Executive Summary

Guam workforce & Economic Development Summit

The Power of e3…Fueling Guam’s Economy
Sponsored by
The Honorable Felix P. Camacho
Governor of Guam
and the Guam Workforce Investment Board (GWIB)
in cooperation with
The Guam Chamber of Commerce,
Guam Contractors Association and
Guam Hotel & Restaurant Association
October 11-13, 2004
Marriott Hotel,
Tumon, Guam

Purpose
The purpose of the Summit was to increase the rate of participation by the private sector in the
work of the Guam Workforce Investment Board and ultimately the economic development of
Guam. This purpose is stated in the GWIB strategic plan titled, “Creating a Competitive
Economic and Workforce Advantage: Transitional strategic planning initiative for the Guam
Workforce Investment Board.” Another stated purpose of the Summit was to create dialog
between the GWIB and industry clusters to begin collecting data about the island’s workforce
needs. Findings of the Summit will be used to update initiatives in the GWIB Strategic Plan.

Speakers
Several speakers offered insight into developing the workforce from various perspectives. Mike
McBreen, Director of Global Operations for Nike talked about private sector involvement and
creating a culture of corporate citizenship. Dr. Ernesto Sirolli, Chairman and CEO of the Sirolli
Institute entertained the audience with stories of enterprise facilitation and how Guam might
incorporate the idea of promoting and enabling individual entrepreneurship into the GWIB
strategic plan for economic development. John Jacobs, Federal Project Officer for the U.S. Dept.
of Labor, ETA, Region 6, discussed ways to effectively use USDOL resources to help meet
GWIB goals. Peter Barcinas, Program Leader for the University of Guam Cooperative
Extension Service, Economic and Community Systems talked about ways to partner with Land
Grant resources. Gerry Perez spoke about the future of Guam’s economic development and
opportunities and challenges on the horizon. And Dr. John Rider summarized the work of the
facilitated dialog groups charged with assessing upcoming workforce needs in the industry
clusters of healthcare, industrial trades, tourism, information technology and communications,
business/finance/emerging businesses, and education.

Facilitated Dialogs for Industry Clusters

The heart of the Summit was the Facilitated Dialogs for Industry Clusters which used the
“appreciative inquiry” method of dialog to help participants focus on the possibility of positive

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outcomes rather than focusing on simply identifying problems and complaining about the
situation.

Participants were asked to identify “Signature Programs” of success; their experiences with
productive, successful programs or processes. They identified programs such as school
partnerships for practical experience through clinical settings, internships, corporate sponsorship
of programs and students, apprenticeship, financial aid for students and accelerated learning
programs for industry or skill certifications, and degrees at GCC and UOG as being the most
successful examples. And the most common conditions for success were good working
relationships, sharing limited resources, and adequate funding – both Federal and private, and a
clear vision of the goal at hand.

Needed Entry-level Skills

Participants also identified occupational needs during the facilitated dialog session. There is a
universal need for a trained workforce ranging from entry-level basic skills to industry-specific
certifications and professional degrees including trained teachers, special education personnel,
medical personnel at all levels, and information technology specialists. Attendees at the Summit
were also asked to fill out a survey of to identify a variety of employment and workforce factors,
the results of which are reported elsewhere in this report. Most often reported in the survey
results and in the dialog sessions was the need for reading, writing, listening and
communications skills. Communications skills can best be characterized as “customer service
skills.” There was an expectation by all participants, whether surveyed or through dialog, that
training needs should be met by local schools, colleges, and universities whenever possible, and
that adequate funding be provided to meet performance-based goals.

Obstacles
The obstacles to an attractive, well trained workforce rendered down to several themes. Top on
the list was the island’s Infrastructure - water, power, waste – lack of proper maintenance, and
poorly performing government managers. Dialog groups reported a general lack of overall value
for education, which explains to some extent the poor entry-level skills of the labor pool, and the
general lack of respect and recognition for educators. Low salaries and the rising costs of
benefits (especially healthcare)) compared to mainland U.S. wages was a factor because local
talent is often attracted elsewhere. Exacerbating the problem are outdated Civil Service Job
descriptions and cumbersome government procurement system and rules.

Although less directly stated, another obstacle was the accessibility and timeliness of
demographic, employment, and economic data. All groups reported the need for reliable data
about labor statistics, public assistance statistics, compensation and benefits information. They
also cited a need for an employee and student tracking system. Groups also reported the desire
to have up-to-date job placement information and an easy way to access available human
resources through a web-based source. A unified web-site for all government information was
deemed essential, but there was also an expectation that the government use e-mail distribution
lists, periodicals, and other forms of media to distribute data. They also wanted an accurate
listing of available training providers, certified professionals and specific information about the
kind of services or training available locally.

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Dreams of What Could Be
Participants at the Summit dreamed of a strong Guam cultural identity characterized with shared
values of cleanliness, organization, time, customer service, and a productive work ethic. They
dreamed of a highly literate, competent, caring workforce with caring managers. They
envisioned less government bureaucracy, a more reliable transportation system, a well
functioning island infrastructure, locally available healthcare to eliminate the need for off-island
care, up-to-date technology at all levels of government, childcare assistance, and trained
information technology specialists. They dreamed of competitive compensation, frequent skill
training, language training, incentive and recognition programs, and effective communications.
They dreamed of more funding for apprenticeship programs, more certified vocational teachers,
and more financial aid for students and incumbent workers. They also dreamed of a workforce
that includes persons with disabilities in meaningful and productive ways.

Making Necessary Changes

There are a number of steps that can be taken to improve the quality of the local workforce.
They fall into distinct categories:

Government:
• Reviews rules, regulations, laws and processes that hamper economic progress
• Conduct salary surveys to increase competitiveness of Guam’s non-government
workplace
• Conduct a Civil Service review of job descriptions and salary levels to increase
competitiveness of Guam’s government workplace
• Create up-to-date Civil Service job descriptions for Information Technology jobs,
including that of webmaster.
• Systematically reduce reliance on the H-2 program wherever possible
• Improve health care
• Improve the reliability of the island’s infrastructure

Education:
• Increase investment in training & education at all levels
• Establish more early childhood education and programs
• The most urgent need is to establish competency-based programs in reading, writing and
math from grade to grade in the K-12 system. Students must not be allowed to progress
from one grade to another without mastering these competencies at each grade level.
• Establish better career counseling programs in the middle and high schools.
• Establish better pre-apprenticeship programs in the middle and high schools.
• Strengthen existing industry-specific advisory councils to form stronger links to training
• Utilize apprenticeship programs more fully and aggressively
• Provide grant writing training opportunities
• Assess workforce needs yearly
• Require competency-based recertification for K-12 teachers
• Provide training on Succession Planning

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 • Encourage Cross-training
• Develop locally sponsored conferences to upgrade skills
• Provide training for meaningful employee evaluation processes
• Provide training about mentoring programs
• Provide training opportunities for executives and leaders
• Provide training for long-term planning
• Strengthen IT training at all levels
• Provide more laanguage training programs at all levels, particularly for tourism-related
industries

Brief Synopsis of Survey Results

Sixty-six (65.69) percent of the Summit participants completing the survey were from companies
with fewer than 100 employees. Highest representation (52.94%) came from local government
employees, the remainder (45%) from the private sector and the federal government (1.96%).
While these statistics are somewhat disappointing given that the purpose of the Summit was to
increase private sector involvement, participation by the private sector was substantial.

Interestingly, the survey results confirm a desire from employers that the qualifications of the
entering workforce should be stronger, particularly in the areas of basic skills of reading, writing,
listening, communicating, and math. Employers reported general satisfaction with current
employees but noted a large need for in-house seminars and workshops, and that those
opportunities should be provided by Guam Community College (GCC), the University of Guam
(UOG), and self-study.

More Information is Needed

It should come as no surprise that entry level applicants need to be better trained, and that while
trained applicants are needed in all areas, more information is needed to identify which are the
most pressing needs and which can be accomplished within the limited resources available. It’s
clear that the Guam Workforce Investment Board needs to assume leadership in developing
partnerships with local training providers and businesses to actualize a plan to address the needs
of the community.

Updates to Guam Workforce Investment Board (GWIB) Initiatives

This list of tasks will be incorporated into the GWIB Strategic Plan.
1. Convey to government the need to improve the infrastructure of the island
2. Establish a public relations campaign to accomplish the following:
a. Prepare a public relations plan to link jobs to education
b. Link traditional cultural values of cleanliness, respect, a productive work
ethic, and hospitality to the success of Guam’s economic development
c. Prioritize Workforce Investment Act (WIA) funding to targeted areas of
emphasis, i.e. improving basic employability skills (reading, writing,
communicating and math) and apprenticeship programs, and healthcare.
d. Provide funding for pre-apprenticeship programs in the trades
e. Strengthen partnerships with various groups such as Guam Contractor’s
Association (GCA), Chamber of Commerce, Guam Hotel and Restaurant
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 Association (GHRA), Guam Visitor’s Bureau (GVB), and Guam
Economic Development and Commerce Authority (GEDCA).
f. Work with the Small Business Development Center (SBDC) to establish
entrepreneurial start-up programs such as enterprise facilitation
g. Coordinate a review of Civil Service job classifications
h. Help establish information technology job descriptions for Civil Service
i. Coordinate a task force to review current laws and procedures that hamper
economic development
j. Coordinate a task force to review and streamline current government
procurement regulations and practices
k. Coordinate a task force to improve access to government information, i.e.,
a unified web-accessed database.
l. Coordinate a task force to update all aspects of government information
technology
n. Improve Entrepreneurship opportunities using Enterprise Facilitation

Survey Results
1. What is the total number of employees 153
at your organization?
1 – 99 67 65.69%
100 – 199 8 7.84%
200 – 299 12 11.76%
300 – 399 3 2.94%
400 – 499 2 1.96%
More than 500 10 9.80%

2. Please identify your type of business or

industry: (check on)
Agriculture 1 0.98%
Finance, Insurance, R/E 7 6.86%
Healthcare 4 3.92%
IT/Communications 1 0.98%
Industrial Trades 5 4.90%
Retail 4 3.92%
Transportation/Utilities 1 0.98%
Tourism 9 8.82%
Wholesale 0 0.00%
Services 14 13.73%
Local Government 54 52.94%
Federal Government 2 1.96%
Military 0 0.00%

3. What is the minimum entry-level education required for an entry-level position in your
company or agency?
None 16 16.49%
HS or GED 57 58.76%
Certificate/Licensure 3 3.09%
Associate's Degree 8 8.25%
Bachelor's Degree + 13 13.40%

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4. What is the preferred entry-level education required for an entry-level position in your
company or agency?
None 4 4.04%
HS or GED 39 39.39%
Certificate/Licensure 15 15.15%
Associate's Degree 14 14.14%
Bachelor's Degree + 27 27.27%

5. How much Previous experience is

required for an entry-level position at your
company?
None 35 34.31%
Less than One Year 19 18.63%
One or Two Years 34 33.33%
More than Two Years 14 13.73%

6. How importance is it for your employees Average

to possess the following knowledge and
skills?
Very=3; Somewhat=2;
Not Important=1; Don't Know=0
Reads with Understanding 2.88
Writes Clearly & Concisely 2.70
Applies Math Concepts/Operations 2.44
Speaks Clearly & Concisely 2.80
Listens with Understanding 2.89
Observes Critically 2.72
Uses Technology 2.54
Locates & Uses Resources 2.69
Effective Interpersonal Relations 2.76
Negotiation 2.32
Leadership 2.55
Teamwork 2.90
Cultural Diversity 2.58
Self-Esteem 2.66
Self-Management 2.68
Responsibility 2.88
Creative Thinking 2.62
Problem-Sloving 2.77
Decision Making 2.72
Visualization 2.58
Word Processing 2.46
Spreadwheets 2.31
Document Use 2.56
Job Task Planning & Organization 2.64
Significant Use of Memory 2.61
Finding Information 2.71

7. How would you rate the skills of current workforce?

Highly Proficient 17
Skilled 35
Adequate 44

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 Inadequate 3

8. How do you currently provide training or updating of skills for your employees? (check all
that apply)
None 8
In-House Seminars/Workshops 78
Commercial Vendor - Off-Site 16
Commercial Boot Camp - Off-Site 5
Four-Year College/University Classes 19
Community/Technical College Classes 25
Self-Study 28

Evaluation Results
And finally, according to the analysis of the evaluation forms participants were pleased with the
summit, they found the process useful and suggested that it be repeated annually, although
probably in a much shorter venue. Fifty people completed surveys about the overall summit.
When asked “How well do you feel the session went?” all responded either good or excellent.
Sixty three people responded to questions about the facilitated dialog session. Most respondents
marked the top two positive choices to all questions on the form. Overall, the written comments
were positive and helpful. All indications are that a similar summit held annually would be well
attended.

Report prepared by
Dr.John R.Rider
GWIB Member