Intended as a forum for the discussion of customized workforce training at community colleges, this book addresses the practical considerations, programs, and strategies that come into play when colleges engage in customized contract training for fully-employed learners. The 10 chapters are as follows: (1) "Training for Customized Training: Learning To Teach the Fully Employed Learner in the Workplace," by Sherrie L. Kantor; (2) "The Evaluation of Customized Training," by James Jacobs and Debra Bragg; (3) "Contract Training: Avoiding the Rodney Dangerfield Syndrome by Practicing Good Internal Marketing," by Nancy Kothenbeutel and Conrad Dejardin; (4) "Using a Management Information System Effectively for Contract Education Programs," by Maureen H. Ramer and Mike Snowden; (5)"Recruitment Practices: A Community Partnership," by Julie Bender and Larry D. Carter; (6) "Beyond Work Force Literacy: The Hidden Opportunities of Environmental Literacy," by Bob Cumming; (7) "Training for Trade: A Partnership Strategy," by Jack N. Wismer; (8) "Environmental Workplace Assessment," by Jacques Bernier, Nancy Jackson, and David Moore; (9) "New Frontiers: Nontraditional Customized Training," by Cary A. Israel; and (10) "Sources and Information: Customized Training in the Community Colleges," by David Deckelbaum. (MAB)

This book is written for workforce developers in community colleges and branch campus settings. College administrators, public officials, and employers may also find it helpful because it will give them a frame of reference for directing--or judging the quality of--community college workforce developers, the functions they oversee, the results they obtain, and the services they offer. This book can also serve as a text for the many students who are preparing themselves for careers in the challenging world of workforce development in community colleges. The book is intended to cover key issues in workforce development. The fifteen chapters are: (1) "The Role of Workforce Development Organizations" (Laurance J. Warford); (2) "Strategic Business Planning for Workforce Development" (Frederick D. Loomis); (4) "Integrating Workforce Development and Institutional Requirements" (James Jacobs); (5) "Competencies for Workforce Developers" (William J. Rothwell and Patrick E. Gerity); (6) "Building Community Partnerships for Workforce Development" (Mary Gershwin); (7) "Marketing Workforce Development Organizations" (Paul Pierpoint); (8) "The 5-S Consultative Approach to Sales" (Wesley E. Donahue and John E. Park); (9) "Finance and Budgeting for Workforce Development Organizations" (Leslie Roe); (10) "Establishing and Maintaining Effective Relations with Workforce Development Faculty, Staff, and Administrators" (Dennis Bona); (11) "Assessing Needs for Training and Nontraining Projects" (Elaine A. Gaertner and Cheryl A. Marshall); (12) "Integrating Complex Training and Nontraining Projects" (Ethan S. Sanders); (13) Evaluating Workforce Development Efforts (William J. Rothwell); (14) "Outsourcing Training" (Karen A. Flannery); and (15) "Lessons Learned and Emerging Issues" (Patrick E. Gerity). Appended are: (1) Developing a High-Performing Organization: Self-Assessment Instrument for Workforce Development Professionals in Higher Education; (2) Competency Model for Community College Workforce Developers; (3) Competency Assessment Instrument for Community College Workforce Developers; (4) Templates for Conducting 5-S Consultative Sales; (5) Coaching Checksheet for Community College Workforce Developers; (6) Templates for Community College Workforce Developers; and (7) State-by-State Electronic Resources for Workforce Development Strategic Plans and Customized Job Training Grants. The book also contains a foreword by George R. Boggs and James McKenney; preface; information about the contributors, and an index.

This sourcebook describes and analyzes contracted customized training for business and industry provided by community colleges. First, "Customized Job Training: Should Your Community College Be Involved?" by Robert J. Kopecek identifies issues to be considered in program decision making and suggests an organizational model for program delivery. "Customized Job Training and Credit Programs," by Robert G. Clarke, outlines similarities and differences between traditional degree programs and industrial training programs and offers guidelines for community colleges entering the field. "Providing Customized Job Training through the Traditional Administrative Organizational Model," by William A. Connor, advocates the centralized organizational model. In "Developing Customized Programs for Steel and Other Heavy Industries," Philip R. Day, Jr. describes Dundalk Community College's unique approach to customized training. "North Carolina: A Statewide System of Training for New and Existing Industries," by H. James Owen, provides an example of successful government-education-industry collaboration. "Worker Education for Improved Productivity: The Role of New York State Community College Contract Courses," by W. Gary McGuire, describes the benefits of legislative, corporate, and educational cooperation in terms of increased worker productivity and improved college-employer relations. In "Partnerships for Employee Training: Implications for Education, Business, and Industry," David B. Luther provides an industrial perspective on customized job training. "Components of Successful Training Programs," by Dorothy J. Kaplan, reviews specific practices to ensure program effectiveness. Finally, an annotated bibliography of relevant ERIC documents is presented. (LAL)

Presents the findings of a three-year ASTD/U.S. Department of Labor study on how training for today's workplace is structured, financed, managed, and coordinated with organizational strategy. Details specific techniques for building training programs responsive to an organization's most critical needs and provides policy recommAndations for employers, educators, and government officials.

A well-planned, comprehensive orientation program benefits both organizations and employees. Investing in new employees pays big dividends in performance, retention, and engagement. But does your training program cover the essentials of making new hires feel informed, prepared, and supported? Organization development authority and prominent trainer Karen Lawson has created comprehensive new employee orientation workshops to ensure organizational onboarding is done right for the benefit of all employees, regardless of job level or function. Her two-day, one-day, and half-day agendas include the resources trainers need to deliver practical, interactive sessions. Your workshop will help ensure that new employees integrate smoothly and effectively into their organization and its mission. You’ll also find tools and checklists developed specifically for busy supervisors and managers who conduct orientation in their departments. Free tools and customization options The free, ready-to-use workshop materials (PDF) that accompany this book include downloadable presentation materials, agendas, handouts, assessments, and tools. All workshop program materials, including MS Office PowerPoint presentations and MS Word handouts, may be customized for an additional licensing fee. Browse the licensing options in the Custom Material License pricing menu. Download a New Employee Orientation Checklist, which has been adapted from the book, and preview a sample activity (PDF).

Minnesota law directed the Department of Employment and Economic Development, the Department of Labor and Industry, and Minnesota State Colleges and Universities (MnSCU) to partner in developing a customized training program for skilled manufacturing industries that integrates academic instruction and job-related learning in the workplace and in MnSCU institutions. The aim of the program is to address critical employment needs in Minnesota.