Team Name:  Incubation, Innovation, Training Center (Team 1)

Tactical Plan:

Team Vision: Mountain Desert Economic Partnership will have a network/system/center that provides the technical, academic, and innovation skills to enable students to meet the needs of local industry.

Team Strategy: Engage the entire COMMUNITY to identify and prioritize the skills and opportunities and create the conditions necessary for student success in the workforce.

Tactic #1:   Define, Embed and Deploy functional, transferable Essential Skills, defined by the region, into all education, training and community organizations regionwide (i.e. Education, Employers, Sports, Civic activities and outlets)


Output Metric(s)

Short-term Outcome(s)

Short-term Outcome Metric(s)

Mid-term Outcome(s)

Mid-term Outcome Metric(s)

Long-term Outcome

Long-term Outcome Metric(s)

  • Team members outreach to industry and K-16 partners to identify the Essential Skills and Foundational Skills most important for the High Desert.
  • Produce a defined set of Essential Skills (Soft Skills), specific to the High Desert, and commit to embedding and deploying across community. Include: Confidence, Initiative, Curiosity, Adaptability, Learnability, Cognitive Flexibility, Systems Thinking (Intuitiveness), Innovative, Grit, Agency, Attention Focus, Common Sense, Loyal Defiance (while appreciating culture of workplace/environment),  Conflict Management, Ability to  self assess and grow from constructive criticism, Emotional Intelligence, Stamina/Perseverance (physical and intellectual), Entrepreneurship
  • Produce a defined set of Flexible, (Sector Specific) Foundational skills by industry sector (“Unicorn Technicians” - GA)
  • Integrate Design Thinking process into all levels of the education pathway to impart skill sets onto students
  • Define common marketing message for all to share
  • Leverage existing Chamber community outreach activities to advance this tactic
  • Define key components of successful local models such as GA Apprenticeship program such as the tiered, intentional outreach campaign and deploy this to others

  • Input from X# of industry, post-secondary and community is secured regarding Essential and Foundational Sector skills

  • Top Essential Skills are defined

  • Top Foundational Skills are identified by X# of sectors

  • Identify Design Thinking process


  • Essential Skills are defined and adopted with input from Employers

  • Develop an Essential Skills curriculum for K-16 by building upon resources like CTSOs, Colleges, and industry expectations

  • A community marketing plan and related materials (K-16, Adult Education, Faith Based programs, Parents, etc.) should be developed and deployed

  • Essential Skills are embedded beyond the classroom and across the community (i.e. sports, volunteer groups)

  • Categorize essential skills
  • Replicate key components of successful local models such as GA Apprenticeship program.
  • Address instruction capacity issues related to scaling apprenticeship-like models

  • X# of Employers commit to embedding Essential Skills  

  • X# of Education programs commit to embedding Essential Skills curriculum

  • X# of Community Programs commit to embedding Essential Skills

  • A pipeline of students and future employees  exists who embody this set of skills and the community has committed to the importance of the process

  • Unicorn employees/unicorn culture

  • Pilot a transitional program for students imbedding essential  skills (ie summer jobs, internships, scholarship opps) to

build a pathway to employment and create awareness of local opportunities. Attracting bigger cross section of students and parents

  • Parent buy in and understanding of opportunities

  • Blueprint for interactive tours, internships, externships, etc. for students and community partners  and onboarding of businesses through replication of BEST practices. Peer reviewed references and recommendations
  • 3 additional companies are implementing innovative programs like GA’s apprenticeship program

  • Essential Skills are applied in education, training and retraining realms and exhibited in the workplace.

  • Employers are going to local schools to find qualified applicants (actively seeking applicants from school programs because of quality of students)

  • Essential Skills are embedded into mentorships, apprenticeship programs.

  • Employers are visiting and interacting with schools to model Essential Skills for students through classroom visits

  • A direct pipeline program is in place and employers have formed partnerships with education

  • MOU between Employers and Education defining a mutual commitment.
  • x% increase in the education factor (degree attainment, educational level, etc.)  as reported in census


  • Adaptive Future Ready Students
  • x% of locals are hired and maintain employment

  • Employers report high satisfaction with local hires

  • % of Employers hiring locals
  • x# of new businesses are started
  • x# of new businesses have each existed for 5 years

Tactic #1:

Target Population

Expected Dates of Implementation


Services needed from the community

Who will benefit from this initiative?

Students, employers, community and schools.

Start Date:

March 15, 2019

End Date:

Identify Skill Sets: October, 2019

Curriculum Defined: December, 2019

Marketing Plan & Materials: March, 2020:

Essential skills embedded: September, 2020

Initial Pipeline Partnership Expansion: June, 2020


How will you describe to the greater community what you are doing?

Making a common commitment to creating a pipeline of students and future employees who embody the essential skills, who are connected to employment, and want to stay in the high desert to build the community’s future.. Attracting new businesses to come here eager to hire our established workforce

How can community partners engage this initiative? What are you looking for? How can existing resources in your community be aligned?

Join the conversation! (ie elected officials, more local businesses

Work to continue building the model of what the High Desert is capable of

Adopt and implement the essential skills we have created

How did your A-Team engage members of the Target Population during the tactical planning process?

Employers were at the table and continued the conversation with other members of their staff.

Students have participated by attending events like Pathways to Success/Made in the High Desert

Haven’t fully engaged parent population yet

Systemic Change Through Collective Impact

How does this change business as usual in our community?

How will this affect future generations?

How will this scale and be sustained?

Current and new industry will choose to employ , local talent from our student pool, growing our own economy

Changes the conversation to college AND career - not either or

Helps businesses to expand their training and recruitment methods

  • Unravel the conundrum of intergenerational poverty

  • Deeper community engagement because people have more time because they are locally employed

  • Changes culture for children growing up here - parents here vs. down hill, students see opportunity of jobs here

  • Builds entertainment and cultural opportunities

One business has success and more businesses will see that there is a better qualified workforce locally and will want to participate

Education and mindset shifts as the need shifts by engaging with businesses to provided industry relevant opportunities in the classrooms

New industry will be born and innovation and entrepreneurship will flourish

A shift in resources and investments to proven strategies through this endeavor through building stronger relationships

Creates a “continuing education units” model to keep educators and businesses connected and on the cutting edge

Utilizing media/social media to draw in new businesses and educate the local populace