Method whereby representatives of employees (the union) and employer determine the conditions of employment through direct negotiation. Negotiation generally results in a written contact, called the agreement or the collective bargaining agreement, which sets forth the wages, hours, and other conditions to be observed for a stipulated period, such as 2 years. The term "collective bargaining" also is applied to union­ management dealings during the term of the agreement. Commission Earnings. Compensation to salespeople based on a predetermined percentage of the value of sales. Commissions may be additions to a guaranteed salary rate or else may constitute total pay. Cost-of-Living Adjustment. Raising or lowering wages or salaries in accordance with changes in the cost of living. These changes are measured monthly by the Bureau of Labor Statistics and take the form of a Consumer Price Index, i.e., a percent change in the cost of a standard "market basket" of goods from month to month. Craft. Usually, a skilled occupation requiring a thorough knowledge of the process involved in the work, the exercise of considerable independent judgment, usually a high degree of manual dexterity, and, in some cases, extensive responsibility for valuable products or equipment. Death Benefit. Payment, usually a lump sum, provided to a worker's beneficiary in the event of the worker's death. Money for the payment may come from the employer, from contributions made by the employer and the worker, or from a union. "Words" Wordsfrom the Workplace 2 Disability. Any injury or illness, temporary or permanent, which prevents workers from carrying on their usual occupations. A disability retirement is retirement because of physical inability to perform the job. Discharge. Dismissal of a worker from employment. The term implies discipline for unsatisfactory performance and thus is usually limited to dismissals for such reasons as insubordination, absenteeism, or inefficiency. Discrimination. Unequal treatment of workers in hiring, employment, pay or conditions of work because of race, national origin, creed, color, sex, age, union membership or activity, or any other characteristics not related to ability or job performance. Discrimination is prohibited by Federal, State, and local laws. Double Time. Premium rate for overtime work, work on Sundays or holidays, or other work, amounting to twice the employee's regular rate of pay for each hour worked. Economic Strike. Union-authorized strike to bring about changes in wages, hours, or working conditions. The term is usually associated with contract negotiations. Employer. General term for any individual, corporation, or other operating group which hires workers. The terms "employer" and "management" are often used interchangeably. Fringe Benefits. Generally, supplements to wages received by workers at a cost to employers. The term covers a host of practices such as paid vacations, pensions, and health and insurance plans, and will vary from union to union. Funeral Leave Pay. Pay to a worker, usually for a limited period such as up to 3 days, for time lost because of the death and funeral of a member of the worker's immediate family. Garnishment. A legal attachment to an employee's wages to pay a debt owed by the worker to someone other than the employer. Grievance. Any complaint or expressed dissatisfaction by employees in connection with their jobs, pay, or other aspects of employment. Grievance Procedure. Typically a formal plan, specified in the collective bargaining agreement, which provides a channel for the adjustment of grievances. This process involves discussions at progressively higher levels of authority in the company and union. Formal plans also may be found in non-union companies. Health and Insurance Plan (Welfare Plan). A program providing financial protection to the worker and his or her family against death, illness, accidents, and other risks, in which the costs are borne in whole or in part by the employer. Plans usually consist of insurance purchased from a group medical insurer or commercial insurance company. Some welfare plans provide for health centers or clinics. "words" Wordsfrom the Workplace 3 Hospitalization. Plan that provides workers, and in many cases their dependents, with hospital room and board or cash allowances toward the cost of such care. This payment is for a specified number of days, plus the full cost of specified services. Hospitalization benefits are usually part of a more inclusive health and insurance program. Hourly Rate. Usually, the rate of pay, expressed in dollars and cents per hour, for workers paid on a time basis. Initiation Fee. Payment to a union required of workers when they join. Job Description. A written statement listing the elements of a particular job or occupation. The statement may include the purpose of the job, duties, equipment used, qualifications, training requirements, physical and mental demands, and working conditions. Job Posting. Listing of available jobs, usually on a bulletin board, so employees may bid for promotions or transfers. Journeyman. A full qualified crafts worker, generally one who mastered the trade by serving an apprenticeship. Jury Duty Pay. Pay or allowance paid by some employers to workers who serve on jury duty during work hours. Layoff (Reduction in Force). Involuntary separation from employment for a temporary or indefinite period through no fault of the worker. The term "layoff usually implies that workers will eventually be recalled to their jobs or that employers at least intend to recall workers. However, the term is occasionally used for separations signifying permanent loss of jobs. The term "reduction in force" usually signifies a permanent layoff. Leave. Excused time away from work. Leave may be used for sickness, vacations, and personal or other reasons; it may be paid or unpaid. Maternity Benefits. Health and insurance plan benefits payable to women workers absent because of pregnancy and childbirth; and for related hospital, surgical, and medical benefits to women workers and, in some cases, to the wives of workers. Merit Increase. An increase in a worker's pay rate, usually given on the basis of such criteria as efficiency and performance. Minimum Wage. The lowest rate of pay, established by law or through collective bargaining, at which covered workers may be employed. The minimum wage if usually expressed as an hourly rate. Moonlighting. Simultaneously holding more than one paid job. For example, a worker may hold a full-time job with one employer and a part-time job with another. "words" Pl-44 Wordsfrom the Workplace 4 Open Shop. Generally, an establishment where union membership is not a condition of employment. Overtime. Work performed in excess of the basic work day or work week, as defined by law, the collective bargaining agreement, or company policy. Overtime Pay. Payment at premium rates--time and one-half or double time; for example—for work defined as overtime. Paid Holidays. Holidays are days of special religious, cultural, social, or patriotic significance on which work or business ordinarily ceases. Paid holidays are those, established by collective bargaining agreement or company policy, for which workers receive their full daily pay without working. Paid Vacations. Excused leaves of absence, with full pay, granted to workers annually for purposes of rest and recreation. Payroll Deductions. Amounts withheld from employees' earnings by the employer for Social Security, Federal and State income taxes, and other governmental requirements. Deductions also may be made for union dues, group insurance premiums, and other programs for which employees authorize payments. Payroll Period. Frequency with which workers' wages are calculated and paid, usually weekly, biweekly, or semi-monthly. Pension Plan (Retirement Plan/Group Annuity Plan/Annuity). Any plan whose primary purpose is to provide regular payments for life to employees upon retirement. Additional benefits often are provided. Frequently, the term private pension plan is used to distinguish a voluntary plan from the Social Security system. If the employee shares in the cost of a pension plan, the plan is contributory; if the cost is borne entirely by the employer, the plan is noncontributory. Personal Leave. Excused leave for reasons important to the individual worker but not provided for through vacation or sick leave plans. Piecework. Method of wage payment based on the number of units produced. Premium Pay. Compensation at greater than regular rate, as overtime pay or shift differentials. Prevailing Wage Job. Based on the Davis-Bacon Act, requiring nonunion contractors to pay journey level union wages to all workers on that job, regardless of training or experience. Probationary Period. Usually, a specified period of time, such as 30 days, during which a newly hired employee is on trial prior to establishing seniority or otherwise becoming a regular employee. "words" Pl-45 Wordsfrom the Workplace 5 Profit Sharing Plan. Any procedure under which an employer pays employees a share of the profits of the business as a whole in addition to their regular pay. Retirement. Withdrawal from working life or from a particular employment, with an income, because of old age, disability, achievement of a specified number of years of service, or other reasons. Normal retirement is retirement for age, often at age 65. Right to Work Law. State legislation which prohibits any requirement that a worker join a union in order to get or keep a job. Salary Rate. The rate of pay expressed in terms of dollars per week, month, or year. The term generally refers to the pay received by clerical, technical, professional, managerial, and other employees hired on a weekly, monthly, or annual basis. Savings Plan (Thrift Plan). An arrangement under which payroll deductions are made, with the work's consent, for investment or savings to which the employer also contributes. Seniority. Term used to designate an employee's status relative to other employees and used in determining order of promotions, layoffs, vacations, etc. Straight seniority is acquired solely through length of service, while qualified seniority is built on length of service as well as on other factors, such as ability. Severance Pay (Dismissal Pay/Separation Pay). Money paid by an employer to displaced employees, generally upon permanent termination of employment with no chance of recall. Shift. The daily working schedule of a plant or its employees. The day shift usually occurs during daylight hours, and the evening shift generally ends at or near midnight, when the night shift or graveyard shift begins. Schedules for workers on a fixed shift change their hours at periodic intervals. A split shift is a daily work schedule divided into two parts or more, and a swing shift is the fourth or rotating shift used on continuous 7-day or round-the-clock operations. Shift Differential. Additional compensation paid to workers employed other than at regular daytime hours. Shop Steward (Union Steward). A local union's representative in a plant or department. The steward is elected by union members or appointed by the union to carry out union duties, adjust grievances, collect dues, and solicit new members. Sick Leave. Period of time during which a worker may be absent without loss of job or seniority if unable to work because of illness or accident. A paid sick leave plan provides for full or partial pay for such absence, usually up to a specified maximum. Social Security Act. A Federal law establishing a national social insurance program. The law provides for retirement income and survivor's and disability payments to eligible workers or their families, public assistance to the aged, to the blind, and to needy families, and "words" Pl-46 Wordsfrom the Workplace 6 unemployment insurance. Deductions for Social Security retirement benefits are made from the pay of most workers in the private sector. Stock Option Plan. A plan allowing employees or officers of a company the privilege of purchasing company stock at a certain price at a time of their own choosing. Stock Purchase Plan. A plan enabling employees to purchase stock in the company, with or without employer contributions, generally under more favorable terms than are available in the open market. Straight Time. Time worked at the regular pay rate, as distinguished from overtime. Strike (walkout). Temporary stoppage of work by a group of employees to express a grievance, enforce a demand for changes in the conditions of employment, obtain recognition, or resolve a dispute with management. A wildcat or outlaw strike is one not sanctioned by a union. It violates a collective bargaining agreement. A slowdown is a deliberate reduction of output without an actual strike in order to force a concession from an employer. A sit-down strike is one during which workers stay at the work place but refuse to work or allow others to do so. Suggestion System. A plan whereby employees' ideas that may increase efficiency or improve operations or safety are channeled to the attention of management; usually combined with a system of rewards for usable ideas. Take-home Pay Generally, earnings for a payroll period minus deductions; the amount of cash a worker "takes home. " Time and one-half. Premium pay consisting of one and one-half times the employee's regular rate. Tuition Payment Plan. Plan providing for payment by an employer of part or all of the costs of job-related training courses undertaken by employees. Unemployment Insurance. A joint Federal-State program under which State-administered funds provide payments to eligible unemployed persons for specified periods of time. Funds are obtained through payroll taxes paid by employers. Levels of benefits, tax rates,, and eligibility requirements are established by each State. Union. An organization in which workers participate as members, which exists for the purpose of dealing with employers on grievances, wages, hours, and conditions of work. Union Dues. Fee paid periodically, usually monthly, by members of a union, typically as a condition of continued membership. Union Shop. Employer within a collective bargaining agreement that requires all employees to become members of the union within a specified time after hiring—usually 30 days—or after a new provision is negotiated. Also, workers must remain members of the union as a condition of continued employment. "words" Wordsfrom the Workplace 7 Wage Rate. Monetary compensation for a given unit of time—$5.00 an hour, for example, or $40 a day—or pay per unit of output. White Collar Workers. Term used to describe office, clerical, administrative, sales, professional, and technical employees, as distinguished from production and maintenance workers who are usually called blue collar workers. Workers Compensation. A system of insurance required by State law and financed by employers which provides payment to workers or their families after occupational illness, injuries, or fatalities resulting in loss of wage income. "words" P-48 What Advice Would You Give to Your Client in These Situations? 1. Her foreman has asked her and her work partner to cut and lay out transite pipe. Transite pipe is a concrete asbestos pipe which on this job was used to exhaust diesel fumes. She told her foreman she needed a mask before she would cut the pipe due to the asbestos in the dust. The foreman said there was no asbestos in the pipe. She said she still wanted the mast. He said angrily that he would cut the pipe himself. How should she handle this tomorrow? 2. This is her first job on a construction site. She is working with a man who is 61. The job requires anchors to be drilled and set into a concrete ceiling. In order to do this, a rotohammer, a heavy power tool, is used to drill the holes in the ceiling. Her 61 year old partner won't let her use the rotohammer because he thinks it is too heavy for her. She actually doesn't know if she can do it either, but she feels guilty having him drill all the holes. 3. She is working on a construction site with a construction worker who is loud and cusses all day. In fact, he cusses so profusely that men from other trades come over to her and ask her how she stands it. What should she do? 4. Your client has only been working as an electrician apprentice for two months. She didn't realize when she chose the electrical field that she would have to work off of a scaffold. What can you suggest to her to help her get over her fear of heights? 5. Your client, who is a roofer, has an opportunity to be selected to travel to Yakima with two male crew members. They are to work there three weeks putting the roof on the new Yakima sewage treatment plant. One of the crew members, Joe, is really lobbying for her not to be sent to this job. But she is lobbying just as hard to be chosen to go. She needs this experience as an apprentice and also hope to gain the respect of the crew. From another crew member she learned that the real reason Joe doesn't want her to go is because his wife is upset that he'll be staying at a motel with a female crew member for three weeks. What can she do now? 6. Your client successfully completed training, passed her "pre-app" test for the carpenters' apprenticeship program, and got a great first job. However, due to the financial problems of the project developer, her entire crew has been laid off. It is uncertain when or if work on the project will continue. She needs another carpentry job as soon as possible. How will you help her? "SDAHYPO* 09/26/93 Nine Ways to Get Past Gatekeepers Methods recommended for everybody: 1. Call and ask. Once again, most candidates never even try, and those who do don't try enough times. Call early, late, and during lunch. Avoid the obstructionist altogether. 3. Use the "presumptive call" technique. Use manner and lone of voice to 2. establish that you arc somebody who should bc put through. 4. Get referred down from a higher office. When the call is sanctioned by a higher executive or her secretary, this is very effective. 5. Ask the gatekeeper for her help. This is a fascinating technique, a last-ditch effort, and it is usually either surprisingly effective or ends your chances. 6. Mail something to the person you’re trying to reach, stating that you will bc calling. This makes every call a "warm call." 7. Make an appointment for the telephone call. Schedule it just like a meeting. 8. Cite your referral source. Even if the gatekeeper doesn't know the referral source, you have more authority. A tricky method that is interesting, but not for everybody: 9. Use the "implied referral" technique, an old sales trick. Getting past gatekeepers takes a little practice. How many times in your business career have you heard lines like the following? "She's not available right now. Would you like to leave a message?" How many times would you call back if your contact never returned your call? Call at least once per day for at least seven business days before abandoning a lead. This is not a social call! This is an unsolicited business telephone call. If your social contacts don't return your phone calls, you arc justified in dropping them off your social calendar. However, in the world of business, an unsolicited telephone call PLAN FOR TOMORROW TODAY INDIVIDUAL SERVICE STRATEGY HYPOTHETICAL SITUATIONS 1. A person comes to you with an interest in the construction trades but does not have any previous trades experience. She is a single mother of three who was recently laid off from a factory position. She is now receiving unemployment compensation but expects that this will end in three months. She mentions that she has had difficulty paying rent and is fearful of an eviction. What additional information would you need from this person? What information would you want to give her about construction trades? Where would you refer her for possible training? What support services may she need? What other referrals might you make? PLAN FOR TOMORROW TODAY INDIVIDUAL SERVICE STRATEGY HYPOTHETICAL SITUATION 2. A 45 year old former musician comes to you because she is interested in a change of career for economic reasons. She is uncertain as to what she would like to do. As you talk with her you find that she has an interest in repairing things, particularly musical instruments. In passing she mentions her concern about her partners drinking as she compares it to her own drinking. What additional information might you want from her? What information would you want to give her? Where might you refer her to for training, for support? PLAN FOR TOMORROW TODAY INDIVIDUAL SERVICE STRATEGY HYPOTHETICAL SITUATION 3. A person comes to you with an interest in ’’physical work with high pay, steady employment and good benefits." She does not have her GED or drivers license and has been on SSI for the past seven years. Her work history prior to that is vague. What additional information do you need from her? What information can you give? What referrals might you make? Plan for Tomorrow Today Individual Service Strategy Hypothetical Situations 4. A 23 year old woman comes in to learn about training opportunities. She had one class in Algebra in high school and did well. She would like to look into potential job opportunities as an electrician or working for the electrical utility company. She heard this was the highest paid trade. She has no children. Her only work experience has been in restaurants. • • • • What can you tell her about careers as an electrician? Does she need a license? What steps does she need to take before applying to an apprenticeship program? What resources can you find that would help her build her confidence/self-esteem so that she could handle being the only woman on a job site? "SDAHYPO" 09/26/93 Plan for Tomorrow Today Individual Service Strategy Hypothetical Situations 5. A 21 year old woman comes in to learn about training opportunities. She had one class in Algebra in high school and did well. She would like to look into potential job opportunities as a carpenter. She heard this was the highest paid trade. She has no children. She dropped out of high school the last half of her senior year. • • • • What can you tell her about careers as a carpenter? Does she need a license? What steps does she need to take before applying to an apprenticeship program? What resources can you find that would help her build her confidence/self-esteem so that she could handle being the only woman on a job site? "SDAHYPO" 09/26/93