Building Stronger Pathways into Critical Manufacturing Occupations Results from the Northern Colorado Manufacturing Partnership October 2015 About this Report Over the last 18 month, the Northern Colorado Manufacturing Partnership (NoCO Partnership), with support from the Colorado Workforce Development Council (CWDC), has engaged in an in-­‐depth process to improve the manufacturing talent pipeline in Northern Colorado. With leadership from the Partnership’s Talent Committee, manufacturers have spearheaded efforts to understand, identify, and address priority skills gaps in manufacturing, working in close collaboration with education and training providers in the region. This report summarizes the result of that process, including detailed skills profiles for six critical occupations as well as the Talent Committee’s Action Plan, which identifies a comprehensive approach to address priority skills gaps and improve the competitiveness of the manufacturing sector. The Colorado Workforce Development Council invested in the NoCO Partnership’s talent development work in order to pilot the implementation of the Step-­‐by-­‐Step Guide to Creating Career Pathways.1 This Guide describes a step-­‐by-­‐step approach to building career pathways through industry-­‐led sector partnerships. CWDC funded technical assistance, provided by Collaborative Economics, to help the NoCO Partnership identify critical occupations, understand underlying knowledge, skills and abilities required in those occupations, and develop a specific, detailed action plan to address priority skills gaps. Report Prepared by Collaborative Economics John Melville Francie Genz Jessie Oettinger 1
Access the Step-­‐by-­‐Step Guide at http://www.sectorssummit.com/wp-­‐content/uploads/2015/07/Creating-­‐
Career-­‐Pathways-­‐in-­‐Colorado.pdf Table of Contents Executive Summary .............................................................................................................................. 1 Introduction ......................................................................................................................................... 3 The Process of Understanding and Mobilizing Around Skill Gaps .......................................................... 6 Findings on Critical Occupations ......................................................................................................... 10 General Feedback on Skills Mismatch .................................................................................................... 10 Findings for Machinists .......................................................................................................................... 11 Machinists Tasks and Functions ......................................................................................................... 13 Findings for Welders .............................................................................................................................. 14 Welder/Fabricator Tasks and Functions ............................................................................................. 15 Findings for Assemblers ......................................................................................................................... 16 Assemblers Tasks and Functions ........................................................................................................ 17 Findings for Technical Sales Representatives ......................................................................................... 18 Technical Sales Representatives Tasks and Functions ....................................................................... 19 Findings for Engineers ............................................................................................................................ 20 Engineers Tasks and Functions ........................................................................................................... 22 Findings for Production Managers ......................................................................................................... 23 Production Management Tasks and Functions .................................................................................. 25 Talent Development Action Plan ........................................................................................................ 26 Expand Work-­‐Based Experiences for Students ...................................................................................... 26 Adapt Curriculum to Meet Industry Demand ......................................................................................... 28 Strengthen Capacity and Connections of Education and Training Providers ......................................... 30 Conclusion .......................................................................................................................................... 31 Appendix A: Sample Meeting Agenda for Critical Occupations Discussion .......................................... 32 Appendix B: Diving Deep Discussion Guides ....................................................................................... 33 Appendix C: Manufacturing-­‐Related Training Programs in Northern Colorado (Draft—Last Updated July 2015) ........................................................................................................................................... 35 Executive Summary The Northern Colorado Manufacturing Sector Partnership (NoCO Partnership) is an industry-­‐led, community-­‐supported collaboration dedicated to improving the competitiveness of the Front Range manufacturing sector. Over the last 18 months, the Partnership’s Talent Committee has been spearheading efforts to understand, identify, and address skills gaps in manufacturing, working in collaboration with education and training providers in the region. What began as an effort to identify critical occupations in manufacturing has resulted in a broad-­‐based mobilization of manufacturing employers and education partners committed to ongoing collaboration to prepare a skilled manufacturing workforce. During the first phase, the Committee worked to uncover actionable information on critical occupations and key skills gaps. In the second phase, the Committee developed an Action Plan to address those skills gaps and improve the manufacturing talent pipeline. The NoCO Partnership’s Talent Committee developed in-­‐depth profiles of six critical occupations: machinists, welders, assemblers, technical sales representatives, engineers, and production managers. These profiles were developed using labor market data as well as in-­‐depth qualitative input from manufacturers. This included focused conversations with hiring authorities as well as with high-­‐
performing employees in those occupations to uncover what knowledge, skills, and abilities are required to perform on the job. These conversations also uncovered a set of foundational talent needs for the broader manufacturing workforce. Key findings across the six occupations include: • For each targeted occupation, manufacturers identified specific skills gaps, or differences between the skills required on the job and skills among students coming out of training programs. Addressing these gaps will require a collaborative approach, with employers working in partnership with education and training providers to adapt and supplement curriculum. • Given the dynamism of the manufacturing sector, education and training partners need to be engaged in continuous conversations with employers to effectively prepare workers. Applied problem solving skills and versatility in working with new and emerging technologies are critical to being successful on the job. To effectively build these skills, continual dialogue between employers and educators is needed to ensure training is relevant. • Pathways into manufacturing careers should allow students and workers to build skills while discovering what occupations are a good fit for their aptitudes and personalities. Students are more likely to be successful if given broad exposure to different types of careers in manufacturing in order to assess their aptitudes for particular occupations. • Entry-­‐level employees need stronger “essential” skills and foundational technical skills. Among entry-­‐level employees, employers identified both a lack of “essential” skills, such as interpersonal skills and work habits, as well as foundational technical skills, such as familiarity with tools, machines and design documents. These technical skills are often taught in high school shop or industrial arts classes. • For skilled and specialized occupations, employees need broader knowledge to help them contextualize and solve problems. The ability to solve problems and think creatively is key to success in a range of manufacturing occupations. Building these skills requires more hands-­‐on experience as well as curriculum that helps students understand the goals and bottom lines of their firms. • Entry-­‐level engineering employees need more hands-­‐on experience on the shop floor. Employers reported that engineers in particular need additional hands-­‐on experience on the shop floor to build a deeper understanding of how things are built and function. Based on the results of the findings on critical manufacturing occupations, the Talent Committee met to develop a collaborative action plan to address high-­‐priority skills gaps. The Talent Committee includes both manufacturers (some of whom were initially engaged during the focus groups on critical occupations) and education and training partners committed to working together to strengthen the talent pipeline. Priority strategies are summarized below, with manufacturing employers volunteering as champions in each area: • Expanding work-­‐based experiences for students through project-­‐based internships, longer-­‐
term internships, and apprenticeships. Create tools and resources for manufacturing employers that streamline the process of developing and implementing work-­‐based experience programs and leverage lessons learned from regional manufacturers. • Adapt curriculum to meet industry demand by improving the quality of employer feedback on curriculum and augmenting existing programs with real-­‐world cases. Build cross-­‐program “advisory committees” made up of passionate and knowledgeable employers and employees from targeted occupations to share their feedback on curriculum changes and program development with program administrators from throughout the region. Create a “problem bank” of real-­‐world manufacturing problems and integrate them into curriculum. • Strengthen capacity and connections of education and training providers in order to support a coordinated response among educational programs and institutions. Strengthen linkages among educational institutions, allowing students to build relevant skills across programs. Create a new engineering pathway that links Front Range Community College to Colorado State University College of Engineering, providing multiple opportunities for students to build additional skills and/or gain work experience. 2 Introduction The NoCO Manufacturing Sector Partnership The Northern Colorado Manufacturing Sector Partnership (NoCO Partnership) formed in the fall of 2013 as an industry-­‐led collaboration committed to improving the competitiveness of manufacturing in the Front Range. The Partnership was launched using the methodology described in the Colorado Regional Sector Partnership Convener guide, which outlines a step-­‐by-­‐step approach for launching and sustaining an industry-­‐led sector partnership.2 Beginning with an open-­‐ended discussion about priority opportunities and requirements to grow the sector in Northern Colorado, the NoCO Partnership developed a three-­‐part Action Plan that addresses both workforce development and broader competitiveness needs of the sector. Led by industry and supported by a range of community partners in education, workforce, and economic development, the NoCO Partnership has since grown to more than 150 members. The Partnership has three active Committees: • Manufacturing Rocks works to engage a future workforce toward manufacturing careers, highlighting current career opportunities in manufacturing and conducting student tours of local manufacturing facilities. • Manufacturing Networks works to better connect the manufacturing community in Northern Colorado. This includes regular tours of manufacturing facilities and an annual Northern Colorado trade show. • Manufacturing Talent works with educators to prepare the next generation of manufacturers. This report summarizes the committee’s efforts to date in aligning education and training with the needs of industry. The Changing Manufacturing Workforce Manufacturing is a strong and growing sector in Northern Colorado. The sector represents nearly 22,000 jobs and is projected to grow ten percent over the next ten years (see Figure 1). Employers and public sector partners are committed to working together to make sure that NoCO residents have the appropriate information and training to pursue these lucrative and long-­‐term careers. Manufacturing has a relatively high number of entry-­‐level jobs requiring only a high school diploma or an associate’s degree. From there, workers can build skills both on the job and through formal credentialing and degree attainment to advance robust and varied careers. 2
Access the Colorado Sector Partnership Convener Guide at http://www.sectorssummit.com/wp-­‐
content/uploads/2014/09/Colorado-­‐Sector-­‐Partnership-­‐Convener-­‐Workbook-­‐+-­‐Sustainability-­‐2014.pdf 3 Current'and'Projected'Growth'in'NoCO'Manufacturing
Fort.Collins.and.Greeley.Metropolitan.Statistical.Areas,.2012.and.2020
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25000
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5000
0
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Data.Source:.Bureau.of.Labor.Statistics, Occupational.Employment.Statistics
Analysis:.Collaborative.Economics,.Inc.
Figure 1 While the image of a pathway is popular for describing careers in today’s economy, the path of an employee in a modern manufacturing plant can be described more as a lattice or a universe. There are entry-­‐level positions available and multiple on-­‐ramps at different skill levels, but NoCO manufacturers describe career trajectories as extremely varied. Workers can choose to specialize in a specific skill such as machining or welding, moving from entry-­‐level to advanced status (with commensurate salary upgrades) or they can pivot into management, design, sales, or other positions on the floor. NoCO manufacturers describe the solar system of manufacturing occupations as: • Foundational -­‐ Assemblers and Fabricators, Shipping/Receiving and Traffic Clerks These workers are at the center of the universe. Their work is what creates the product and gets it out the door to customers. While many of these positions are considered entry-­‐level, they are critical to the operations of the firm. • Skilled -­‐ Welders, Electricians, Machinists, Mechanics, CNC Programmers, Millwrights 4 These workers usually require special training in their tools of choice. These skills are often acquired at local community colleges or technical training schools. • Specialized -­‐ Engineering Technicians, Electro-­‐mechanical Technicians, Avionics Technicians Workers who specialize in certain technologies assist engineering and line staff using specific expertise. • Management -­‐ Production Supervisors, Engineers, Sales Reps, Research and Development, Executive Management These jobs often require either a bachelor's degree or higher, with specialty training such as business or engineering. In order to support this growing sector and regional workforce upon which the industry depends, there needs to be a solid pipeline of appropriately trained talent flowing into local firms. Therefore, identifying any gaps or mismatches between workers’ skills and firm openings is critical to maintaining and improving competitiveness for the region. This report details the process, findings and actions of the Manufacturing Talent Team in their effort to understand, identify, and address skill gaps in the Northern Colorado Region. Figure 2 5 Figure 3 The Process of Understanding and Mobilizing Around Skill Gaps The process of understanding and mobilizing around high-­‐priority skills gaps in manufacturing began with the launch of the NoCO manufacturing Sector Partnership in the fall of 2013. The NoCO Partnership brings together manufacturing employers from the region to collaborate with education, training and other community support programs to implement solutions that ensure that manufacturers thrive in Northern Colorado. Once the NoCO Partnership had launched and secured industry leaders to chair each of its three committees, the Talent Committee, led by Dave Carlson of Moyer Machine, took on the task of uncovering actionable information on key skills gaps in manufacturing to develop a collaborative strategy for strengthening the talent pipeline. Ultimately this process resulted in an in-­‐depth understanding of six critical occupations in manufacturing as well a broad-­‐based mobilization of manufacturers and education and training partners committed to working in ongoing collaboration to align training with industry demand. The NoCO Partnership now acts as a sustainable vehicle for educators to work with manufacturers as partners (not just as customers) in building sustainable career pathways systems in manufacturing. The process began with an in-­‐depth exploration of current skills gaps in six priority occupations: • machinists, • welders, • assemblers, • technical sales representatives, • engineers, and • production managers. 6 To solicit real-­‐time, region-­‐specific information about what knowledge, skills and abilities (KSAs) are needed in today’s manufacturing firms, the group conducted a series of in-­‐depth conversations with hiring authorities as well as high-­‐performing employees from a range of manufacturing firms in Northern Colorado. Each meeting was iterative, first revealing broad categories of need, and then prioritizing and contextualizing the information so that it is actionable for education and training partners. At each of these meetings, employers led the discussion, but education and training partners were only listening in order to consider how their institutions could respond to the most critical employer needs. In some cases, these conversations resulted in immediately actionable opportunities for education partners to work together more effectively and/or to adapt training to meet employer needs. For example, as a result of the conversations, Front Range Community College and Colorado State University (CSU) began discussions about how to create a new set of engineering pathways that would connect a two-­‐year community college program to a four-­‐year engineering program at CSU, incorporating structured, for-­‐credit summer internships at manufacturing companies. In the second phase, the Manufacturing Talent Committee—composed of both manufacturers and education and training partners—met to develop an action plan based on the results of the first phase. This draft action plan is summarized later in this report. Phase One: Identify and Understand Skills Gaps 1. Identify Critical Occupations. In March 2014, the NoCO Partnership began the process of identifying critical occupations that were the highest priority for the sector as a whole. Starting with Bureau of Labor Statistics Occupational Employment Statistics data on manufacturing occupations (Figures 1-­‐4), the Partnership began a discussion on workforce and education needs. The resulting interactive discussion among employers focused on identifying the most critical occupations, the career trajectories associated with critical occupations, the ease of finding qualified candidates, and hiring projections in the next few years. The conversation revealed specific occupations that were the hardest to fill and started a conversation about general characteristics of effective workers that cut across occupations. 7 Figure 4 This conversation resulted in the identification of six occupations that were uniformly agreed to be critical to continued growth and competitiveness of the Northern Colorado manufacturing sector. These occupations had the most impact on companies’ ability to be profitable and/or were the hardest positions to fill. (For a description of the meeting process and agenda for this process, please see Appendix A.) 8 The group identified the following six critical occupations: Production Line Occupations Other Occupations Machinists (including tool and die designers/operators) Technical Sales Representatives Welders Engineers Assemblers Production Managers 2. Deeply Understand the Underlying Knowledge, Skills, and Abilities (KSAs) with Hiring Authorities and with High-­‐Performing Employees. After an initial set of occupations were identified as particularly critical, employers weighed in on each critical occupation, identifying what kinds of KSAs an employee would need to be successful on the job, and contextualizing the kinds of tasks employees perform on a day-­‐to-­‐day basis. Starting with job descriptions for each occupation using www.Monster.com and occupation descriptions from the Bureau of Labor Statistics and O*NET, the team developed descriptions of each occupation organized by function areas and specific tasks performed on the job. These general job descriptions were meant to confirm the kinds of tasks expected in these occupations. They also provided context for describing which KSAs were most important to local employers. Beginning with these draft descriptions of the tasks and functions of a given occupation, employers were asked to provide feedback on how important certain KSAs were to job performance as well as on what the job looked like when performed effectively. (For a description of the process and tools used to surface critical KSAs, please see Appendix B.) These conversations were conducted both with hiring authorities and high-­‐performing employees: o Hiring Authorities: Hiring authorities—those with responsibility for hiring the targeted occupations—were convened to weigh in on the tasks and functions of each critical occupation, and to elaborate on the KSAs required to perform effectively on the job. They were also asked about common skills gaps among entry-­‐level workers. o Employees: Following the hiring authorities’ discussion, a group of high-­‐performing employees was convened for each of the targeted occupations to review and vet the profiles and to elaborate on what knowledge, skills, and abilities make them successful in their jobs. The overarching theme from the employer meetings was that in today’s manufacturing firms, workers need to be critical thinkers with knowledge of the production sciences. In addition, quality control, which is sometimes its own occupation within larger firms, is a job requirement of almost all production employees. The ability to inspect products was a critical skill across occupations. To compete globally, American firms need to be constantly improving their speed and quality. Innovations and efficiencies on the line need to come from the ground up and so 9 interest and investment in improving the entire production process is a very valuable attribute. Employers suggested specific kinds of curriculum on process engineering as well as many general characteristics of a good employee (i.e. dependable, thoughtful and diligent). Phase Two: Create and Implement Talent Development Action Plan The goal of the Manufacturing Talent Committee is to address skills gaps in the manufacturing workforce by aligning education and training with the needs of industry. The Talent Committee includes both employers, as well as education and training partners in workforce development, K-­‐12, community colleges, and 4-­‐year university systems. Following the first phase of skills gap analysis, the Committee met to develop an initial Action Plan to address the priority gaps identified in Phase One. Many of the hiring authorities and high-­‐performing employees that participated in the first phase volunteered to participate on the Committee and otherwise, through providing mentorships or job shadowing opportunities. Findings on Critical Occupations General Feedback on Skills Mismatch To date, the Talent Committee has uncovered actionable information on key skills gaps in Northern Colorado. In addition to detailed profiles of each of these critical occupations, this process has uncovered a set of foundational talent needs for the broader manufacturing workforce (see draft Talent Report). Across occupations, manufacturers identified KSAs that are critical to success on the job, but are often lacking among entry-­‐level employees. This included “hard” or technical skills that could be improved in local training programs as well as “essential” skills that are based, in part, on personal aptitudes and are developed through on-­‐the-­‐job experience. Overall, employers reported having a hard time finding passionate, smart, critical-­‐thinking, problem-­‐solving workers with the skills they need in deductive reasoning and math. Consistently, manufacturers identified the need for more applied, hands-­‐on experience integrated into training programs for all occupations in order to develop these essential skills and contextualize technical training. In addition to describing skills gaps in manufacturing, employers expressed a willingness to develop and implement strategies for improving the education and training pipeline. These ideas for providing students with more applied, hands-­‐on experience and adapting curriculum to meet sector needs have been incorporated into the Talent Committee’s Action Plan, summarized in Appendix A. Key findings across the six targeted occupations from conversations with hiring authorities and high-­‐
performing employees include: • For each targeted occupation, curricula needs to be adapted and supplemented to ensure that students are prepared with the skills and hands-­‐on experience they need to be successful. For each targeted occupation, employers identified a set of specific skills and competencies that entry-­‐level workers often lack but are critical to being successful on-­‐the-­‐job. Addressing these 10 gaps will require a collaborative approach with employers working in partnership with education and training providers to adapt and supplement curriculum. • Given the fast-­‐changing nature of the manufacturing sector, education and training partners need to be engaged in continuous conversations with employers to effectively prepare workers. Across occupations, applied problem solving skills and versatility in working with new and emerging technologies are critical to being successful on the job. To effectively build these skills, a new, collaborative talent preparation model is needed to engage employers and education and training providers in continual dialogue to ensure that training is relevant. • Pathways into manufacturing careers should have multiple on-­‐ramps and off-­‐ramps that allow students and workers to build skills while discovering what occupations are a good fit for their aptitudes and personalities. In other words, education and training programs should include broad exposure to different types of careers in manufacturing, manufacturing environments, as well as assessment of students’ aptitudes for particular occupations. • Across occupations, entry-­‐level employees need stronger “essential” skills, such as work readiness, as well as foundational technical skills. Employers identified a lack of essential skills such as basic work readiness among entry-­‐level employees. In addition, employers identified foundational technical skills, such as familiarity with tools, machines, and design documents, as important qualifications for entry-­‐level employment. These technical skills are often taught in high school shop or industrial arts classes. • For skilled and specialized occupations, employees need broader knowledge to help them contextualize and solve problems. In particular, employers suggested that training programs include more production, materials sciences, and manufacturing processes material to better understand the goals and bottom lines of their firms. • Entry-­‐level engineering employees need more hands-­‐on experience on the shop floor. Employers reported that engineering programs provide thorough training, but without sufficient experience on the shop floor and a deep understanding of how things are built and function, these highly-­‐skilled employees are not considered work-­‐ready, even with advanced degrees. Specific information on contextualized KSAs as well as the tasks and functions of the six priority occupations are summarized below. Findings for Machinists Machinists and tool and die makers set up and operate a variety of machine tools to produce precision metal parts, instruments, and tools. Machinists use machine tools, such as lathes, milling machines, and grinders, to produce precision metal parts. These tools are either manually controlled or computer-­‐
numerically controlled (CNC). CNC machines control the cutting tool speed and do all necessary cuts to 11 create a part. The machinist determines the cutting path, the speed of the cut, and the feed rate by programming instructions into the CNC machine. Many machinists must be able to use both manual and computer-­‐controlled machinery in their jobs. At more senior levels, Pathways into Machining machinists’ ability to manage Sample Career Paths of Machinists in Northern Colorado their time on multiple • Started as an assembler working on circuit boards and projects and demonstrate pursued night classes to build technical skills, including strong knowledge of process coding. Gradually moved up to managing the shop and flow management makes working in the CNC shop. them extremely valuable. • An early interest in motorcycles led to pursuing a Employers reported that vocational-­‐technical high school program that awarded machinists' production college credit. Pursued machining after high school and planning skills were very was gradually promoted to Senior Machinist. important. With thoughtful • Began career with a two-­‐year apprenticeship in tool and planning, machinists are able die, then pursued CNC, manual machines, repairing, and to make the most efficient automation design positions in a range of use of his/her individual manufacturing environments. labor and the machines output capacity. Specific feedback on the KSAs that were hardest to find in entry-­‐level machinists included: • Time management: Employees need to deeply understand the business model of the company and the way that each piece of the production line interacts in order to optimize their time on the floor and the company’s output. • Troubleshooting and problem solving on the line: Critical thinking and problem solving on the line is very important. Employees should be thinking about how to improve efficiencies issues for themselves and their own machine as well for the entire line. There is an important balance between knowing when to stop and ask for help and knowing when to try and fix something yourself. • Accuracy and precision in cutting materials: New employees often lack basic math skills and/or attention to detail that impedes their ability to accurately read, measure, and cut. Emphasizing the importance of accuracy and teaching students how to use a variety of (especially manual/analog) measuring tools would improve new machinists’ skill set. • Blueprint reading: Many new employees do not have experience or have not gained competence in reading complex blueprints. Practicing on more complex blueprints, especially those with challenging cuts or a variety of symbols, would expose students to more realistic situations. • Knowledge of basic machine mechanics: Many employees do not have a basic or intuitive sense of how machines, materials, and tools function. Most of these skills and knowledge are built over time. Many participants in both panels credited a lifetime of informal and formal training of 12 working with their hands. Specifically, machinists need deeper knowledge of the machines they operate. When everything is automated or programmed it can be hard to gain experience of the ins and outs of how your machine actually works; how it takes certain materials, and how you might truly optimize its operations and solve problems. • Basic metallurgy knowledge: A deeper understanding of basic metallurgy or materials sciences would improve machinists’ ability to troubleshoot, optimize and care for their machines. • Access and desire to access up-­‐skill training: Access to training for incumbent workers as well as a general attitude of wanting to learn is critical to businesses responding to changes in process and technology. • Ability to hear, accept, and implement critical feedback: Entry-­‐level machinists need more realistic expectations when starting out. Having the humility to realize that you will continue to learn and the ability to respond to criticism is crucial to their success. Machinists Tasks and Functions Function 1 -­‐ Production Planning Before moving to the task of making parts or tools, machinists must prepare for production by setting up machines, reading blueprints, and selecting materials. Read and interpret blueprints and engineering plans. This task is particularly critical to saving time and money. It is important to thoroughly read the entire plan, understand it, and pay attention to the all the details. Communicate with customers/engineering staff about design needs. Machinists are often key collaborators on creating new products or troubleshooting problems with current products. Select materials. Create assembly and layout plans. In most firms there is an expectation of technical expertise, design and programming capabilities, and better understanding of the materials and machines. Make decisions independently to maximize machine/firm output. High-­‐level employees are able to be self-­‐directed in their management and decision-­‐making regarding process flow. They understand complex workflow and their role in figuring out how to maximize human time and/or the machine’s time based on the business model of the firm. Function 2 -­‐ Part Fabrication Set up and use precision tools, machinery, equipment and a variety of cutting tools and equipment. Machinists must be able to set up, operate, and disassemble manual, automatic, and computer-­‐
numeric controlled (CNC) machine tools and align, secure, and adjust cutting tools and work pieces. Use gauges and measuring instruments to meet tolerance requirements. In order to monitor the feed and speed of machines. Create custom tools and fixtures as needed. Working with engineering and design staff, machinists often create custom tools or fixtures to meet specific needs. 13 Function 3 -­‐ Quality Control Measure, examine, and test completed products for defects. Verify dimensions, alignments and clearances of finished parts for conformance to specifications. Function 4 -­‐ Maintenance and Repair Perform regular cleaning and maintenance on machinery and equipment. Complete necessary documentation and paperwork. Function 5 -­‐ Health and Safety Follow safety standards and procedures. Understanding the seriousness of how dangerous machines can be and taking this seriously is important for health and safety. Detect faulty equipment operation. Function 6 -­‐ Shop leadership and management Manage several projects simultaneously and work with minimal supervision on the floor. Evaluate and solve production problems to contribute to process improvement. Provide leadership in the shop. Train and mentor fellow employees in machining techniques. Especially at the senior machinist level there is a need to train younger machinists. Collaborate with other assembly members. Findings for Welders Welders weld or join metal parts. They also fill holes, indentions, or seams of metal products, using hand-­‐held metal joining equipment. Welders work in a wide variety of industries, from car racing to manufacturing. The work that welders do and the equipment they use vary with the Pathways into Welding industry. Arc welding, the most common Sample Career Paths of Welders in Northern Colorado type of welding today, uses electrical • After high school, pursued a certificate in welding. currents to create heat and bond metals Worked as welder and was gradually promoted to together—but there are more than 100 lead welder before learning CNC machining skills. different processes that a welder can use. • Worked as airline mechanic for 14 years before Generally, the type of weld is determined working at a machine shop and pursuing a welding by the types of metals being joined and technology degree. Gradually promoted to the conditions under which the welding is supervisor position. to take place. Employers say that someone who merely knows how to weld is not necessarily valuable to the production line – it is knowing how to fabricate using welding skills on a variety of materials and in a variety of situations (outside, inside, upside down) that makes a welder valuable. Fabricators have welding knowledge, but are skilled at prepping projects, setting things up and executing the fabrication. 14 Like other production positions, having knowledge of the process and how what they do impacts the product, their co-­‐workers, and the bottom line is very valuable. • Collaboration and group work skills: Welders need to be able to work together and with others on the assembly line. • More hands-­‐on experience with real-­‐life, complex, welding situations: When it comes to applying welding skills learned in the classroom to the field, there is no substitution for experience. There are things that can happen at the training level to increase the time students spend learning how to use their tools, but much of this learning will come on the job. • Accurate measuring with a range of tools: The proper use of measuring instruments is a basic skill that cannot be underemphasized. • Blueprint reading: Blueprint reading is very important and there are skills specific to welding, such as the ability to interpret and understand AWS weld symbols. • Basic metallurgy knowledge: Knowledge of metallurgy comes into play when preparing surfaces. Welders must understand cross contamination of materials, compounds, and abrasives. • Health and safety training: Training that stresses the importance of personal protective equipment (PPE) is critical. • Willingness to continuously up-­‐skill: Welders today must be willing to learn and change because that is the nature of the industry. Welder/Fabricator Tasks and Functions Function 1 -­‐ Preparation of Materials for Assembly In order to prepare for (and later execute) a project, Welders/Fabricators must understand the characteristics of materials they are working with: how they take heat; what kind of heat; and how that varies according to size/thickness. They also need to understand how soldered joints affect something, match speed, setting, material, and angles. Read blueprints, follow verbal instructions. Determine the required equipment needed. Selects torches, tips, rods according to specifications. The Welder/Fabricator must understand jigs, fixtures, and the tooling they need to complete a job as well as how to set up their machines and weld the material correctly. Lay out and secure parts prior to assembly. Prepare surfaces. Function 2 -­‐ Welding, Repair, and Joining Operate multiple tools, including hand held power tools, and a variety of torches. Familiarity with a variety of tools, how they work, and how to set them up is particularly valuable. Preparation of custom jigs. Often times projects require building custom jigs and fixtures. Advanced welders/fabricators know how to create these. Read measuring devices. 15 Function 3 -­‐ Troubleshooting on the line Collaborate with Teammates. Fabricators must understand their jobs and often the jobs or roles of the other members on the line in order to ensure maximum line efficiency and to troubleshoot problems. Function 4 -­‐ Quality Control and Documentation Check work. Repair products by dismantling, straightening, reshaping reassembling. Document joins. Completing necessary documentation and paperwork is very important, particularly from a legal standpoint. There needs to be a paper trail of the work. Function 5 -­‐ Health and Safety Follow safety standards and procedures. Detect faulty equipment operation. Findings for Assemblers Assemblers pull together Pathways into Assembly finished products and the Sample Career Paths of Assemblers in Northern Colorado parts that go into them. • Graduated with a four-­‐year construction management degree and They use tools, machines, tried a range of jobs that weren’t a good fit before finding an and their hands to make assembler position at a local manufacturer. engines, computers, • After high school, tried four-­‐year college but instead enrolled in aircraft, ships, boats, toys, technical school for electronics and then pursued position in electronic devices, control assembly and repair. Was later promoted to supervisor. panels, and more. • Worked in construction and considered going back to school Assemblers have an during recession. Instead, pursued entry-­‐level position as a important role in the manufacturer. Started on the floor and was gradually promoted manufacturing process. to final assembly manager/quality control. In this position, communication and problem solving skills are essential. Employers report that while job tasks and functions are important, a good attitude and character are the most important factor when making hiring decisions. Characteristics that employers report they look for or value: • Employees care about the customer, the company, and their team; • Employees treat their customers and their co-­‐workers the way they expect to be treated; • There is a sense of obligation to do a good job. Most assemblers and fabricators are classified as team assemblers, but others specialize in producing one type of product or perform the same or similar tasks throughout the assembly process. The following functions and tasks of an assembler are meant to be general and highlight what an assembler 16 does all day on the job. Assemblers fulfill a number of entry-­‐level, front-­‐line duties that can vary by shop. There is an expectation that these are entry-­‐level jobs and much of what the worker does will be taught on the job. • Having the right attitude and orientation: Employer and employees were very clear that at this entry-­‐level job, having certain personality characteristics was the most critical part of hiring. Characteristics included: ⇒ Showing up every day on time ⇒ Having a strong work ethic ⇒ Taking pride in the job ⇒ Understanding the bigger picture of how the assembler’s role contributes to company-­‐wide output ⇒ Being honest and up front about mistakes ⇒ Being detail-­‐oriented ⇒ Demonstrating strong communication skills ⇒ Willingness to learn • Basic knowledge of tools, mechanics, and materials: Entry-­‐level skills are generally the kinds of skills that are taught in high school shop classes. Basic knowledge includes comprehension of: materials, assembly, torque bolts, cut and crump wires, solder, welding, physics, mechanics, tool selection. Assemblers Tasks and Functions Function 1-­‐ Assembly Modern manufacturing systems use robots, computers, programmable motion-­‐control devices, and various sensing technologies. Assemblers must be able to work with these technologies and use them to manufacture goods. Read and follow mechanical drawings and QA manuals. Skilled assemblers putting together complex machines, for example, read detailed schematics that show how to assemble the machine. Use hand and power tools. After determining how parts should connect, they use hand or power tools to trim, shim, cut, and make other adjustments to fit components together. Assemble parts correctly. Once the parts are properly aligned, they connect them with bolts and screws or weld or solder pieces together. Function 2 -­‐ Collaborate with Team Members Whether an assembly process uses a traditional line system or a more lean manufacturing system where products are built in teams, good communication and knowledge of the production system leads to greater production efficiencies. Collaborate with other members on the production line. Assemblers must understand their jobs and often the jobs or roles of the other members on the line in order to ensure maximum line efficiency and to troubleshoot problems that may arise. Collaborate with designers and engineers. Assemblers may work with designers and engineers 17 during the design or testing stage to improve product reliability and manufacturing efficiency. Give and receive useful feedback. Troubleshooting includes the ability to give, receive, and understand critical feedback in real-­‐time. Function 3 -­‐ Maintenance of Tools and Machines Machinery and tools' ability to operate is a limiting factor for production. Assemblers monitor machines and tools, provide routine maintenance and ensure that tools and machines remain in good repair. Function 4 -­‐ Quality Control Quality control is important throughout the assembly process, so assemblers look for faulty components and mistakes in the assembly process. They attempt to help fix problems before defective products are made. Updates QA and assembly procedures. Gives feedback on quality assurance procedures. Completes assembly inspection charts and logs. Tests and calibrates parts and mechanisms to meet product specifications. Function 5 -­‐ Health and Safety Follows standards and procedures. Complies with legal regulations. Findings for Technical Sales Representatives Technical sales representatives play a critical role in developing new business and interfacing between customers and the production team. In their outward-­‐facing roles, technical sales representatives are responsible for generating and managing relationships with customers, answering customer questions, translating product Pathways into Technical Sales specifications to the Sample Career Paths of Technical Sales Representative in Northern Colorado customers’ needs, and • After high school, worked in manufacturing production before going successfully closing sales. back to school to pursue an Associate’s degree in business. Pursued In this capacity, technical sales opportunities, but employers suggested beginning with a sales representatives technical role and then transitioning to sales. After a year in a continually cultivate technical position, was promoted to a sales position. relationships with both • Worked in retail sales in high school before pursuing two semesters existing and potential of college in forestry. Worked in the oil/gas and construction customers. They also industries and then found an opportunity to work as a sales maintain broad awareness representative for a sheet metal shop. Since then, have worked in a of market trends, range of manufacturing shops as a sales lead. including competitors’ • After finishing a four-­‐year liberal arts degree, worked as a product lines, to identify receptionist and was promoted to be a program manager in and cultivate new manufacturing. Was later recruited by a large manufacturing business development company to be a technical sales representative. opportunities. 18 In addition to these outward-­‐facing roles, sales representatives play an important role in collaborating with their internal team, communicating customer needs to the production team and ensuring that customer expectations are consistent with the strengths and capacities of the production team. Playing this role effectively requires a thorough understanding of the company’s business model and core strengths to be able to meet customer needs. It also requires an ability to continuously communicate with the production team, explaining customer expectations in terms of product specifications and timelines. This means that sales representatives need to be conversant in the technical details of the production team and need to understand how all other facets of the business operate. • The right aptitude for sales: Both employers and employees discussed the importance of having an aptitude for sales; in other words, an ability to easily relate to other people, understand their needs, listen actively, and make them feel comfortable. The most effective sales people also genuinely like and appreciate the products they are selling. • An ability to sell internally as well as externally: As a translator between customers and the internal team, technical sales representatives need to continuously communicate with the production team and with the customer to ensure the expectations are aligned and that the final product will meet the customer’s requirements. This involves evaluating potential customers and ensuring that the customer’s needs can be effectively met. It also involves understanding the vocabulary of all facets of the business to be able to communicate customer needs with internal teams. • Working technical knowledge: In order to effectively sell products, sales representatives need to understand the technical aspects of their products and be conversant in technical details. While this can be learned on-­‐the-­‐job, it is an important skill in order to convey confidence and effectively close sales. Technical Sales Representatives Tasks and Functions Function 1-­‐ Develop and make business case for product Answer customers’ questions about products, prices, availability, or credit terms, including translating project specifications to customers. Compute customers’ installation or production costs and estimate savings from new services, products, or equipment. Quote prices, credit terms, or other bid specifications. Negotiate prices or terms of sales or service agreements. Consistently close sales deals and achieve activity and revenue goals. Function 2 -­‐ Manage and generate business relationships with customers Maintain strong professional relationships with customers and ensure excellent customer services through active listening as well as regular e-­‐mail, phone, and in-­‐person communication. Develop a sales strategy, including investigating new target customers/companies that could be 19 interested in product. Contract/visit new and existing customers to discuss how specific products or services can meet their needs or to promote product. Develop and deliver presentations to customers about products. Provide product recommendations to customers and respond to technical questions. Build relationships with customers in international markets by effectively bridging cultural barriers and addressing international tariff and trade requirements. Function 3 – Maintain internal customer records and feedback Prepare and submit sales contracts for orders. Enter and maintain customer activities and records (e.g. sales calls, quotes, meetings, contracts) using automated systems. Complete regular internal reports on activities and attend and participate in company meetings. Work as a liaison with other departments to resolve product issues. Function 4 – Pursue new business development opportunities based on emerging trends and technologies Develop awareness of market trends, including competitors’ product lines, by reviewing technical materials, attending seminars, and reviewing publications. Emphasize product features based on analyses of customers’ needs and on technical knowledge of product capabilities and limitations. Function 5 – Communicate internally and collaborate with teammates to relay customer needs Interface with internal supply chain and production team to assess timing for new products. Collaborate with production team to adapt product based on customer needs. Demonstrate understanding of company’s business model to develop appropriate customer solutions. Findings for Engineers Although engineers in manufacturing have a range of different titles—from mechanical to industrial, operations, electrical, and process engineering—they share a set of common functions and tasks specific to the manufacturing environment. Engineers are responsible for designing and implementing production processes, including ensuring quality, determining optimal operational methods, and troubleshooting. Both employers and employees described engineers as systems integrators, identifying opportunities for continuous improvement in the production process by working in cross-­‐functional teams to analyze and troubleshoot problems. This requires strong communication skills and an ability to communicate effectively with cross-­‐functional teams about production and design standards as well as production processes. 20 Most employers agreed that the engineers, no matter what their specific field, were generally well trained from a technical point of view. The education that engineers receive, in particular at CSU, was generally regarded as strong. However, it was also agreed that just having an engineering degree was not enough. Degrees and formal educational absolutely have to be supplemented by hands-­‐on experience whether it is informal (growing up on a farm fixing equipment or having a robotics hobby) or formal (welding and machining classes or work experience). Employers in the room said that they would not hire engineers who could not demonstrate experience with machinery. Engineering hiring authorities Pathways into Engineering and employees consistently Sample Career Paths of Engineers in Northern Colorado emphasized analytical • After working in radio communications in the military, problem solving as the most studied electrical engineering at a four-­‐year university, important function on the including a co-­‐op at a major manufacturer. After graduation, job. The ability to approach a was hired by the co-­‐op employer and moved into a supervisory role before transitioning to an engineering problem from different manager position at another firm. angles, analyze potential • After finishing a community college program, was hired by a solutions, and make decisions major auto manufacturer. Returned to school to pursue is fundamental to performing programs in electrical engineering technology and quality effectively. This underscored sciences. Later pursued certification as a quality engineer the importance of applied, through the American Society of Quality. on-­‐the-­‐job training for new • Graduated with an Associate’s degree in manufacturing technology (welding) and then pursued a four-­‐year degree in engineers. Since most industrial technology management. Secured an internship at problems that arise on a day-­‐
a regional manufacturer during senior year and was later to-­‐day basis were not hired as an industrial engineer. addressed in detail in • Completed a high school program, Project Lead the Way, that engineering curriculum, encourages students to pursue STEM careers. Over the engineers need to have course of a four-­‐year engineering program, completed three experience approaching co-­‐op experiences and was hired after graduation into an engineering position. problems creatively and seeking out the information they need rather than relying on a fixed set of knowledge. The same principle applies to technology. Given the rapid pace of change of technology in a manufacturing environment, engineers need to be versatile in their technology applications. Rather than emphasizing expert knowledge in a given technology, engineering programs need to equip students to quickly learn and adapt to new technologies and tools as they are developed. • Applied, hands-­‐on experience in analyzing and solving problems: Hands-­‐on experience on the shop floor prepares engineers to approach problems creatively and build strong analytical skills. It also prepares engineers to be able to communicate cross-­‐functionally, with all members of the production team. Engineering employees cited their work-­‐based experience, through co-­‐ops or other applied engineering programs, as critical to their success in their programs and on the job. Some even cited those applied experiences as critical to keeping them interested and 21 committed to an engineering career. While a four-­‐year engineering credential is important, hiring authorities described valuing applied, practical experience as much or more than a degree. • Strong communication skills and ability to work effectively with cross-­‐functional teams: Engineers need to be able to communicate effectively and build relationships with a range of team members, translating technical information to prepare designs, communicate with suppliers or regulatory agencies, and interpret customer specifications. This requires an ability to adapt communication styles to communication to people with varying levels of technical expertise. • Ability to quickly learn and adapt to new technologies and new processes: The ability to learn, adapt, and seek out information is equally as important as technical knowledge in preparing engineers to be successful on the job. Employees and hiring authorities underscored the importance of approaching the job with an open mind and a creative problem-­‐solving attitude, rather than relying on a base of “expert” knowledge. Engineers Tasks and Functions Function 1 -­‐ Plan and establish sequence of operations for production Apply statistical methods, mathematical calculations to determine manufacturing processes, staffing, and production standards. Analyze design requirements and information for mechanical equipment or systems. Review technical documents to plan work. Determine optimal operational methods. Function 2 -­‐ Estimate costs for production and design changes Determine time, costs, resources, or materials needed to perform a work activity. Monitor and control resources and oversee the spending of money. Estimate sizes, distances, and quantities. Estimate operational costs. Function 3 -­‐ Documentation Enter, transcribe, and store information in written or electronic/magnetic form. Document technical design details. Prepare operational reports and procedural documents. Prepare contracts, disclosures, or applications. Function 4 – Coordinate and implement quality control objectives, activities and procedures Use relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. Perform failure investigations, report and record results and provide resolution options to the team. Evaluate designs or specifications to ensure quality. 22 Devise research or testing protocols. Function 5 – Troubleshoot and make changes for continuous improvement Analyze information and evaluate results to choose the best solution and solve problems. Recommend design and process changes to improve efficiency, quality, or performance. Keep up-­‐to-­‐date technically and apply new knowledge. Implement design or process improvements and demonstrate proficiency with lean principles. Function 6 -­‐ Create cross-­‐functional relationships with management and production staff to integrate systems Provide documentation, detailed instructions, drawings, or specifications for production specifications. Confer with technical personnel to prepare designs or operational plans. Translate or explain what information means and how it can be used. Discuss and assist in scheduling process work with production managers. Function 7-­‐ Confer with clients and vendors Interpret customer specification, codes and calculations for the purpose of ensuring the customer’s product expectations are met. Communicate technical information to suppliers, contractors, or regulatory agencies. Function 8 -­‐ Leadership and team management Demonstrate leadership in participation in cross-­‐functional teams. Support members of a group in working together to accomplish tasks. Identify the developmental needs of others like coaching and mentoring. Schedule operational activities. Function 9 -­‐ Draft and design layout: equipment, materials, workspace Use computers and computer systems to program, write software, set up functions, enter data, or process information. Create graphical representations of industrial production systems. Findings for Production Managers Production managers are ultimately accountable for results on key metrics of manufacturing: safety, quality, productivity, cost, and personnel. This involves an ongoing process of optimizing manufacturing operations, analyzing data to identify opportunities for improvement, continuously evaluating performance, and implementing solutions. As leaders of production teams, it also involves continuously teaching, developing, and mentoring staff to build effective teams and encourage staff to take ownership. 23 The most important function Pathways into Production Management that hiring authorities and Sample Career Paths of Production Managers in Northern employees cited in production Colorado management was the ability to • As part of a four-­‐year electrical engineering program, motivate staff and cultivate completed a co-­‐op with a manufacturing company and leadership. This requires was hired into that company after graduation. versatility in working with staff with different personalities, • Started as a tool and die maker before going back to aptitudes, and interests. By school for a four-­‐year engineering degree and returning recognizing employees’ to the manufacturing sector as a supervisor. strengths and supporting their • Began career as an assembler and gradually was growth, effective managers promoted into a management position; received in-­‐house teach, mentor and develop training on lean manufacturing and six sigma but did not their staff to take on new levels complete a college degree. of responsibility and leadership. Managers also need a solid understanding of production processes, maintenance principles, as well as financial principles to be able to optimize manufacturing operations. This includes being able to calculate net present value and return on investment to make decisions about the need for new or replaced equipment. It also involves collaborating with other members of the team to identify opportunities for process improvements on an ongoing basis. • Motivating teams: Successful production managers cultivate a sense of ownership among their team members. This holds the team accountable for results but also creates opportunities for staff to step up as leaders. Some production managers described their roles as teaching, developing, mentoring, and then stepping away. In other words, successful managers will make themselves dispensable by building the capacity on their teams. • Developing employees: Production managers need to be able to recognize and actively cultivate employees’ strengths, constructively addressing areas for improvement and identifying training needs. This also involves providing ample opportunities for employees to exert leadership, actively encouraging those that step up. • Taking responsibility for delivering results: Since managers are ultimately responsible for delivering finished products and making shipments on time, they need to have a strong sense of self-­‐motivation and accountability. This requires a high degree of conscientiousness and a willingness to do what it takes to get results. 24 Production Management Tasks and Functions Function 1 -­‐ Optimize manufacturing operations Analyze production data to define problems and opportunities for improvement, including assessing whether emerging technology could improve production processes. Continuously evaluate production performance to ensure effective and efficient utilization of labor, materials, equipment, and inventories in production. Understand maintenance principles to ensure that equipment is managed effectively; determine whether new equipment is needed. Identify and execute opportunities to minimize labor costs and other production expenses. Function 2 – Lead and manage production staff Manage and motivate staff to take ownership and become leaders themselves. Monitor performance of production employees, providing recognition, constructive feedback, employee development, and corrective action as needed. Initiate, drive and manage change within the production team to improve processes and foster continuous improvement. Identify training needs within department and customize training based on employee needs. Monitor production team to ensure safety requirements are being met. Function 3 – Communicate with all other departments and managers Develop budgets and approve expenditures to ensure that materials, labor, and equipment are used efficiently to meet production targets. Demonstrate understanding of financial principles including return on investment and net present value. Prepare and maintain production reports. Coordinate inventory and cost control programs. Ensure compliance with company policies as well as applicable federal, state, and local laws. 25 Talent Development Action Plan Based on the results of phase one, the NoCO Partnership’s Talent Committee has developed a comprehensive strategy for addressing skills gaps and improving the manufacturing talent pipeline in Northern Colorado. The committee is focusing on opportunities to strengthen collaboration among manufacturers and education partners, more systematically integrating work-­‐based experiences for students into existing training programs and adapting curriculum to reflect the industry’s needs. This plan will continue to develop and evolve as the Committee continues to refine and implement its strategies. Expand Work-­‐Based Experiences for Students Industry continues to find ways to conserve time and maximize the utilization of their workforce. In doing this, on-­‐boarding is recognized as one of the constraints to completing this task, mostly due to students coming into the workforce unprepared to “hit the ground running” and often needing extensive training to become an effective asset to the organization. A proven method for students to gain real work experience is to spend actual hands-­‐on time within companies. Work-­‐based experiences can range from short-­‐term, project-­‐based learning opportunities to long-­‐term internship programs, or apprenticeships. By appropriately scoping a work-­‐based experience program, companies of all sizes can help to improve the workforce pipeline. The Committee is developing a set of tools and resources to assist companies of all sizes in expanding work-­‐based experiences in their companies. 1. Increase Project-­‐Based Internship Opportunities The objective of the project-­‐based internship program is to establish a direct connection from students and educators to industry to provide short-­‐term or project-­‐based internships in a modern workplace. This will create temporary capacity for industry in order to accomplish small projects, while also providing students with an opportunity to gain critical skills and experience in a modern workplace and receive credentials for their resumes. The project-­‐based internship program will maximize the learning opportunity for students and minimize the burden placed on the company. Objectives • Gain an understanding of how many internships are in existence and if any are unfilled. • Increase the number of internship opportunities and increase student awareness of project-­‐based internships. • Survey employers on how long it takes new employees to become an effective asset to the company and then strive to decrease that time. 26 Actions • Create an online hub for employers to post project-­‐based internship opportunities with the necessary information (scope of project, duration, skills required, etc.). • Make companies aware of the online resource and train them on the concept of project-­‐
based internships, targeting smaller companies that do not already operate large-­‐scale internship programs. • Make educators and students aware of the online resource and train them on the concept of project-­‐based internships. • Develop a credential or “badge” for students to put on their resumes to demonstrate that they have completed one or more project-­‐based internships with a NoCO manufacturer, ensuring that the credential is industry-­‐recognized. 2. Expand Internship and Apprenticeship Programs While manufacturers agree that internship programs can be a helpful recruiting tool in preparing a skilled workforce, starting up an internship program can involve significant time and expense. By documenting successful internship models among NoCO manufactures and creating tools for creating similar programs, the committee is working to streamline the process of building successful internship programs in Northern Colorado. Similarly, by documenting strategies for developing and implementing an apprenticeship program, the committee is working to increase the number of manufacturers using apprenticeship programs to strengthen their workforce. Objectives • Increase in the number of available work-­‐based experiences at Northern Colorado manufacturing companies. • Increase in the number of students participating in work-­‐based experiences as part of manufacturing credentials or degrees at local institutions. • Longer-­‐term: decreased time to fill for high-­‐demand positions that require workplace experience. Actions • Develop an “orientation kit” for companies interested in developing an internship program. Based on the experiences of successful internship models at NoCO manufacturers (including Wolf Robotics and Woodward), document strategies for recruiting interns, matching them with mentors, and developing rotations within the company. • Develop an “orientation kit” for companies interested in starting an apprenticeship program, using U.S. Department of Labor resources as well as the experiences of manufactures in the region that have successfully implemented an apprenticeship program. 27 • Develop templates, protocols, and other tools to share with manufacturers throughout the region on both internship and apprenticeship programs. • Make educators and students aware of available internship and apprenticeship opportunities. Adapt Curriculum to Meet Industry Demand Given the rapidly changing nature of manufacturing, education and training programs often struggle to keep up with the latest technologies and skills requirements. In discussions with hiring authorities and high-­‐performing employees, manufactures consistently cited a need for more relevant, applied curriculum in manufacturing training programs to ensure that students graduate with the skills they need to be effective on the job. Adapting curriculum to meet the ever-­‐changing needs of industry will require a continuous conversation among manufacturers and educators. This includes building more robust cross-­‐program advisory committees that will engage passionate and knowledgeable employees in informing curriculum as well as integrating real-­‐world “problems” or cases from regional manufacturers into curriculum. 1. Build cross-­‐program “advisory committees” of hiring authorities and high-­‐performing workers to suggest changes to existing curricula Technical programs need more industry feedback to be confident their curriculum reflects the needs of manufacturers in a rapidly changing environment. Some large programs have good participation on their advisory boards, while other programs have fewer industry participants. Limited participation can only limit the quality of information the program administrators receive and use to make decisions about their programs. Giving the schools access to a larger advisory committee should provide a broader industry view and richer discussion into current needs and trends. The committees should draw on passionate employees referred by their employers to participate in panel discussions. The referral helps ensure the best qualified people are participating. The panel discussion, with all the local technical program administrators present, allows the information to be shared across the region. Objectives • Increase the number of participating employers and improve the quality of feedback from advisory committees to provide more relevant, in-­‐depth information on curriculum. Actions • Create a cross-­‐program advisory committee, determining how many schools would want to participate and how many employers they would want to have attend. 28 • Assess whether schools would be willing to implement a cross-­‐program advisory committee alongside their own advisory committees (federal Perkins funds require program-­‐specific committees for specific feedback). • Identify space and location for the meeting and determine how the venue is paid for. Secure a facilitator for the meeting. • Hold an initial advisory committee meeting for one occupation. • Replicate the process for other critical occupations. 2. Create a “Problem Bank” of real-­‐world manufacturing problems and integrate them into curriculum To be successful in a manufacturing environment, teamwork, collaboration, and problem solving skills are essential. These skills are necessary for people and firms to maintain competitiveness with rapidly changing products, processes, and the problems that come with them. People have the best opportunity to improve these skills through practice and exposure to critical thinking situations. Currently, technical programs attempt to invent “problems” but the curriculum struggles to remain fresh and relevant. Creating a “problem bank” or library of real world problems that manufacturers have faced will allow technical schools and programs to easily integrate relevant exercises into their curriculum. Technical schools and programs would draw from the bank all of the technical data needed for each problem, the root cause, and the criteria, as well as methods the manufacturer used to solve the problem. Objectives • Increase problem-­‐solving skills of manufacturing students. • Increase the relevance of training programs by integrating applied, real-­‐world cases. Actions • Create a template for manufacturing problems that would apply across all of manufacturing, allowing firms to easily complete the necessary information. Recruit quality managers and process engineers along with a core group of technical program instructors/administrators to develop. • Find a platform to house and maintain the data online. • Find a list of technical programs interested in using the library. • Find a list of manufacturers willing to contribute data (completed template, necessary electronic drawings and models, etc.). 29 Strengthen Capacity and Connections of Education and Training Providers While individual programs have important roles to play in adapting curriculum and integrating work-­‐
based experiences, improving the manufacturing talent pipeline will require a coordinated response among educational programs and institutions. Strengthening linkages among educational institutions will enable students to build relevant skills and credentials that meet industry demand. In addition, a coordinated response among education and training providers will help to build students’ exposure to careers in manufacturing and asses their aptitudes for particular occupations. 1. Create new Engineering Pathway program that links Front Range Community College to Colorado State University (CSU) College of Engineering. This program would expand the on-­‐ramps into manufacturing, particularly targeting students who are not ready or able to commit to a full four-­‐year degree. Whether graduating high school students or those making a career change, this program would provide exposure to careers in manufacturing and offer multiple opportunities to build skills, enter the workforce, and gain applied, hands-­‐on experience. After two years at Front Range Community College, students could either graduate with an Associate’s degree in engineering technology and get an entry-­‐level manufacturing job, secure an internship in manufacturing, return to Front Range to finish a four-­‐year degree, or matriculate into CSU’s College of Engineering. Throughout the program, work-­‐based experiences and internships would be embedded to give students applied, hands-­‐on experiences. Objectives • Create a flexible, applied pathway into manufacturing that combines work-­‐based experiences with multiple options for pursuing additional training or entering the workforce. Actions • Meet with Program Deans to clarify specific program requirements and matriculation agreements. • Engage employers to provide internships or other work-­‐based experiences to integrate into the program. • Explore possibility of awarding badges in specialized skills after program completion. Additional Potential Strategies 2. Develop a new technical sales pathway that would combine machining/technical courses, business courses, and on-­‐the-­‐job components. 3. Partner with K-­‐12 engineering and technical teacher training programs at CSU to incorporate hands-­‐on experience and exposure to manufacturing, including externships and academic offerings for continuing education units. 4. Support continued growth of regional high school shop and vocational programs, augmenting curriculum with hands-­‐on, applied experiences. 30 Conclusion Early on, the NoCO Manufacturing Sector Partnership identified improving the manufacturing talent pipeline as a top priority, but understanding exactly how to address skills gaps to meet the needs of the sectors required a broad-­‐based commitment from manufacturers as well as education and training partners. Thanks to the dedication of NoCO manufacturers who have contributed hours of staff time as well as the commitment of education and other public partners, the NoCO Partnership is implementing an industry-­‐driven career pathways system that prepares the next generation of manufacturing workers. To date, this process has revealed key insights about critical occupations in manufacturing and the skills required to perform effectively on the job to inform education and training partners as well as manufacturers hiring for these positions. More importantly, the process has mobilized manufacturers and education and training partners to work together on an ongoing basis, ensuring that the education and training system meets the dynamic needs of the manufacturing industry. Continuing to support and drive this collaboration is key to building a strong manufacturing workforce in Northern Colorado, both now and in the future. 31 Appendix A: Sample Meeting Agenda for Critical Occupations Discussion 1. Purpose of this Session • Begin by briefly describing the process, and how their collective voice from this session will help inform regional efforts to meet their workforce needs. 2. Overview of the Region's Manufacturing Labor Force • Provide a brief overview of the regional manufacturing labor force focusing on the six major occupational groups (Production, Architecture and Engineering, Installation/Maintenance/Repair, Office and Business Operations Support, Sales, and Management) and key sub-­‐groups within those major categories that are either large or projected to grow significantly or both. 3. Discussion of Key Manufacturing Occupations and Pathways • Use the data on the regional manufacturing labor force to frame and prioritize the discussion. Post visuals of the six major categories on the blue screen, along with key sub-­‐groups within those categories that emerged from the analysis. Based on data, develop a prioritized list of occupational groups that we will probe during the discussion. For each priority, we will use a combination of the following questions to elicit key employer insights: o What are your most critical positions or occupations? Why? (let them self-­‐define "critical") o What positions/occupations make up the highest proportion of your staffing mix? o What positions are your most critical positions in terms of company costs? o What positions/occupations are hardest to fill? o In what positions do you experience the highest turnover? o Which positions cost you the most in terms of turnover, recruitment and hiring? o What positions are your most critical in terms of company profits? o Tell me about the natural path of advancement in your company, from entry-­‐level to advanced positions. Tell me about skills, knowledge and abilities needed to move from one occupation to the next. 4. Recap of Critical Occupations • Recap the insights generated by the discussion and ask the group to validate that the summary/synthesis accurately captures their collective views, or if there are any other major additions or caveats that need to be noted. Close the session by reminding them of how this information will be used, and thanking them for their time today and their continuing contributions to Colorado's economic prosperity. 32 Appendix B: Diving Deep Discussion Guides Occupational Discussion Each occupational discussion followed the same process for the six critical occupations identified. 1. Review key functions and tasks outlined in the handout and on the blue sticky wall. These functions and tasks were developed through an analysis of O*NET, HB-­‐ 1165 research, as well as an analysis of job descriptions for the critical occupations. Employers will be invited to add additional functions and/or tasks that may be missing from the list to ensure that the sticky wall accurately reflects the key job functions and tasks that individuals in that occupation perform. 2. Identify which tasks are most commonly under-­‐performed. Each employer is asked to consider the tasks on the blue screen and to answer the question: Ø If local education and training organizations were to improve training related to three of these tasks, which should they prioritize? Each employer will be given three sticky dots and asked to place the dot on the three tasks that they think are most critical to address more effectively. 2. Facilitate discussion to uncover underlying skills needed to perform those tasks effectively. For the tasks that were most commonly identified by employers, ask: Ø For those tasks, describe what someone does if he/she is meeting the minimum requirements? Ø Time permitting, what does progression look like for this particular task? What would a mid-­‐level person be able to do that is different from entry-­‐level? Each of these discussions will result in: • A matrix of job functions and skills that employers collectively agree accurately describes the occupation. • Identification of key areas where tasks are not consistently performed effectively and that should be prioritized by education partners. • Identification the skills and knowledge needed to perform those tasks effectively. Appendix C: Review and Confirm with Employees. Employee Skill Panel (2 hours) Welcome and Goals for the day (10 min) • To refine our understanding of daily work and the knowledge, skills, and abilities needed to be a [occupation]. Review, affirm, and prioritize task and function matrix (15 min) • Employees will have received 2-­‐3 page skill brief prior to the meeting that incorporates previous research as well as feedback from employer skill panel. 33 • The brief will have been organized into 3-­‐5 main function areas with 4-­‐6 tasks per function. Depending on group feedback the group will start with most complex function area, but allot enough time to work through each function area by the end of the meeting. Discussion of functions and specific tasks (20 -­‐ 30 min per function) • Are these the right tasks? • How do you know when you're performing this task well? • Describe where you learned how to do this well: o High School o Community College o On-­‐the-­‐job 34 Appendix C: Manufacturing-­‐Related Training Programs in Northern Colorado (Draft—Last Updated July 2015) School Name
AIMS COMMUNITY COLLEGE
AIMS COMMUNITY COLLEGE
AIMS COMMUNITY COLLEGE
AIMS COMMUNITY COLLEGE
FRONT RANGE COMM COLLEGE
FRONT RANGE COMM COLLEGE
FRONT RANGE COMM COLLEGE
FRONT RANGE COMM COLLEGE
FRONT RANGE COMM COLLEGE
MORGAN COMMUNITY COLLEGE
MORGAN COMMUNITY COLLEGE
POUDRE HIGH SCHOOL
POUDRE HIGH SCHOOL
ROCKY MOUNTAIN HIGH SCHOOL
WINDSOR HIGH SCHOOL
CAREER DEVELOPMENT CENTER -­‐ ST. EATON HIGH SCHOOL
FOSSIL RIDGE HIGH SCHOOL
GREELEY CENTRAL HIGH SCHOOL
FT. LUPTON HIGH SCHOOL
THOMPSON V ALLEY
MOUNTAIN V IEW HIGH SCHOOL
Program Name
APPLIED TECHNOLOGY
BIOMEDICAL ELECTRONIC TECHNOLOGY
MANUFACTURING TECHNOLOGIES
WELDING TECHNOLOGY
APPLIED TECHNOLOGY
WELDING TECHNOLOGY
IRONWORKING AND INDUSTRIAL WELDING
METAL FABRICATION AND COMPUTER AIDED PRECISION MACHINING
APPLIED TECHNOLOGY
GAS TUNGSTEN ARC/ GAS METAL ARC (TIG/MIG)
ENGINEERING RELATED TECHNOLOGIES
CONSTRUCTION
ENGINEERING RELATED TECHNOLOGIES
INDUSTRIAL & DESIGN TECH
WELDING I,II,&III
FURNITURE CONSTRUCTION
ENGINEERING TECHNOLOGY, GENERAL
ENGINEERING TECHNOLOGY
ENGINEERING TECHNOLOGY
MANUFACTURING TECHNOLOGIES
MANUFACTURING TECHNOLOGIES
Award
AAS Degree
AAS Degree
Certificate / AAS
Certificate / AAS
AAS Degree
Certificate / AAS
Certificate
Certificate
Length
2 Year(s)
4 Semester(s)
2 Year(s)
2 Year(s)
2 Year(s)
2 Year(s)
4 Semester(s)
4 Semester(s)
AAS Degree
Certificate / AAS
Certificate
2 Year(s)
2 Year(s)
2 Year(s)
Certificate
Certificate
Certificate
Certificate
Certificate
Certificate
2 Year(s)
4 Year(s)
2 Semester(s)
1 Year(s)
2 Year(s)
2 Year(s)
35