Automotive

Overview

Through a grant from the Aspen Institute, the WDC partnered with Shoreline Community College to create the Automotive Career Pathways program. This program features a highly effective career navigator to provide students with the best career guidance, support while in the program and connection to jobs--and continued training--after graduation. New: Read the WDC's report on career navigators, Connecting to Employment.

Background

The WDC and Shoreline Community College were selected to participate in a three-year national demonstration to support low-income adults in achieving success in higher education and, ultimately, the workforce. The program focuses on Shoreline’s General Service Technician (GST) at the college's industry-sponsored Automotive Training Center.

Funded by the Charles Stewart Mott Foundation and managed by the Aspen Institute’s Workforce Strategies Initiative, the demonstration tracks six partnerships between community colleges and nonprofits across the country.

Goals
The Automotive Career Pathways Project has two components: (1) Training adult-basic education and English-as-a-Second-Language learners for entry-level jobs as Automotive Service Technicians, and (2) Helping program graduates, as well as people already working in the field, to advance their careers and access high-wage jobs. In so doing, the partners also help the local automotive service and repair industry to develop the workforce it needs to serve an increasingly multi-cultural customer base.

Over three years, 120 students and graduates improved retention and gained career and wage advancement through post-employment training options. The partnership serves a racially and ethnically diverse mix of low-income adults, mostly male, including adults with low basic skills and non-native English speakers. Students’ ages range from 19 to 45.

Academic/Vocational Program
Students learn technical automotive skills in Shoreline’s state-of-the-art Automotive Training Center.  They also learn basic math, English and life and employability skills at the same time.  Using Washington state’s Integrated Basic Education Skills Training or “I-BEST” model, courses are team-taught by two instructors, one focused on technical skills and other focused on basic and English skills. By integrating the two into one program, the program allows students to complete their training in a shorter time and get into the workforce.

Career Navigator
Students are also supported by a career navigator. The navigator works on site with students, but is employed by Pacific Associates, a WorkSource partner—thus bridging the gap between the college and the workforce systems.

Each student forms a personal connection with the advancement navigator, who:
  • Facilitates the college enrollment and registration process.
  • Helps the student identify financial aid from multiple sources (including the college, WorkSource, the state and scholarships) and access these resources.
  • Can help to cover emergency expenses that might otherwise derail a student’s training.
  • Connects students with others services available in the community for multiple needs.

Finally, the navigator continues to work with the student as he or she graduates and gains employment, ensuring that the graduate can keep learning and advancing in the field. This includes working closely with employers to chart career ladders and show the value of allowing workers to access further skills training.

Results

About 90 students have connected to the program. An evaluation by the Aspen Institute showed that students who enrolled in navigator services were more likely to finish GST, and afterwards, were more likely to be employed, working in an auto-related field, and working full-time.

Through the investment and partnership of industry, state basic education, federal workforce training, and community organizations, the program exemplifies meeting the workforce needs of employers while at the same time ensuring that students can succeed in gaining the skills they need for well-paying careers.

The model of industry investment and direction, plus quality training based on high standards, plus meeting the non-educational needs of students so they succeed is one that can be replicated throughout the country in multiple industries.