CHALLENGE:
Oklahoma Gas and Electric (OG&E) was facing a looming retirement issue. Key positions currently staffed by employees planning for retirement had few qualified candidates preparing to step into those jobs. The situation was aggravated by the fact that many of these important positions were in remote OG&E service areas where it was already a challenge to recruit personnel.

RESPONSE:
CAEL through its energy industry collaboration, the Energy Providers Coalition for Education (EPCE), created a program to reach into local high schools and attract and prepare students to enter careers in the energy industry. CAEL partnered with two education providers to deliver online courses, Virtual High School (VHS), and the Bismarck State College National Energy Center of Excellence.

OG&E’s Virtual High School Program identifies high school students early in their junior year. After completing a 500-word essay explaining why they wish to participate in the program and taking part in an interview with OG&E representatives, students who are selected enroll in an online math class in the second semester of their junior year. They enroll in two additional online courses in their senior year before completing the program.

In addition to the online courses, students will be invited to an OG&E facility and tour different areas of an energy plant. During the three days the students will spend on site, they will learn about the many parts and functions of a plant and will be given a team assignment to build a mock electric utility system.
When the students complete the high school program and move on to an electric power program in college, OG&E will offer them paid internships with an opportunity to do on-the-job training.  

CHALLENGE:
New United Motor Manufacturing, Inc. (NUMMI) was the west coast’s only automotive assembly plant until it closed in March of 2010. The Alameda County Workforce Investment Board sought effective ways to assist the 4,700 NUMMI workers who lost their jobs when the facility closed.

RESPONSE:
Since there were no available automotive jobs in the area, it was vital to document the unique skills that workers could transfer into other industries. CAEL conducted focus groups with NUMMI workers to identify their transferable skills and created tools and staff training for career counselors and case managers. These tools and training help counselors and case managers guide the workforce in documenting their capabilities, and ultimately building a portfolio to be used in both searching for new employment and gaining college credit for the knowledge gained while working at the NUMMI plant. As a part of the NUMMI job fair, CAEL also provided Returning to Learning workshops for those thinking of pursuing a credential or college degree.