Landscape Analysis: Washington workforce ecosystem touchpoints with employers
This dashboard catalogs the ways Washington's public education, training, and workforce systems engage employers — the requests they make, the input they seek, and the commitments they ask employers to take on.
What it captures: Over 65 distinct types of touchpoints through which Washington's workforce development and career and technical education systems engage employers. For each touchpoint, the landscape analysis documents what it is, what employers contribute or commit to, and whether it is driven by federal law, state statute, institutional policy, or institutional practice.
What it doesn't capture: Employer engagement by agencies and institutions whose focus is broader than workforce development or career and technical education — such as four-year universities or local and county government entities. These organizations may engage employers in workforce development activities, but not in a uniform way and not as their primary purpose. Where this engagement does occur, it represents additional touchpoints beyond what is documented here.
How to use it: This resource is interactive. Hover over any dot on the diagram to see the touchpoint name, and click it to jump to the full detail in the table below.
| # | Employer engagement type | Description | Employer input, responsibilities, or commitments | Required by |
|---|---|---|---|---|
| 1 | Participate in the Comprehensive Local Needs Assessment (CLNA) | A required local needs assessment that eligible recipients must complete to receive Perkins funds; it is typically conducted at the district/college or consortium level and tied to specific programs. | Provide input on assessment elements (e.g., degree to which programs have up-to-date equipment, program responsiveness to labor market needs, whether programs lead to credentials of value, etc.) | Perkins V funding requirement (CLNA required for eligible recipients) |
| 2 | Serve on district-level CTE General Advisory Councils (GAC) | District-level council that provides ongoing direction and guidance to administrators and teachers for the entire CTE program offered by a district, and helps ensure alignment with labor market needs and program quality. | Review and approve CTE frameworks; provide input on the CLNA; recommend program and curriculum improvements; strengthen partnerships among business, labor, community, and education; validate academic and occupational competencies and review program quality; communicate CTE goals to students, families, employers, and the community | Perkins V funding requirement (local CTE advisory structures used to meet Perkins expectations) |
| 3 | Serve on district-level, program-specific CTE advisory committees | Program-level committee that provides guidance for a specific CTE program within a school district or skills center. | Program-specific guidance in same areas as above | Perkins V funding requirement (local CTE advisory structures used to meet Perkins expectations) |
| 4 | Co-develop and validate occupational skill standards and curriculum for new or revised CTE offerings | Employers help define or refresh skill standards and course materials (e.g., DACUMs, industry panels); local frameworks are typically reviewed and validated by the GAC and submitted to OSPI for approval. Districts adopt frameworks as desired. | Define and validate occupational competencies (KSAs, tasks, tools/technology); review standards and course materials; confirm relevance to hiring needs | OSPI CTE program approval requirements |
| 5 | Support and engage with Career and Technical Student Organizations (CTSOs) | CTSOs are student-led organizations aligned to specific CTE program areas that support leadership development and career exploration. Employers may contribute through advising, mentorship, event support, and competitive events. In some cases, CTSOs are led by industry partners. | Judge or evaluate competitions; mentor students and share industry expertise; sponsor CTSO activities (financial or in-kind); support student leadership aligned to industry pathways | OSPI CTE program standards and local practice; allowable use of Perkins funds |
| 6 | Participate in Core Plus | Core Plus is an industry-validated, skills-based curriculum. Core Plus Aerospace, Construction and Maritime are supported by sector leads who work with OSPI on program implementation and employer engagement. | Co-design and validate curriculum; provide speakers, site visits, and externships; recognize the certificate as a hiring signal | Institutional practice |
| 7 | Participate in system-supported out-of-school career exploration programs | Employers participate in structured out-of-school programming as mentors and content experts. | Mentor and facilitate activities; provide demonstrations or facilitate activities; offer student feedback | Institutional practice |
| 8 | Participate in non-CTE classroom-based career-connected projects | Employers support career-connected projects in non-CTE settings by grounding learning in real industry problems and feedback (e.g., co-developing short instructional units). | Define authentic challenges; provide expertise; review student work and provide feedback | Institutional practice |
| 9 | Participate in regional career fairs and sector showcases | Employers participate in regional events that expose students and families to pathways, careers, and opportunities. | Staff booths or demonstrations; share career and pathway information; participate in panels or Q&A sessions; recruit for jobs/internships (where relevant) | Institutional practice |
| 10 | Provide or participate in work-based learning (WBL) opportunities offered by CTE programs | CTE programs must offer students the opportunity to participate in WBL. Washington selected WBL participation as its Perkins V secondary program quality indicator for CTE concentrators. | Provide or participate in: Job Shadows, Guest Speaking, Mentorship, Host field trips, Internships, Registered Apprenticeship, Clinicals. If providing credit-bearing worksite learning: develop a learning plan, sign an agreement, verify hours, coordinate with the WBL coordinator, provide feedback and complete progress reports. | Perkins V accountability (WA secondary program quality indicator: WBL participation); state rule for credit-bearing worksite learning (WAC 392-410-315) |
| 11 | Post opportunities and engage students via High School & Beyond Plan platform (planned) | Employers may post jobs, internships, and WBL opportunities via the HSBP platform and engage students virtually (if enabled). | Post opportunities; provide role and skill information; engage students virtually (if enabled) | Institutional practice |
| # | Employer engagement type | Description | Employer input, responsibilities, or commitments | Required by |
|---|---|---|---|---|
| 12 | Participate in the Comprehensive Local Needs Assessment (CLNA) | A required local needs assessment that eligible recipients must complete to receive Perkins funds; it is typically conducted at the district/college or consortium level and tied to specific programs. | Provide input on assessment elements (e.g., degree to which programs have up-to-date equipment, program responsiveness to labor market needs, whether programs lead to credentials of value, etc.) | Perkins V funding requirement (CLNA required for eligible recipients) |
| 13 | Provide input into Center of Excellence (COE) activities (recently eliminated from state budget) | COEs engage employers through surveys, site visits, and convenings to inform industry-college alignment and continuous improvement. | Share technology and industry trends; inform curriculum and program reviews | Institutional practice (driven by COE workplan) |
| 14 | Serve on Aerospace and Advanced Materials Manufacturing Pipeline Advisory Committee | A statewide advisory committee that provides input on aerospace and advanced materials manufacturing training needs and program alignment. | Provide information on training programs; evaluate completion and job placement outcomes; inform faculty professional development | State statute (RCW 28B.50.903) |
| 15 | Serve on SBCTC Customer Advisory Committee | A state-level advisory group that provides input on Worker Retraining and Job Skills Program policy and implementation. | Advise on Worker Retraining and Job Skills program policy and priorities; provide input on workforce training needs; inform recommendations related grant partnerships; review and evaluate Job Skills grant applications | State statute (RCW 28C.18.162–168, RCW 28B.04.220) |
| 16 | Serve on grant review committees for competitive funding programs | SBCTC convenes grant review committees for competitive funding programs. Review committees typically include business, labor, education, and workforce development representatives. | Review and score grant proposals using evaluation rubrics; provide recommendations to staff and leadership | SBCTC grant administration practice |
| 17 | Serve on professional-technical advisory committee (PAC / TAC) | Each community and technical college or college district is required to have an industry advisory committee for each program. Committees provide ongoing guidance on program relevance, quality, and alignment with labor market needs. | Advise on program design, curriculum, delivery, equipment/facilities, and instructional quality; support employment pathways (internships, hiring connections) | State statute (RCW 28B.50.252) and Perkins V |
| 18 | Serve on Center of Excellence (COE) advisory committee (recently eliminated from state budget) | Each Center of Excellence is required to have an advisory committee that provides guidance into the areas of focus for the COE. The committee typically has (but is not required to have) a majority of members from the business community. | Provide input on the annual workplan; share industry updates; review COE reports; provide input into COE assessments | SBCTC COE requirements and procedures |
| 19 | Serve on Worker Retraining and related financial aid advisory structures | Advisory committees (with majority business/labor membership) guide program mix and annual planning for Worker Retraining resources at each individual CTC. | Advise on mix of programs funded with Worker Retraining Enrollment Support dollars; provide guidance on the annual Worker Retraining Plan; receive implementation updates | SBCTC Worker Retraining program requirements |
| 20 | Serve as CTC trustee | Governor-appointed trustees provide governance and long-term oversight. Technical-college districts must include business and labor representation. | Set long-term direction for college; provide governance oversight (CEO, policies, budget); engage external stakeholders (e.g., legislators) | State statute (RCW 28B.50.100) |
| 21 | Co-develop and validate occupational skill standards and curriculum for new or revised program offerings | Employers help define or refresh skill standards and course materials (e.g., DACUMs, industry panels); local frameworks are typically reviewed and validated by the PAC/TAC committee and submitted to SBCTC/State Board office for approval. Colleges manage course-level curriculum through local governance. | Define and validate occupational competencies (KSAs, tasks, tools/technology); review standards and course materials; confirm relevance to hiring needs | Program approval requirements |
| 22 | Engage with college Continuing Education programs | Continuing Education programs often engage employers through contract training and other market-driven partnerships. | Inform development of customized training offerings; in some cases, apply for Job Skills Program or Customized Training Program support | Institutional practice |
| 23 | Support scholarships and facilities development through college foundations | College foundations ask employers to support scholarships, capital campaigns, and other fundraising partnerships. | Provide funding or in-kind support; support scholarships, equipment, or facilities; participate in fundraising efforts | Institutional practice |
| 24 | Host work-based learning (internships, practicums, clinicals) | Employers host workplace learning experiences aligned to CTC programs. Many colleges coordinate these through dedicated staff. | Host internships, practicums, job shadows, mentoring, and clinical placements | Variable: Institutional practice, State Statute, Perkins V funding requirement, Accreditation |
| 25 | Participate in career fairs | Colleges host events to connect students to internships and employment opportunities. | Participate in career fairs; recruit for jobs/internships (where relevant) | Institutional practice |
| # | Employer engagement type | Description | Employer input, responsibilities, or commitments | Required by |
|---|---|---|---|---|
| 26 | Provide input into Washington's workforce planning processes | Employers provide input into Washington's workforce planning — including the federal WIOA combined plan (Talent and Prosperity for All; 4-year with 2-year updates) and the state's 10-year strategic workforce training and education plan (4-year updates). Engagement is shared across both. | Provide input (as requested), including through the Industry Advisory Committee | WIOA planning requirement (consultation and public comment); State statute (strategic plan requirement, RCW 28C.18.080) |
| 27 | Respond to the Employer Needs and Practices Survey | Biennial survey/report assessing awareness of the workforce system, hiring challenges, training practices, and satisfaction with workforce-system-connected hires. | Report on awareness, hiring challenges, strategies, employer-provided training, and satisfaction with hires | State statute (RCW 28C.18.060(10)) |
| 28 | Participate in the Industry Advisory Committee | Statewide committee of business, labor, and professional association leaders advising WTECB on workforce policies, programs, and investments, and providing feedback on implementation. | Advise on workforce policies, programs, and investments; provide feedback on how implementation meets industry needs; surface innovative, practical, mutually beneficial improvements | Institutional practice (not statutorily required) |
| 29 | Serve in formal governance roles on the State Workforce Board | Employers serve as board members shaping statewide strategy, performance/accountability, and cross-system policy coordination. The Association of Washington Business (AWB) holds a co-chair role, representing a statewide business membership. | Represent employer needs; contribute to strategy and policy development; review and approve recommendations and direction; provide feedback on Talent and Prosperity for All plan | State statute (RCW 28C.18.020) |
| # | Employer engagement type | Description | Employer input, responsibilities, or commitments | Required by |
|---|---|---|---|---|
| 30 | Provide input into Workforce Development Council priorities and activities | Local employers provide input on strategic priorities, programs, and funding opportunities based on regional needs. | Identify industry priorities; share workforce needs; advise on strategic opportunities | Varies (often grant- or initiative-driven) |
| 31 | Serve on a Local Workforce Development Board | Boards must have majority business representation and are responsible for regional WIOA strategy, oversight, and approval of the local plan. | Approve the local WIOA plan; oversee compliance with WIOA and state policy; oversee WorkSource offices, ensuring compliance and performance; align partner investments and sector efforts | WIOA governance requirement |
| 32 | Host work experiences for WIOA adult, dislocated worker, and youth program participants | Local workforce boards and WorkSource business services staff recruit employers to host work experiences for participants enrolled in WIOA Title I adult, dislocated worker, and youth programs. | Host work experience participants; provide supervision and structured learning; coordinate with WorkSource business services staff | Federal law (WIOA Title I; work experience is a required program element for youth and an allowable service for adult and dislocated worker programs) |
| 33 | Provide on-the-job training (OJT) for WIOA adult and dislocated worker program participants | Local workforce boards execute OJT contracts with employers to hire and train adult or dislocated worker program participants. Employers receive reimbursement of a portion of wages during the structured training period. | Hire OJT participants; deliver structured on-the-job training; fulfill contract terms; receive wage reimbursement during training period | Federal law (WIOA Title I; OJT is an allowable training service for adult and dislocated worker programs) |
| 34 | Access incumbent worker training to upskill existing employees | Local workforce development boards help employers fund training for their existing workforce — to avert layoffs or build skills for advancement. The board brokers and reimburses: the employer selects and pays a provider, then recovers the federal share. | Identify training needs; select a provider; contribute the required employer match; submit invoice and match documentation for reimbursement | Federal law (WIOA Title I; incumbent worker training is an allowable use of adult and dislocated worker funds) |
| 35 | Use and participate in the WorkSource system | Employers engage with WorkSource for services such as recruiting, hiring events, HR support, labor market data, and access to tax credits (e.g., WOTC). | Use WorkSource services; post jobs; participate in hiring events | WIOA service delivery requirement |
| # | Employer engagement type | Description | Employer input, responsibilities, or commitments | Required by |
|---|---|---|---|---|
| 36 | Participate in an Industry Economic and Sector Platform | Industry-based bodies provide structured employer input to advise L&I and the Washington State Apprenticeship and Training Council (WSATC) on industry standards, common competencies, and the sustainability and quality of new apprenticeship programs, particularly as apprenticeship expands into new sectors. | Serve as industry experts for registered apprenticeship; advise on common competencies and standards; assess proposed programs against industry standards; inform expansion of apprenticeship into new industries and occupations | State statute (RCW 49.04; sector platform authority established in 2021 legislation) |
| 37 | Serve on the Washington State Apprenticeship and Training Council (WSATC) | WSATC holds approval and rulemaking authority for apprenticeship standards and compliance. | Approve apprenticeship programs; establish standards (e.g., RTI, OJT, instructor qualifications); determine program compliance | State statute (RCW 49.04.010) |
| 38 | Serve on a Washington State Apprenticeship and Training Council (WSATC) subcommittee | Subcommittees advance targeted work between Council meetings and develop recommendations on policy and implementation issues. | Provide subject-matter expertise on occupation- or policy-specific issues; identify operational issues and propose improvements; support quality, compliance, and continuous improvement | Institutional practice |
| 39 | Sponsor a registered apprenticeship program | Sponsors are legally responsible for program standards, compliance, and operation across the full apprenticeship lifecycle. Sponsors may be single employers or group programs (union or non-union). | Develop and maintain program standards; ensure compliance; recruit and oversee training agents; coordinate related instruction; convene and operate apprenticeship committees | State statute and rule (RCW 49.04; WAC 296-05) |
| 40 | Serve on an apprenticeship committee | Committees develop standards and operate apprenticeship programs; membership includes equal labor and management representation. | Develop standards; operate programs; ensure compliance | State statute and rule (RCW 49.04.040; WAC 296-05-009) |
| 41 | Serve as a training agent for a registered apprenticeship program | Approved employers provide on-the-job training for apprentices under sponsor oversight and WSATC standards. | Train apprentices on the job; pay appropriately; maintain supervision/ratios; comply with standards | Program standards and state rule (WAC 296-05) |
| # | Employer engagement type | Description | Employer input, responsibilities, or commitments | Required by |
|---|---|---|---|---|
| 42 | Report workforce composition by occupation code (Employment Security Department) | Employers covered by unemployment insurance must report the Standard Occupational Classification (SOC) code or job title for each worker as part of their quarterly unemployment insurance filings. The data supports state workforce planning. | Report SOC code or job title for each worker through quarterly unemployment insurance filings | State statute (RCW 50.12.070) |
| 43 | Inform workforce elements of sector-based economic development efforts and strategy (Commerce) | Commerce's Economy Leads engage Washington employers through primarily one-on-one outreach to inform sector-based economic development efforts and strategy. | Surface sector workforce challenges and priorities; identify needed partners for specific initiatives; provide feedback on workforce-related approaches | Institutional practice |
| 44 | Serve on Keep Working Washington work group (Commerce) | Commerce convenes cross-sector members to address statewide economic policy related to immigrant workers and business owners. | Recommend strategies to attract/retain immigrant entrepreneurs; recommend approaches to stabilize agricultural workforce | State statute (RCW 43.330.510) |
| 45 | Serve on the Washington State Rehabilitation Council (WSRC) | A governor-appointed, federally mandated council that advises the Division of Vocational Rehabilitation (DVR) on its services, goals, and performance for people with disabilities. | Serve as the business/industry representative on the council; review and advise on DVR's plans, goals, and performance from an employer perspective | Federal law (WIOA Title IV; Rehabilitation Act §105) |
| 46 | Co-develop career-connected learning pathways (Career Connect Washington) | Employers engage – often through CCW Sector Leaders – to design and deliver career-connected learning across exploration, preparation, and launch activities. | Career exploration: Provide classroom speakers, job shadows, site visits, mentorship; Career prep: Validate curriculum; Career Launch: Host internships or apprenticeship | State statute (RCW 28C.30.050) |
| 47 | Host paid work experiences for students with disabilities through DVR Pre-Employment Transition Services | DVR reaches out to employers to host paid work experiences for students with disabilities before they enter the workforce, providing supervision and workplace exposure as part of a federally required transition program. | Host paid work experiences; provide supervision and feedback; coordinate workplace accommodations | Federal law (WIOA Title IV; Pre-ETS requirement) |
| 48 | Partner with DVR on hiring and on-the-job support for individuals with disabilities | DVR reaches out to employers to place individuals with disabilities into jobs, providing on-site job coaching and coordinating workplace accommodations at no cost to the employer. | Work with DVR staff to identify open positions or tailor a role to fit the individual; hire the individual placed by DVR; provide access for on-site job coaches; implement workplace accommodations | Federal law (WIOA Title IV; Rehabilitation Act) |
| 49 | Partner with the Department of Services for the Blind (DSB) on hiring and on-the-job support for individuals with visual impairments | DSB reaches out to employers to place individuals who are blind or have significant visual impairments into jobs, providing job coaching and specialized support for visual accessibility and workplace accommodations at no cost to the employer. | Work with DSB staff to identify open positions; hire the individual placed by DSB; provide access for job coaches; implement visual accessibility accommodations | Federal law (WIOA Title IV; Rehabilitation Act) |
| 50 | Partner with veterans' employment representatives on veteran hiring | Veterans' employment representatives (LVERs) reach out to employers through WorkSource Centers to develop job opportunities and connect veterans with open positions. LVERs also recruit employers into Washington's YesVets program, a voluntary recognition program for veteran-friendly employers. | Engage with veterans' employment representative outreach; participate in veteran-specific hiring events; consider veteran candidates referred through WorkSource; optionally enroll in YesVets | Federal law (Jobs for Veterans Act; Wagner-Peyser Act as amended by WIOA) |
(E.g., Private career schools, Nonprofits, Industry Associations, Chambers, Workforce Intermediaries, Sector partnerships, Economic development intermediaries, Program-building efforts, etc.)
| # | Employer engagement type | Description | Employer input, responsibilities, or commitments | Required by |
|---|---|---|---|---|
| 51 | Write letters of support | Employers provide letters that signal endorsement, alignment, and/or participation commitments for partner funding applications. | Provide a letter documenting support and/or commitments | Often funding-driven (federal, state, or philanthropic requirements) |
| 52 | Participate in surveys or research | Employers share input through surveys, interviews, or focus groups to inform partner strategy and evaluation. | Provide input to inform strategy and evaluation | Often funding-driven (federal, state, or philanthropic requirements) |
| 53 | Participate in roundtables or convenings | Employers participate in convenings to inform regional strategy, sector priorities, or program design. | Provide input; share practices; signal readiness to participate | Often funding-driven (federal, state, or philanthropic requirements) |
| 54 | Serve on workforce partner advisory committees | Employers serve on standing advisory committees or work groups convened by intermediaries or nonprofits to guide strategy and implementation. | Provide ongoing guidance and validation | Often funding-driven (federal, state, or philanthropic requirements) |
| 55 | Inform workforce policy recommendations | Employers provide input into policy proposals and, in some cases, publicly support policy recommendations. | Provide policy input and/or endorsements | Mission- and strategy-driven (organizational practice) |
| 56 | Serve on boards of directors | Employers serve as fiduciary board members providing governance, oversight, and strategic direction. | Provide governance and oversight; set strategic direction | Organizational policy |
| 57 | Provide funding or in-kind support for training facilities | Employers contribute funding, equipment, tools, space, or expertise to build or sustain hands-on training facilities. | Provide funding and/or in-kind support | Program- and partner-driven (varies) |
| 58 | Provide classroom speakers | Employers provide subject-matter experts to speak in classrooms about careers, skills, and industry context. | Share industry expertise with students | Educator- and partner-driven (varies) |
| 59 | Serve as mentors | Employers/employees mentor students, with commitments ranging from short-term to sustained depending on program design. | Mentor students | Program- and partner-driven (varies) |
| 60 | Participate in mock interviews | Employers conduct mock interviews to help students practice and improve interview skills. | Conduct mock interviews | Program- and partner-driven (varies) |
| 61 | Host job shadows or site visits | Employers host students to observe workplaces and learn about roles, skills, and pathways. | Host students for workplace observation | Program- and partner-driven (varies) |
| 62 | Provide projects for project-based learning | Employers contribute real-world challenges or case studies for students to solve, often with feedback. | Provide projects/case studies; review student outputs (where applicable) | Program- and partner-driven (varies) |
| 63 | Serve as judge for student competitions | Employers judge competitions and may support student preparation and career readiness activities. | Judge competitions and/or support preparation | Program- and partner-driven (varies) |
| 64 | Host work-based learning experiences | Employers provide structured, on-site learning experiences that build skills and expose learners to real work. | Host on-site learning; provide supervision and feedback; consider hiring participants | Program- and partner-driven (varies) |
| 65 | Offer internships | Employers employ interns and provide structured learning, exposure, and supervision. Internships vary in duration and compensation. | Develop internship programs; employ interns; provide supervision and learning structure; consider hiring interns | Program- and partner-driven (varies) |
| 66 | Serve as a training agent for registered apprentices | Employers serve as training agents with intermediary or nonprofit support and provide on-the-job training under sponsor oversight and apprenticeship compliance requirements. | Provide on-the-job training; meet compliance requirements | Often funding-driven (federal, state, or philanthropic requirements) |
| 67 | Participate in career fairs | Employers staff booths and share information about roles, pathways, and opportunities. | Staff booths; share pathway and role information; provide hands-on examples of work | Program- and partner-driven (varies) |
| 68 | Interview or hire from training programs | Employers commit to interviewing and/or hiring participants and graduates of specific education and training programs. | Interview participants; hire graduates | Often funding- or partnership-driven (varies) |