workforce development case study

Workforce Development Transformation Case Studies

Three examples of systems change through collaborative gateway city leadership.

It is with great pleasure that we offer three case studies to complement the report Calling All Leaders: An Action Guide to Workforce Development Transformation. The action guide outlined the grand dimensions of the challenge by the numbers, and contrasted the need for workforce development services with the limited resources available. These case studies show that Gateway City leaders are undaunted. They rise each day and doggedly search for creative solutions to help workers hone new skills and grow regional economies.

We are grateful to the change-agents who allowed us to capture their efforts. They warmly welcomed us into their world, candidly explained the considerable obstacles they face, and openly offered advice to others on how they might get a start on responding to common challenges. This project benefited tremendously from Jodi Wilinsky Hill, a consultant to MassINC, who travelled the state with us collecting these narratives. Her years of experience delivering workforce development services through small nonprofit organizations gave us invaluable perspective distilling lessons-learned.

Watch these videos and you will also see the green shoots of renewal shooting up in Gateway Cities across our Commonwealth. By working collaboratively for “systems change,” Gateway City leaders are establishing roots. Our hope is that, in due time, these roots will better support Massachusetts’s most vulnerable residents as they mount their pursuits of the American Dream

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Creating an effective workforce system for the new economy

Over the past three decades, globalization and technology-induced changes such as automation and digitization have irrevocably altered US industry and jobs. According to a 2015 McKinsey Global Institute report on the impact of digitization on the US economy, the speed of technology-induced skill displacement is projected to double over the next decade. Fifty percent of workforce activities could be automated with existing technologies, but only 15 percent have been automated to date. As a result, more than 30 percent of US workers will need to change jobs or upgrade their skills significantly by 2030, and 65 percent of today’s primary-school students will hold jobs that don’t exist today.

The patchwork of workforce-development efforts in the United States has historically struggled to respond to these issues and failed to adapt to the needs of employers and individual workers. According to a Georgetown University Center on Education and the Workforce report, approximately $1 trillion is spent on workforce development and training annually. However, the pervasive view among stakeholders is that the returns on such investments have fallen well short (Exhibit 1).

A wholesale reexamination of existing strategies and program administration is needed to enable individuals to pursue new opportunities and fuel the country’s economic growth. Federal and state governments are well positioned to serve as a catalyst for this effort by convening the right parties, aligning goals and incentives, and helping to scale promising efforts through the strategic distribution of funds. However, governments face several barriers to achieving these objectives:

• Current workforce-development and reskilling initiatives lack the scale to meet the demands of the labor market.
• The proliferation of programs causes resources to be spread too thin.
• Workforce-planning decisions by individuals, educators, and policy makers are hindered by limited data and insights.
• Employers say educators are not meeting industry needs, while educators say employers are insufficiently involved.
• An overemphasis on credentials, including licensures, unnecessarily restricts workers and employers.
• Workforce strategies are often high level, fragmented across silos, and without clear targets and accountability.

To address these barriers, elected officials and other stakeholders must make workforce development a top priority, dedicating leadership and resources to the effort at a strategic level. Cross-sector collaboration is also critical to implementing more-effective workforce development programs; government can serve as convener, catalyst, and broker for these conversations.

Seven initiatives to transform workforce development

Governments can break free from traditional approaches to workforce development, and our experience and research have identified seven types of initiatives that hold significant promise. Each has the potential to support and accelerate workforce development—but the greatest value can be achieved when governments pursue all seven in a strategic, coordinated way (Exhibit 2).

1. Develop new educational models that can meet the rapidly evolving needs of a new economy

The national debate around the value of higher education has highlighted the need to reimagine the education system. Just as the transition from an agrarian economy to an industrialized one resulted in universal high school, today’s increasingly tech-driven economy calls for new skills, a new educational approach, and a new learning lifespan. The bachelor’s degree can no longer be the baseline credential for a good career. Instead, governments can support the growth of other forms of high-quality educational programs to meet employer needs.

As lifelong learning becomes an increasing necessity, educational structures and financial aid models will need to adapt to enable engagement at different points across an individual’s lifetime. To achieve this shift, educators could translate market signals and employer feedback into curricula and learning experiences—and do so at an accelerated pace. Governments can support educators by bringing the right employers to the table to cocreate curricula and develop meaningful applied-learning opportunities. By directing funding toward programs that are aligned with industry needs and have achieved proven results, governments can also provide incentives for educators and hold them accountable for graduate outcomes (such as employment rates and wages). A host of training providers are striving to accomplish these goals, and states can help to catalyze, scale, and replicate successful programs.

For example, the California Community College system recently announced the creation of its 115th institution, which will be fully online and free of charge, with a focus on in-demand and growing career paths starting with allied-health professions. In addition, federal programs are working to shift educational credentialing toward a model based on industry needs. For example, the American Council on Education has partnered with Credly, a company that manages digital credentials, to build a digital working transcript that tracks in-demand skills and assigns college credit for skills attainment.

2. Shift more employers from hiring to actively building the pipeline

Corporate-training efforts have historically focused on higher-level, better-educated employees, but many companies are starting to invest in entry- and mid-level talent. Amazon, AT&T, Chipotle, McDonald’s, and Walmart have launched programs that provide or help finance different types of education for employees, recognizing the benefits to their bottom lines as well as to society. 1 1. John Colborn and Nneka Jenkins, Models of success: An archive of case studies done under Skills for America’s Future highlighting effective partnerships that benefit community colleges, businesses, and students , The Aspen Institute, March 2016, aspeninstitute.org.

Governments are in the best position not only to stimulate the collective action that can support change within sectors but also to offer programs and incentives that position all employers to invest in the talent pipeline. For example, the Federal Task Force on Apprenticeship Expansion, which released its final report in May 2018, encourages a simplification of rules for companies to receive funding for apprenticeship programs with associated job guarantees. 2 2. Task force on apprenticeship expansion final report to: The President of the United States , May 2018, dol.gov.

A number of states have launched efforts to support workforce development that is aligned with private sector needs. CareerWise Colorado, for instance, is a nonprofit started through a state initiative with the goal of creating 20,000 youth apprenticeships by 2027. It is working with employers and local high schools and has incorporated elements of the Swiss apprenticeship model. To date, the program has focused on building a pipeline of talent for a wide range of industries—from financial services and health care to information technology, business operations, and advanced manufacturing.

3. Take a granular, fact-based view of workforce planning and establish quantifiable goals

All workforce strategies must begin with a clear-eyed view of a state’s workforce strengths and weaknesses, accounting for both near- and long-term economic scenarios. States must evaluate both sides of the workforce equation. On the demand side, leaders should identify and prioritize growth sectors, the skills needed now and in the next three to five years, and the expected impact of broader industry changes on the equation.

Analyses of the supply side must take into account the current and projected talent pipeline—existing types of skills and where they are, the quality and capacity of existing workforce and training programs and support services, and the sources and uses of federal and state funds. Together, these efforts will highlight a given state’s priorities and mismatches in supply and demand as well as the goals it needs to achieve and a timeline for reaching them.

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Some states are already pursuing efforts to enhance workforce planning and goal setting. One state has used federal grant funding to create one of the country’s most comprehensive supply-and-demand models for employment. It provides both real-time information on the state’s current employment gaps and long-term projections. The model helps policy makers, educators, employers, and job seekers make better decisions—whether about program design, goals, or career choices.

4. Create an integrated, systemwide view of agencies involved in workforce development and establish concrete goals

Economic development, education (primary, secondary, and postsecondary education), human services, and workforce-development agencies within governments increasingly share responsibility for workforce development and employment. In many states, however, these agencies’ strategies and goals are not always complementary or mutually beneficial. One way to ensure that these critical agencies and teams can reinforce one another’s impact is to create a set of cross-cutting goals, supporting initiatives, and funding. This approach begins to break down silos while concentrating funding on a smaller set of priorities.

Some states have gone so far as to make structural changes to their agencies, combining their workforce and economic-development agencies with commerce. 3 3. Amanda Briggs and Lauren Eyster, State workforce and economic development collaboration , Urban Institute, November 2016, urban.org. In addition, as states take an integrated view of economic development, workforce education, labor rights, and consumer protection, they could generate new jobs by improving the existing regulatory model around licensures.

5. Deploy insights and technology to support better decision making by states, employers, and educators

Access to data and technology that can translate information into insights is critical to supporting the previous initiatives. Together, these tools enable stakeholders to create job platforms and assessment tools that can better support individuals in discovering new pathways and connect them with employers and trainers. These insights could also support policy makers in assessing and prioritizing effective workforce and education programs. Taking it a step further, governments could consider using artificial intelligence and predictive analytics to target individuals with the right programs, interventions, and delivery methods. For example, insights on different workforce segments can help state agencies to better identify which individuals need intensive, one-on-one support and which can be supported effectively through remote or self-serve models. These insights can also help states scale successful programs.

Most states have created or licensed platforms to help individuals find jobs, training, and other resources. To eliminate the inefficiencies of 50 separate tools, the federal government could convene a set of states, technology and data players, nonprofits and philanthropies, and other key stakeholders to collaborate on the development, maintenance, and ongoing enhancement of a common platform. This tool could be tailored for individual states and would be better, more user friendly, and more comprehensive than what states could build on their own. In another example, the US Chamber of Commerce Foundation created Launch My Career, an interactive online tool that informs students about the return on investment of various degrees. To date, the tool has been customized for a few states.

6. Help individuals navigate career options

While technology is and will continue to be crucial, individuals exploring new career paths still need personal coaching and ancillary support. Career coaches and mentors can encourage persistence and support career shifts, while funding for ancillary support such as child care, transportation, and tuition can help people to pursue new skill sets.

Skill shift: Automation and the future of the workforce

Several examples demonstrate the potential impact of such support. The start-up Guild Education helps adult learners access financial aid (employer tuition benefits, federal funding, and tax credits) and provides education coaching through program completion. Year Up, a well-known nonprofit jobs-training program, relies heavily on mentorship to ensure that students receive the support they need to transition from classroom to employment. Governor Hickenlooper of Colorado, in partnership with Skillful (an initiative of the Markle Foundation), launched a statewide Governor’s Coaching Corps to place qualified career coaches in workforce centers, schools, and nonprofits.

7. Replicate and expand programs that have worked well elsewhere

Many programs across the country have achieved measurable results or are showing promise. Federal agencies could help state and local governments to identify, replicate, and scale such programs in states that have similar needs. For example, the government could help to create an at-scale, shared asset or partnership that provides benefits across several states, particularly in cases where scale can improve the quality or economics of programs.

Similarly, the federal government could use incentives and partnerships with industry to galvanize stakeholders on workforce-development efforts. This consortium could launch a workforce-development initiative focused on a set of specific demographics, sectors, inputs, and outcomes. This effort could create sustainable workforce-development opportunities within and across states.

How to get started

Effective workforce-development programs will be a crucial part of US efforts to fuel economic growth, lead on innovation, and compete on the global stage. Yet too many states are still taking an incremental, piecemeal approach. Elected officials have the opportunity to develop and implement a comprehensive, ambitious effort to create a deep pool of qualified workers and lead the nation forward. An important first step for governments is to conduct a clear-eyed, comprehensive assessment of their labor markets and workforce systems. This effort would identify the biggest obstacles and opportunities for unlocking employer growth and individual opportunity. With that fact base, governments could determine, customize, and catalyze the deployment of the right combination of the initiatives discussed above, depending on where economic value and individual opportunity lie.

The impact will be manifold: accelerated economic growth, a more resilient and adaptable workforce, stronger communities, and citizens who are active participants in the new economy. Many of the solutions have already been field-tested in states, so progress should accelerate. For such efforts to be successful, federal and state officials must demonstrate leadership and courage. Rejecting business as usual, they should sponsor and support new approaches to robust program implementation and coordination among stakeholders at scale. Now is the time to act in earnest.

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Wan-Lae Cheng is a partner in McKinsey’s Boston office; Tom Dohrmann is a senior partner in the Washington, DC, office; Mike Kerlin is a partner in the Philadelphia office; Jonathan Law is a partner in the New York office; and Sree Ramaswamy is a partner at the McKinsey Global Institute.

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Goal: Leadership and employability skills Funding: Administration for Children and Families Setting: Job Corp Leadership Class Curriculum: Love Notes and Money Habitudes

Curriculum for Workforce Development

LOVE NOTES 4.0 Ages: 14-24 Topics: Knowing Myself, Expectations, Attraction, Healthy and Unhealthy Relationships, Decision-making, Communication, Pressure Situations, Sexual Decision-Making, Unplanned Pregnancy Through the Eyes of a Child.

MONEY HABITUDES I AND II Ages:  13-18 and 16-25 Topics:  Why money matters, what are habitudes, messages that influence how you use money, setting SMART goals, and relationships and money.

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Workforce Development

The Clinical and Translational Science Collaborative's Workforce Development (WFD) team creates and disseminates inclusive and high impact educational and training programs for research professionals of all disciplines and levels, both in clinical and community settings.

Goals of Workforce Development

Increase the size and diversity of the Clinical Research Professional (CRP) workforce , including research personnel who reflect broad racial, ethnic, gender, sexual orientation, economic, underlying disability, and geographic representation. This is includes investigators, scientists, and research support personnel ( e.g., research coordinators, research nurses, data managers, research program managers, administrators, regulators, educators, community health workers ).

Identify, develop, and disseminate key educational and training program materials  to potential and current CRPs to achieve a well-educated, well-trained workforce across all disciplines in academic medical centers, high schools, colleges, universities, and community/rural settings across the greater Cleveland and Northern Ohio region.

The WFD core team leads module initiatives and engages in evaluation and continuous quality improvement by monitoring data quarterly, observing trends, and adjusting plans accordingly.

PODs are focused teams within Workforce Development that engage with respective stakeholders and Clinical Research Professionals at different stages their career pathways -  high school students, undergraduates, investigators, community and rural health researchers, and current research support professionals.

A curated catalog of key educational and training program materials available from CTSC partner institutions, National Associations, and other CTSAs.

Research-focused career fairs, events, and learning opportunities developed to help educate future professionals about potential careers in research and current job opportunities.

Access our Canvas Catalog platform for materials gathered or developed in the Research Education Core and additional materials relevant to WFD.

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On This Page

Funding Workforce Development

Building a workforce pipeline, hiring and onboarding, training, upskilling, and professional development.

Staff Retention, Company Culture, and Diversity, Equity and Inclusion

Working with Contractors

Other resources.

Workforce development is the process of recruiting and preparing workers to meet the needs of employers and putting the systems in place to promote success and advancement of workers over the span of their careers.

This toolkit provides workforce development information and resources applicable to the Weatherization Assistance Program (WAP). It is organized by the different stages within workforce development and includes both resources and WAP-specific case studies for each. 

Many of the workforce development activities described on this page can help improve the quality and efficiency of your organization. As such it is important to plan and budget for this each program year. This section provides some ways that WAP organizations can fund their workforce activities.

Training and Technical Assistance Funds

Each year, the U.S. Department of Energy (DOE) allocates Training and Technical Assistance (T&TA) funding to Weatherization Grantees (states, the District of Columbia, U.S. territories, and tribes). A maximum of 20% of the annual appropriation may be allocated to T&TA. These funds are primarily used to train and certify weatherization workers following employment or contract execution with a weatherization organization.   DOE will consider project proposals to use T&TA funds for recruitment and pre-employment training on a case-by-case basis. T&TA funds may also be used for evaluation of program outcomes and client education. For more information on allowable T&TA activities see the WAP for Low-Income Persons: Application Instructions , Section III.2 Budget Categories. 

Enhancement and Innovation Grants

Weatherization Enhancement and Innovation grants also provide an opportunity to secure additional funds for workforce development in WAP, specifically recruitment, training and retention of individuals and contractors historically underrepresented in the home performance industry. Additional  enhancement and innovation funding opportunity announcements are expected in 2023 through 2025 depending on annual WAP appropriations. 

Other Funding Sources

Many weatherization organizations also supplement DOE funds with other funding sources such as U.S. Department Health and Human Services Low-Income Home Energy Assistance Program and Community Services Block Grant, the U.S. Department of Labor programs and other sources detailed below. To extend the impact of WAP activities, you can find information and guidance on braiding funds from the DOE and leveraging funds form the National Community Action Partnership (NCAP).

There are many factors that affect how easy or difficult it is to find workers. Some of these, like the broader state of the economy, are beyond the control of individual organizations or hiring personnel. But there are many steps that organizations implementing WAP programs can take to help grow the pool of potential workers and provide clear pathways for them into weatherization.

One valuable thing a WAP organization can do is to create local workforce and education partnerships. It is not only up to your organization to develop the talent you will need on your staff in the future; there are many organizations in your community that are engaged in working with populations that could be potential WAP workforce. 

Three examples of potential workforce pipeline partnerships highlighted in this section include: 

• Apprenticeship programs 
• AmeriCorps and other corps/service year programs 
• High school and career and technical education (CTE) programs. 

Learn more about WAP organizations working with these types of partners in the case studies below and follow the linked resources to learn more about creating your own local partnerships.

Apprenticeship and Pre-Apprenticeship 

An apprenticeship is a highly structured workforce development approach that combines paid on-the-job training with related instruction, all supervised by skilled workers. Apprentices are employees of the company offering the apprenticeship and are provided with clear wage scales and career progression expectations. Pre-apprenticeships are a partner program, which provide a baseline of skills and job readiness to funnel trainees into an existing apprenticeship program. Although they can be open to anyone, pre-apprenticeship programs are often developed in partnership with high schools and community colleges, providing clear pathways for students to enter directly into stable career opportunities.

AmeriCorps/Corps/Service Year Programs 

Corps and other service year programs such as AmeriCorps, Jobs Corps, and others are run by locally based organizations that provide paid training to workers on projects that address community and environmental needs. A corps term of service can last a few months to a few years, and Corpsmembers are compensated with a stipend and often an education award. WAP organizations can hire Corpsmembers directly to supplement their permanent staff, or they can coordinate with existing corps programs that are providing training in related fields. 

K-12/CTE Engagement 

In 2020, more than 800,000 high school and community college learners participated in construction and architecture courses through the CTE program. Engaging with these high school and community college programs can provide both a pool of possible employees, as well as helping to grow the pipeline for future weatherization workers.  

case studies

Apprenticeship & pre-apprenticeship case studies .

Missouri NECAC Weatherization Apprenticeship Program

In 2021, the North East Community Action Corporation (NECAC) in Missouri developing and launched a one-year apprenticeship program for entry level retrofit installers as a way to grow its weatherization workforce. NECAC partnered with it local Workforce Investment Board and the Pike-Lincoln Vocational Technical School and used the existing WAP Job Task Analyses and training resources to craft the job description, educational content, and career pathway opportunities.

Social Development Commission Absolute Advantage Pre-Apprenticeship Program  

The Social Development Commission in Wisconsin operates its Absolute Advantage 12-week construction pre-apprenticeship program that includes OSHA 10, lead-safe practices, and weatherization basics. They partner with local community development and weatherization services to place their program graduates in jobs.

Corps Program Case Studies 

Ampact Minnesota Climate Impact Corps Home Energy Initiative   Ampact is a Minnesota nonprofit that works with its state service commission to develop and support Corps programs throughout the state and scale them into neighboring states. In 2021, they piloted their Home Energy Initiative, a new branch of their existing Climate Impact Corps. The Home Energy Initiative placed AmeriCorps members with two weatherization organizations in Minnesota for one year to support work including client engagement, energy auditing, and solar PV efforts. In 2022, they are expanding this program to new locations in the state and working to develop more robust education and training for corps members.

CEO YouthBuild Program, New York YouthBuild is an AmeriCorps-funded program that provides job training, employment, and high school equivalency support to youth ages 16–24 who are neither in school nor employed. The Commission on Economic Opportunity (CEO) in Troy, New York, runs a YouthBuild Construction program and is the local weatherization organization, and has been able to successful hire some of its YouthBuild program graduates to join its Weatherization staff.

Job Corps   Job Corps is another program that offers free education and job training to at risk youth through their centers across the country. Their offerings include training in weatherization-related activities and is the avenue for deployment of the Home Builders Institute's pre-apprenticeship program.

K-12/CTE Case Studies 

Green Generation Workforce Development Initiative  The Community and Economic Development Association of Cook County, a local weatherization organization, partnered with the University of Illinois and the Urban Efficiency Group to expand the offerings of the Green Generation program that provides residential energy efficiency training to high school students in the Chicago area.

The program offers home energy performance career exploration, education, and skills training, as well as broader leadership and understanding of sustainability and advocacy. Students participate in a paid summer training program for the three summers they are students, plus additional training during the school year. By the time they graduate, students can earn up to six certifications from the Building Performance Institute, including Air Leakage Control Installer and Infiltration and Duct Leakage. 

WAP Resource Links

National Association for State Community Services Program Wage Survey and Flyers   In 2021, the National Association for State Community Services Program (NASCSP) conducted a wage survey for the WAP network with analytical support from the National Renewable Energy Laboratory (NREL). The results from this survey include: 

• Information on wages from participating states
• A living wage calculator that any organization can use to determine if they are paying a living wage for their location)
• State-specific and editable WAP career flyers that organizations can use to help in their workforce recruitment efforts. 

The survey is expected to be updated every two years.

Apprenticeship Resource Links

• Learn more about the benefits of apprenticeship and pre-apprenticeship for both employers and employees:  Jobs for the Future—About Apprenticeship  
• Find who to contact about creating an apprenticeship program in your state.

Corps Program Resource Links 

• Learn more about corps service programs .
• Search for corps programs in your area . 
• Learn more about YouthBuild program opportunities.
• Search for existing Home Builders Institute Job Corps construction and other trades programs . 

K-12/CTE Resource Links

• Learn more about CTE programs .  
• Find and contact the director of your state CTE organization  to find what architecture and construction programs exist in your region.  
• Download the Better Buildings K-12 Engagement Fact Sheet to read best practices and access resources to help green building trainers and employers connect meaningfully to K-12 students and educators.

Once you have successfully cultivated a pool of potential workers, there are many things you can do in the interview and onboarding process to help ensure that the people you recruited are a good fit for the job position, feel connected to your organization and mission, and are prepared to hit the ground running. These include writing effective job descriptions, conducting successful interviews, providing comprehensive and consistent onboarding to new staff, and promoting your organization as a workplace of choice.

The resources below from WAP and other sources provide information to support you in your hiring and onboarding efforts.

Case studies

Energy Resource Center (ERC) Colorado ERC recently updated their onboarding policies to ensure that all new staff received a complete tour and introduction to all staff on their first day, discussion about the organization and career ladder opportunities, and branded materials such as shirts and hats. ERC also assign key staff to regularly check in with new employees during their first few months to answer any questions and ensure that they feel welcome.

Grantee Managers Training Toolkit This toolkit was developed by DOE to compile WAP information and resources to support WAP program managers. It includes resources such as videos and the WAP Briefing Book that can help with onboarding. WAP Job Task Analyses The accredited training component of the Guidelines for Home Energy Professionals project guarantees the existence and availability of high-quality standardized training programs within the home energy upgrade industry. This webpage provides information on accredited training centers and Job Task Analyses, which serve as the foundation for accredited training programs.

Other Resources Links

Better Buildings Diversity, Equity, and Inclusion Fact Sheet   This fact sheet created by the Better Buildings Workforce Accelerator includes information and links to help organizations improve their diversity, equity, and inclusion efforts, including websites to help identify gender bias in job listings.

Green Buildings Career Map  The Green Building Career Map is an online interactive tool developed by the Interstate Renewable Energy Council with funding from the Building Technologies Office at DOE. The career map shows job opportunities and pathways within the green building and energy efficiency industries, including knowledge, skills, and certifications required for different occupations. This tool can be used by WAP organizations to help new staff understand career opportunities and pathways or to develop their own internal career ladder resources for staff.

The Manufacturers' Guide to Finding and Retaining Talent   Although developed for the federally funded Manufacturing Extension Partnership program, this guide includes valuable information on recruiting and hiring new workers.

To be effective in helping WAP meet its mission locally and nationally, organizations must invest in opportunities for staff to gain new skills and earn and maintain certifications. The information below can help you and your staff find training to help them grow in their careers and better support your organization in its work.

Energy Smart Academy at Santa Fe Community College Energy Smart Academy is a WAP Training Center located in Santa Fe, New Mexico, that offers a wide variety of in-person and online trainings on home energy professional-specific topics as well as topics like healthy homes and cold climate heat pumps. Energy Smart Academy adapted the WAP Installer Badges Toolkit to award digital badges to staff as they acquired new skills. They found this a useful and cost-effective way to track and reward staff for professional development on a more regular basis. 

Accredited WAP Training Centers Training centers are the formal providers of training and testing for certification for WAP field staff.

Online Weatherization Administrative Trainings for Subgrantees and Grantees These free self-paced online trainings for both grantees and subgrantees cover the range of program administration roles and tasks.

Weatherization Installer Badges Toolkit   The Installer Badges Toolkit was developed by DOE and NREL and offers a flexible and customizable approach organizations can take to recognize and track skill development for new field staff and/or contractors.

Standard Work Specifications (SWS)  The SWS are the foundation for standardizing the safety and quality of all home energy professional work done on homes throughout the country. It can be used by organizations to identify skills that may need to be developed by their field staff.

Remote Mentorship Option for Quality Control Inspectors  Grantees can request approval from DOE to adopt a remote mentorship training model for individuals working towards their quality control inspector certification. These individuals can conduct work such as final inspections, monitoring, and field data collection and have it reviewed and approved remotely by a designated certified quality control inspector mentor.

Staff Retention, Company Culture, and Diversity, Equity, and Inclusion

Staff turnover has real costs for an organization, both in terms of time and money. Focusing on staff retention can boost productivity and efficiency for your organization, as well as boost staff morale, which has many intangible benefits. Staff are the best possible ambassadors for weatherization, and their experience as an employee can impact the perceptions of clients, potential workers, and the community more broadly.

Northwest Colorado Council of Governments   The Northwest Colorado Council of Governments is a WAP organization that did a complete overhaul to their approach to company culture to create opportunities for all staff to feel part of the company's mission. This is done through formal and informal opportunities for staff to share their perspectives, as well as staff profit-sharing from their fee-for-service programs, where all staff no matter what they job receive an equal "bonus" at the end of each year. They found these changes not only supported staff retention but resulted happier and more motivated employees.

Vermont Weatherization Minimum Wage WAP organizations in Vermont were struggling with worker recruitment and retention, which was negatively impacting the organizations’ abilities to complete units and spend their allocated funds. Based on the information from NASCSP’s 2021 wage survey, the State of Vermont Office of Economic Opportunity (the state WAP administrator) implemented a minimum and prevailing wage for weatherization field positions that went into effect on July 1, 2022.

This minimum wage applies to all crew, crew leaders, Energy Auditors, and Quality Control Inspectors, and will be updated annually based on Vermont Department of Labor prevailing wage listings. Within a month of the change taking effect, feedback from multiple organizations indicated that by listing this minimum wage in job postings, the organizations saw significantly more applicants for the open crew jobs, better quality candidates than prior, and with greater diversity.

Living Wage Calculator   In 2021, NREL coordinated with NASCSP to conduct a wage survey for the WAP network. The results from this survey include a living wage calculator, which any organization can use to determine if they are paying a living wage for their location. This tool will be updated every two years.

Homebuilding Workforce Engagement Study   This study by the Building Talent Foundation surveyed mostly residential construction workers about their engagement with their current job. It also includes recommendations for retaining workers.

Better Buildings Diversity, Equity, and Inclusion Fact Sheet 

Information and Resources About Mentorship from the National Center for Construction Education & Research 

Diversity, Equity and Inclusion Info and Resources for Nonprofits from the National Council of Nonprofits

Succession Planning Toolkit from the University of Washington 

As much as three-quarters of WAP organizations utilize contractors and subcontractors for some or all their retrofit work. While approaches to working with contractors are different than internal staff, the relationships are just as important for organizations that rely heavily on contractors.

Bonneville Power Administration Comfort Ready Home The Bonneville Power Administration in the Pacific Northwest has a Comfort Ready Home program that connects utilities, weatherization organizations, and homeowners to make residential weatherization, HVAC, and other related repairs easier. It includes a Learning Center with free online training to help contractors gain skills and knowledge to meet changing customer needs. NeighborImpact is a WAP organization that has been able to better connect to and work with contractors through this program.

Illinois Statewide Procurement Strategy The Illinois Office of Community Assistance (state WAP organization) and the Community and Economic Development Association of Cook County (local WAP organization), are working together to develop and implement a statewide procurement strategy for WAP. Their planned strategy includes conducting regional market analyses, developing standard procurement templates, and conducting outreach with contractors, vendors, distributors, and training partners across the state. The goal of this effort is to not only streamline the procurement processes for local WAP organizations, but also to educate the broader home construction industries about WAP, and the opportunities available to work together.  

Online Weatherization Administrative Trainings for Subgrantees The free, on-demand training includes courses on subcontractor management and procurement of services, as well as equipment and materials.

Other Education and Training Resources

Although most training for WAP staff will come through weatherization-specific training (accredited training centers, online grantee and subgrantee administrative trainings, conferences, etc.), there are many free educational resources available that can establish and deepen baseline understanding of building science principles or other weatherization-related topics. These can be used as part of general onboarding, or to encourage staff to explore areas of interest.

• DOE Building Science Education Solution Center
• Solar Decathlon Building Science Education Series  
• Building America Solution Center

Energy Efficiency and Related Workforce Data Sources

Below are additional sources of information related to workforce and employment in energy efficiency generally.

• 2022 U.S. Energy and Employment Report
• 2021 Energy Efficiency Jobs in America
• 2021 Building Talent Foundation Construction Worker Engagement Study
• 2022 Voice of the Blue-Collar Worker

Making Green Cities pp 401–422 Cite as

Urban Greening as a Response to Societal Challenges. Toward Biophilic Megacities (Case Studies of Saint Petersburg and Moscow, Russia)

• Diana Dushkova 8 ,
• Maria Ignatieva 9 &
• Irina Melnichuk 10  
• First Online: 17 March 2023

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Part of the book series: Cities and Nature ((CITIES))

The population density in megacities is continuously increasing, resulting in a reduction of green spaces and a deterioration in the urban environment quality. Urban green is often being replaced by parking places, shopping centers, and service enterprises. This chapter examines the efforts of two megacities in Russia—Moscow and Saint Petersburg—to organize sustainable greening solutions for their residential areas using new achievements in landscape design theory and practice, such as the concept of the biophilic city. The chapter analyzes the history of greening strategies and discusses the concept of urban green infrastructure and its implementation in both Russian megacities. The chapter presents an assessment of the current state of urban green spaces and the most recent master plans and how these cities are facing and responding to modern societal challenges. The results of an analytical review of the most successful urban greening projects in Moscow and Saint Petersburg are presented as well. The economic and climatic features of the urban green areas and their architectural and planning features are considered, along with strategies for further development of the urban green spaces in both cities, aiming to address the new principles of biophilic cities.

• Urban green spaces
• Greening strategies
• Biophilic cities
• Societal challenges
• Saint Petersburg

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Acknowledgements

This work was supported by the Russian Foundation for Basic Research (RFBR) project “Mathematical-cartographic assessment of medico-ecological situation in cities of European Russia for their integrated ecological characteristics” (2018–2020) under Grant number No 18-05-406 00236/18 and by the Horizon 2020 Framework Program of the European Union project “Connecting Nature” under Grant Agreement No 730222.

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Diana Dushkova

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Faculty of Landscape Architecture, Saint Petersburg State Forest Technical University, Institutskij pereulok 5, St.-Petersburg, 194021, Russia

Irina Melnichuk

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Dushkova, D., Ignatieva, M., Melnichuk, I. (2023). Urban Greening as a Response to Societal Challenges. Toward Biophilic Megacities (Case Studies of Saint Petersburg and Moscow, Russia). In: Breuste, J., Artmann, M., Ioja, C., Qureshi, S. (eds) Making Green Cities. Cities and Nature. Springer, Cham. https://doi.org/10.1007/978-3-030-73089-5_25

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