Basic skills. Most employers are increasingly looking for workers who have basic English skills (spoken and written), math skills (computation, conversion, table and graph reading, problem-solving, etc.), and are generally able to learn, adapt, take initiative, and do problem-solving. The ability to reason and to think critically is increasingly valued, as work-place technologies and processes change at an ever more rapid pace. Vermont's Framework of Standards and Learning Opportunities certainly addresses this need under Vital Results: "Communication" and "Reasoning and Problem-Solving". Curriculum development in Bennington County is also clearly moving to address this need. It is equally clear that the concrete experience of area employers proves the need to improve results in these skill areas.

Soft skills. Work readiness, or so-called "soft" skills include such skills as punctuality, dependability, flexibility, communication, teamwork, initiative, and positive attitude. These attributes boil down to a set of workplace values and ethics. They are ultimately a matter of social norms and thus must be addressed by the community on the broadest level. However, certain practical resources for improving "soft" skills do exist in Bennington County, including, but not limited to:

The Ultimate Job Workshop" at the Department of Employment and Training
Career Resource Center (DET)
The Getting Ready to Work program at Sunrise Family Resource Center (which
includes a curriculum initially developed by employers in conjunction with
Learning Institute staff for a Pre-employment Certification program)
Welfare to work programs including: Reach Up, Homeroom, Work First
School-to-Work activities such as job shadowing and community service through
the secondary schools.
Individual employers and educators also obviously play a key role in developing the soft skills of students and incumbent workers. However, formal programs, such as the Pre-Employment Certification Program have suffered from a lack of enrollment. Once again, Vermont's Framework of Standards and Learning Opportunities also addresses this need under Vital Results: "Personal Development" (especially 3.14 ­ 3.16) and "Social Responsibility".

Computer literacy. Basic word processing, file management, email and Internet skills are needed at almost every level in the workforce. Introductory database, spreadsheet, and presentation courses are very popular, though area employers indicate that the skills problem persists. Anecdotal evidence suggests that (1) there is a need to upgrade the computer skills level of a majority of current workers and that (2) local scheduling choices may be limiting enrollment.

Attrition of younger workers. An actual or perceived lack of adequate social and cultural opportunity for young people in the community appears to be a factor influencing some employers' ability to recruit and retain young workers. A number of area employers specifically indicate that life style issues affected their ability to retain workers. Again, these matters go well beyond workforce development in the narrow sense, but have a real impact on the workforce and therefore should be taken seriously and addressed at some level.

Lack of career awareness. There is a general consensus that many citizens - including both secondary and post-secondary students, adult career changers, and those new to the labor market - are making choices based on incomplete and sometimes inaccurate information. A variety of career choice resources and services exist at DET, local educational institutions, and private vendors. School sponsored job shadows and other work site experiences also enhance career awareness. However, the problem persists.

GENERAL RECOMMENDATIONS

Business should more actively engage with local schools in supporting the strengthening
of basic English, math, reasoning, and problem-solving skills, giving opportunities
for student interns and job-shadows to practice applying such skills, and helping
motivate students to value such skills
Continue developing of collaborative approaches to strengthening "soft" skills, such
as the "Geiger model", with school, agency, chamber, and employer involvement
(Note: Employer involvement is essential to gain worker and student "buy-in")
Do a business survey to identify specific computer skills needs, including employer
and employee preferences for training methods and schedules
Explore promotion and expansion of social, cultural, and athletic opportunities for
young workers, especially evening events
Strengthen and improve access to, and awareness of, available career guidance
resources in Bennington County, such as career guidance counseling and School-to-Work
offices in secondary schools, the career pathways database (developed by the
Partnership to outline area educational offerings in various career paths), and the
Department of Employment and Training's One Stop Career Resource Center system
Cross-train relevant professionals in the use and interpretation of information on
locally available careers.
Strengthen and encourage Web-based matching of employers' workforce and training
needs, job-seekers' career objectives, and education and training providers' resources.