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Wednesday, August 31st, 2016

In February 2015, the Brookings Institute released the report, “America’s Advanced Industries:  What they are, where they are, and why they matter.” The authors of the report identified 50 industries that constitute the advanced industries sector, of which 35 are related to manufacturing, 12 to services, and three to energy. The report states, “As of 2013, the nation’s 50 advanced industries…employed 12.3 million U.S. workers. That amounts to about 9 percent of total U.S. employment. And yet, even with this modest employment base, U.S. advanced industries produce $2.7 trillion in value added annually—17 percent of all U.S. gross domestic product (GDP).”

Another benefit of these advanced industries is: “In 2013, the average advanced industries worker earned $90,000 in total compensation, nearly twice as much as the average worker outside of the sector. Over time, absolute earnings in advanced industries grew by 63 percent from 1975 to 2013, after adjusting for inflation.”

Number two of the report’s recommendations for our nation’s private and public sector was:  “Recharge the skills pipeline.” While everyone agrees that filling the pipeline at an early age is essential to increasing the numbers, achieving this goal has been frustrating.

A number of organizations have been working to fill the skills pipeline by developing the next generation of manufacturing workers. For many years, the SME Education Foundation has been committed to advancing the manufacturing industry and stimulating the interest of youth in STEM education and manufacturing careers. “The Foundation invests in students through a broad array of scholarship programs and makes a direct impact on manufacturing education through their Partnership Response in Manufacturing Education (PRIME®) program. PRIME provides high school students with opportunities to pursue rewarding careers as engineers and technologists; this includes vocations involving mechatronics, welding, CNC programming, robotics, and much more.”

The National Association of Manufacturers (NAM) “Dream It. Do ItTM” program has helped to expose our youth to the modern manufacturing environment and change the image of manufacturing to one that is “cool” and full of exciting career opportunities.

These newer programs build on the work of the non-profit organization, Project Lead The Way®, which has been working since 1997 to promote STEM curriculum for middle and high school students during the school year, along with their Gateway Academy, which is a one- or two-week day camp for 6th – 8th graders that includes team-building exercises, individual and team projects, and utilizes the latest technology to solve problems.

However, none of the above programs are geared specifically to girls, and it is an even bigger challenge to attract girls and young women to technical careers. Studies have shown that when role models and mentors are provided to girls, they are more likely to follow a similar career path.

Two years ago, I wrote an article about the PLAYBOOK for Teens, created by Cari Lyn Vinci and Carleen MacKay, which is available in print and digital format at Amazon. In the PLAYBOOK, girls can meet fascinating women in STE@M (the “@” stands for “art”) and follow the “plays” of successful young women to help them create their own “Dream Career.” At the end of each story, the PLAYBOOK role models share heart-felt advice for girls to apply to their career path. Then, questions are asked of the reader to help them take the first step to writing their own PLAYBOOK. The PLAYBOOK is dedicated to the smart, talented teenage girls who will become the future business owners and leaders in STE@M industries. The PLAYBOOK can be used as a tool for organization and corporate partners to solve their future talent pool problems.

I recently reconnected with Ms. Vinci and interviewed her about why she created the PLAYBOOK for Teens and what has happened since 2014.

Why did you create the PLAYBOOK?

“When I was a teenager, I never dreamed that I would do some of the work I have done and that I would be able to be successful in several different careers. A common thread in my previous careers was that I spent more than 20 years hiring and writing training programs to help employees reach their goals. My previous business was helping adults figure out their next career, and if they wanted to be a business owner, helping them buy a franchise. This led me to wanting to help students understand that what they study in school and the education they get after high school will shape their choices as adults…in careers and lifestyle. Before I sold my last business, I realized that I wanted to focus on this goal next and collaborated with Carleen McKay to write the PLAYBOOK for Teens. We have packages available to help corporations recruit talent and market their brand. After I sold my business in 2015, I began working full time to achieve my goal.

What did you hope to accomplish?

“I wanted to help connect the dots for kids, so they could make the right choices on what to study to prepare for a career that matched their interests and talents and would provide them the opportunity to live the lifestyle they wanted to live.”

What was your original plan for the PLAYBOOK?

“I wanted to inspire and highlight that there are many paths to success and that going to college for the traditional four years is not the only choice. I wanted to show students that people who look like them are happy and successful in careers and doing wonderful things to make the world a better place.”

Why STE@M instead of STEM?

Ms. Vinci said, “The “@” in STE@M represents the addition of art to the other disciplines, as studies show art training is relevant in STEM subjects.” She emailed me a link to her YouTube video, in which she said that “art and making things are closely related.” She added, “One of my ancestors was Leonardo DaVinci, and he was an artist, sculptor, scientist, and inventor, who used technology, engineering, and mathematics.”

Why did you focus on girls?

“We did extensive research before developing the STE@M™ Mentoring Program. Our discussions with middle school girls revealed there are several roadblocks that start to show up in Middle School. Students told us:

  • STEM careers are only for boys
  • STEM subjects are too hard. My teacher says I only need “fill in the blank class” to graduate.
  • There are no girls in the science club
  • I don’t want to be viewed as the “smart one”
  • My friends aren’t interested in STEM
  • My parents don’t talk to me about or can’t afford an education for me beyond high school

Our PLAYBOOK for Teens…STE@M Mentoring Program helps girls catapult those roadblocks by discussing the elephant in the room and helping girls see the truth and the possibilities. The 8th grade girls tell us these conversations are more open and beneficial in a “girls only” environment.

By seeing the necessary building blocks and seeing women who look like them that are happy and successful in STE@M careers, students understand what is possible for them. And, most important, students form a “techie tribe” of support to keep them motivated going forward.

When the program is delivered in 8th grade, students have the opportunity to take appropriate courses in high school based on their “PLAYBOOK for Success” which includes their education goals after high school of community college, a four-year college, military or other education option.

The mentoring program is a way to set the stories in motion by bringing more young women into the lucrative STEM arena. Teens explore STE@M careers, gain insights from the role model stories, journal and research educational options.”

How has your plan evolved in the past two years?

We launched the PLAYBOOK at the Sacramento State and the AT&T non-profit group, Women of AT&T, Expanding Your Horizons event in Sacramento in October 2014 with books for 400 girls. One of the role models in the PLAYBOOK was the Keynote Speaker. Then, I participated on panels for WITI and the Global Women’s Entrepreneur Conference and gave presentations at the AeroSpace Museum for students and JSPAC for California educators. We had a team at the first ever Start Up Weekend for Women in Sacramento. I completed the Entrepreneur Showcase Accelerator program and graduated by pitching to a room full of investors, (think Shark Tank with nice people). The PLAYBOOK for Teens was written up in Huffington Post and featured on News 10.

In February 2015, we got an order for 100 books from the Livermore Expanding Your Horizons event and an order for 200 books from Diablo College. The organizers bought PLAYBOOKs for the parents and I did a presentation for the parents to be able to help their daughters’ research STEM careers using the PLAYBOOK.

When groups of students experience the PLAYBOOK together (with a mentor, teacher or parent), there is energy, commitment and excitement. We now have PLAYBOOK guides for 1-12 Mastermind sessions. The Train the Trainer curriculum is eight sessions, and we have a modified version for parents. Teen Mastermind Members share ideas, research and build confidence as they make decisions and take action towards their goals. Teens discover important success skills for life and career through the Mastermind—while they build a “professional network” of other students who have an interest in STE@M.

We developed an APP to compliment the PLAYBOOK for The Women of AT & T. We have packages available to help corporations recruit talent and market their brand.” Starting with The Women of AT&T at their “Expanding Your Horizon” event and the American Association of University Women’s (AAUW) “Tech Trek” event, educators and non-profits have asked to use the PLAYBOOK in a group environment. Educators wanted to use the information in the classroom, so I wrote the PLAYBOOK for Teens — STE@M™ Mentoring Program.

The Yolo County office of Education hosted the first PLAYBOOK Pilot that started in December 2015 and ran through March 2016 at Lee Middle School in Woodland. After a presentation about the pilot, teachers were asked to recommend 15 girls who have an interest in STE@M and who they thought would benefit from participating in the pilot. We received 54 recommendations within 24 hours, the teachers and counselors and counselors narrowed the number down to 14 participants.

I was very honored to receive the 2016 Yolo County School Board Association’s Yolo County Excellence in Education Award on May 2nd for the PLAYBOOK for Teens STE@M™ Mentoring Program, Our program encourages girls to explore the possibilities of a career in science, technology, engineering and math.”

What is your current goal for the PLAYBOOK?

“”We are working with the Community College Chancellors office and County Offices of Education to conduct “Train the Trainer” programs for teachers/counselors/parents so that educators can bring the  PLAYBOOK for Teens — STE@M™ Mentoring Program to Middle School students throughout California. Our next steps include writing a PLAYBOOK for boys and girls and collaborating with other education content providers to extend the program into High School. The Director of Careers at the County Office of Education in Yolo County would like the PLAYBOOK Program in all 11 middle schools.”

I think the comments that Michael Gangitano, counselor and career exploration teacher at Lee Middle School in Woodland, gave at the awards ceremony provides the best opinion of the importance of this program. After he received an award for bringing the innovative program to his campus, he said, “Having worked with middle and high school students for the past 35 years, I am constantly on the lookout for instructional tools that help young people see and plan for their future. PLAYBOOK for Teens is one of those resources that only comes around once in a great while that proves to be a rare gem.

The STE@M™ Mentoring Program arrives in an era when women are increasingly prominent in medicine, law, and business, but still lag behind men in STEM career choices. The program aims to disrupt that trend by providing a mentoring program in schools, in after school programs, at youth groups or at home.”

I was pleased to hear from Ms. Vinci that a modified version of the program is now available by webinar for parents and youth leaders and that invitations are being sent out this week to the Greater Sacramento Area Middle School educators and counselors to attend a Professional Development Training on the PLAYBOOK for Teens — STE@M™ Mentoring Program to be held August 10 or September 2, 2016. She said that Middle School educators and counselors are eligible for a complimentary registration and $250 stipend to attend.

In conclusion, I can’t do better than echo the final comments of Mr. Gangitano, “…let’s touch the lives of middle- and high-school aged girls by providing an inspirational life plan that knows no boundaries. Your students, daughters, their friends and our future deserve no less.”

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Posted in Education, Training | No Comments »

Traditional Industries Generate High-tech Spinoffs in Southwest Florida

Tuesday, November 3rd, 2015

My last article featured the stories of two companies that I visited, so this article will feature the four other companies I toured during my brief visit to Lee County earlier this month as the guest of the Lee County Economic Development Office.

Shaw Development is a family-owned company with the third generation now involved and specializes in the design, development and manufacturing of custom fluid management solutions, including Diesel Emissions Fluid (DEF) systems (headers, reservoirs, caps, adapters, strainers, etc.) for heavy-duty vehicles and machinery, such as trucks, buses, construction, mining, military vehicles, as well as agriculture and forestry equipment, power generation, and locomotive equipment.

Stephen Schock, Director of Manufacturing, gave us a plant tour first, and then we met with Lane Morlock, Chief Operations Officer. Lane told me that Frank Shaw founded the first Shaw company, Shaw Metal Products, in 1944 Buffalo, New York as a machine shop to support the military and developing aerospace market.

Shaw Aero Devices, Inc. was founded in 1954 to add engineering to their core capability and develop products with proprietary intellectual property. Frank’s son, Jim Shaw, headed up this company, and it became the industry standard for a variety of fuel, oil, water, and waste components and systems. Shaw Aero Devices moved Naples, Florida (Collier County) in the early 1980s and moved to Fort Myers in Lee County 1993. The company relocated back to Naples in 2001 after it outgrew its Lee County location.

Lane, said, “Shaw Development, LLC was formed in 1959 to transfer Shaw Aero Devices technology to ground vehicle markets particularly the lift and turn technology for fuel caps. We moved into our current 50,000 sq. ft. plant in Bonita Springs in 2008. Shaw entered into the DEF system business early on, and business has grown dramatically in the last 6 to 7 years.”

When I asked how much they outsource, he said, “We have a fair amount of capability in-house ? machining, stamping, forming, welding, paint, assembly and test capabilities. In 2009, we vertically integrated plastic injection molding by acquiring Gulf Coast Mold to bring back our molding from China. We bought a robot for welding that saves us a great deal of time. We buy some machining and sensors outside. In 2014, we added 17,000 sq. ft. to our production space in the plant and expanded our injection molding operation by 6,500 sq. ft. We added 75 employees over the past 3 years and our revenue has been increasing +25% YOY in this time period. We are now up to about 200 employees, so we are the second largest manufacturer in the region.”

In response to my question about their challenges, Lane said, “Our biggest challenge is to get the right talent. We work with Florida Gulf Coast University (FGCU) and more recently, we have engaged with the University of Miami to find the right talent. We work with local schools and the Southwest Regional Manufacturers Association to develop curriculum and manufacturing industry awareness to the local area. We are heavily involved with STEM and bring in students as interns and offer them the opportunity to work on private projects. One of our welders took a job with the local technical college to train welders, and this has provided us with an opportunity to work with this program and provide them with industry experience.”

With regard to my inquiry about being a lean company, he said that he had spent two years at NUMMI (Toyota Joint Venture) gaining an in-depth understanding of the Toyota Production System prior to spending seven years in a leadership role at General Motor’s corporate Lean Office. He added, “We have a full time Lean black belt to train our employees. We have gone from 43-day material turnaround to an average of 27 days in the past two years. Our model for business planning is Hoshin Kanri, and we have a five-year business plan and an annual business plan tied into it. Our on-time delivery is 98.8% year to date, and our quality PPM has improved by 60% in the past two years. We use a two-bin Kan Ban system and one-piece flow for our assembly line operations. Our employees are cross trained, and we review our manufacturing cell metrics at weekly meetings.”

With this emphasis on lean and the fact Shaw Development is both ISO 9000 and 14000 Certified, I could see why the company has been recognized as the Manufacturer of the Year for the State of Florida and Southwest Regional Manufacturer of the year.

My next visit was to American Traction Systems (ATS), a privately owned company formed in 2008 by Bonne Posma, as an affiliate of his other company, Saminco, Inc. ATS specializes in the design and manufacturing of electric propulsion systems for on and off road electric vehicles such the Ford Fusion, fuel cell buses, Hybrid trucks and buses, streetcars, trolleys, trams, GenSet Locomotives, Hybrid Diesel-Electric marine vessels, airline ground support vehicles. ATS has manufactured electric traction drives for Fuel Cell Buses designed by Ballard and Georgetown University, Hybrid-Electric systems for Allison Electric Drive division of General Motors as well as over 3,500 AC/DC and DC/DC controllers for underground mining vehicles. All design and manufacturing is performed in the Fort Myers, Florida facility with the capacity to deliver production of several hundred units per month.

General Manager Lem Vongpathoum led the plant tour at ATS and then we met with Mr. Bonne Posma and his niece, Cari Posma Wilcox, Vice President of Saminco, Inc. In a phone interview with Cari after returning home to clarify some details, she told me that Bonne was born in Indonesia of Dutch parents just as WWII erupted in Asia and spent the war years in a prison camp with his parents. His family returned to the Netherlands after the war and then immigrated to Canada. Mr. Posma founded Saftronics in 1968 in Johannesburg, South Africa and then opened a second facility in Ontario, Canada in 1976, which is still in operation as Saft Drives. He opened a Saftronics plant in Buffalo, New York in 1986, which he moved to Ft. Myers, Florida a year later. He left Saftronics and founded Saminco in 1992. Saftronics was sold to Emerson in 2005. After founding American Traction Systems in 2008, he opened a Saminco service office in China in 2009 and a service office in South Africa in 2011. He also opened an ATS facility in South Africa in 2013. Bonne’s energy and excitement about his companies was that of someone half his age when he showed us around Saminco and gave us a demonstration of some of the mining equipment at their testing yard.

Bonne clarified the difference between the three companies he has founded, saying “Saftronics made variable speed drives. Saminco makes solid-state electric vehicle traction controllers powered by batteries, diesel-hybrid, fuel cells and power systems, mainly for underground mining equipment. American Traction Systems makes electric and hybrid-electric propulsion systems for a variety of vehicles and equipment. I am the sole owner of both Saminco and ATS, and we have about 120 employees at the Ft. Myers Saminco and ATS plants. We also have a repair facility in Huntington, West Virginia that has 35-40 employees.”

Bonne explained, “We are competing with major corporations like Siemens, ABB and GE. We have to be more nimble to compete successfully. We competed against these companies for a Navy contract for a propulsion system for the USNS Waters operated by the Military Sealift Command and won the contract. We are getting into solar and working on a new diesel electric propulsion system for a Load Haul Dump (LHD) vehicle that is like a large Bobcat. We are also working on a new induction motor for ‘Mag lev’ trains.”

When I asked him about his suppliers, he said, “We use all American suppliers for what we can’t do in-house. We buy machining and sheet metal fabrication and use a contract manufacturer for our PCBs. We do full power testing in our lab.”

He added, “American workers are some of the highest paid workers in the world. There are three things that have destroyed American manufacturing: litigation, regulation, and taxes. If we want to level the playing field, we need to get rid of these three things.”

On my last morning in southwest Florida, we visited JRL Ventures, Inc. dba Marine Concepts headquartered in Cape Coral, Florida. The facility contains 42,000 sq. ft. of manufacturing and office space, equipped with state of the art CNC robotic machining centers and other technologies. Marine Concepts opened its doors in 1976 under the leadership of Augusto “Kiko” Villalon to be able to go from design to production of boats. Marine industry veterans, J. Robert and Karen Long, purchased Marine Concepts in 1994. As a leading manufacturer for nearly 40 years, Marine Concepts is now the largest manufacturer of tooling and molds for the marine industry in the United States. They make CNC plugs, composite molds (open and closed silicone/LRTM), CNC molds, CNC parts, limited production composite parts, scale models, and CNC cold mold kits. In 2012 Marine Concepts opened a facility in Sarasota, Florida with over 260,000 sq. ft. of manufacturing and office space. The two plants provide 300,000 sq. ft. of manufacturing space and seven 3 – 5-axis CNC milling machines.

Mac Spencer, CFO, gave us the plant tour where we watched a boat mold being machined by their very large machining robot. We met with Dan Locke, Design Manager and Senior Designer, who has been designing boats since the 1980s, using Unigraphix software that provides more free style for designing surfaces than Solid Works. Mr. Spencer said that normally their business was 80% marine vs. 20% non-marine, but during the recession, it was reverse. They diversified into making composite figures and structures for resort parks, such as Disneyland, Universal Studios, and Six Flags. They also make composite parts for trams and electric buses. Design work for other marine companies is also a growing part of their business. We briefly met with President Matt Chambers before departing.

My last visit was to Nor-Tech Boats where we met with Cindy Trombley, Director of Administration. She said the company was founded in 1980 by Trond Schon, who had moved with his family from Norway to Cape Coral, Florida. Nor-Tech manufactures high performance powerboats using advanced technologies, unique manufacturing processes, and stylish designs. The main manufacturing facility in North Fort Myers encompasses over 45,000 sq. ft. complete with a 20’ x 60’ downdraft paint booth. Within the main building a state of the art rig shop and in house upholstery departments are climate controlled year round to insure a clean and work friendly environment. The in-house engine development and production division is housed in a secondary facility along with the service department and a rigging facility. We could see three boats in various stages of production in the main plant, but we did not have time to go visit the secondary facility.

Cindy said they currently have 107 employees, but survived the recession by dropping down to only 35 and going into debt. She said they can make boats up to 80 ft. long, and most of the larger sized boats go overseas or to Canada. They make every style of powerboats except for “T-tops.” Cindy said, “Our biggest challenge outside of heat and humidity in Florida is finding skilled labor. There are no vocational schools teaching how to build boats. We have low turnover, but an aging workforce. One of the advantages of Florida is that there are no corporate or personal income taxes.”

A common thread for most of these companies is the concern about finding the right workers now and in the future. As I have discussed in past articles, this is a nationwide problem, not just in southwest Florida. During discussions with the management of the Lee County Economic Development office and members of the Southwest Regional Manufacturers Association at breakfast, lunch, and dinner meetings during my visit, I shared what is being done to address this problem in other parts of the country and by organizations such as SME’s PRIME schools, ToolingU, and Project Lead the Way that I have written about in previous articles. The more manufacturers and trade associations that get involved in solving this problem, the more successful we will be in attracting and developing the next generation of manufacturing workers.

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Posted in Economic Development, Education, Innovation, Lean, Manufacturing, Reshoring, Taxes/Regulations, Workforce Development | No Comments »

Southwest Florida Attracts Manufacturers, not just Retirees

Tuesday, November 3rd, 2015

During my recent trip to southwest Florida as the guest of the Lee County Economic Development agency, I learned that in recent years, there has been an increasing number of business owners that have been regularly vacationing in the area who have decided to either move their business or set up a business where they like to play.

Lee County is on the Gulf of Mexico side of Florida about 125 miles south of Tampa and about 50 miles north of the Everglades National Park. There are five incorporated cities in the country: Cape Coral, Ft. Myers, Bonita Springs, Ft. Myers Beach, and Sanibel. The county population grew 63% from 1994 to 2014, but 55% live in the unincorporated area.

My tour host, Shane Farnsworth, Manager of Business Development for the Lee County EDO, told me that Cape Coral was a planned “bedroom” community, but many people never built homes on the lots. So, Cape Coral offers the greatest area of growth for industrial development through the purchase and combining of these parcels into industrial sites. Ft. Myers is the oldest of the five cities, so there is very little undeveloped land and new industrial sites will occur through redevelopment. During my visit, I met with executives of several manufacturing companies in three of five and the city of Naples to the south in Collier County (most of Collier County is taken up by the Big Cypress National Park.).

My first interview was with Bill Daubmann, founder and Senior V. P. of KDD, Inc. dba My Shower Door and a member of D3 Glass LLC. Bill originally had  established a closet organization business in Springfield, MA in 1986 and obtained a license agreement with Mr. Shower Door in 1989. After visiting the Lee County region for several years on vacation, he decided to move to Naples in 2001 and opened a showroom in 2003. His son, Doug, moved also and joined the company. He took the Fast track entrepreneur course by the Kaufman Foundation with one son in 2007 to “hone” their management skills, and took it again in 2011 with his other son.

Bill said, “It was a tough struggle from 2008 – 2010 due to the Great Recession, as southwest Florida was “ground zero” for the decline in the new home building market. We survived by mostly doing home remodeling.”

In 2011, they were informed that their Mr. Shower Door license would not be renewed for 2012, so they explored setting up their own manufacturing plant to make the tempered and glazed needed for shower doors. After analyzing how much glass they were buying out of the state and the problems they had with breakage and defective glass, they set up D3 Glass LLC in 2012 when new home building started coming back in a building they had bought during the recession. Bill’s oldest son, Keith, became President of KDD, Inc. dba My Shower Door. Bill said that the ovens for tempering the glass cost one million and everything else cost another million. They had to buy two custom-outfitted trucks to deliver the glass to their showrooms and customers.

Since Florida requires a license for the glass and glazing business, Bill and his sons took the test and got their licenses. Bill said, “We hired a consultant to do a “SWOT” analysis for our shower door business to make sure that our business model worked in all parts of the country. We wrote a business plan and did a beta test site. We are now selling our business model to others and running an academy on how to run a shower door business. We have four affiliate stores: Oklahoma City, OK, Grand Rapids, MI, St. Paul, MN, and York, PA. We also sell the specialized hardware for shower doors to our affiliates and other shower door companies.”

In the last two years, they expanded from just doing shower doors into other markets for tempered glass and recently finished providing all of the tempered glass for the new Hertz headquarters building that will open next month. Bill said, “We went from 22 to 50 employees in 18 months and are now up to 64 employees. We just made the INC magazine list of 5,000 companies at #2,085 and will be going to the big event next month.”

After I told him that I am part of the Reshoring Initiative to promote bringing back manufacturing to America, he said, “We were buying aluminum extrusions from China, but just switched to a vendor in the United States.”

In answer to my question about the advantages of being located in the region, he responded, “It is easy to deal with the people in the local government agencies, there is good transportation available on I-75 and Rt. 41, the new airport has flights going to our markets, and there are good local colleges for preparing the future workers we will need.”

My second interview was with Brian Rist, President and CEO of Smart Companies, of which Storm Smart is the largest subsidiary. Storm Smart is Florida’s largest manufacturer & installer of hurricane protection products and is the ninth largest manufacturer across all industries in Lee County. Brian is the inventor of the innovative Storm Catcher Wind Abatement Screens. He also moved from the northeast to southwest Florida to run his business. Brian said, “I started out with a couple of partners in a general contracting business and wound up as the sole owner. The first three years were a struggle to find a niche. The building codes were changing and I became the expert in the new codes, even teaching architects. After Hurricane Ambrose came in 1994, I tried to find a fabric that would replace plywood for covering windows. We talked with people in energy management and got everyone’s opinion. I founded Storm Smart in 1996 to manufacture fabric window protection. We became known as who to talk to about window protection. If you fail to plan, then you plan to fail. We did a CD on what businesses could do for emergency planning because 83% of businesses that have a disaster never recover.”

Brian explained that the building codes changed in Florida for developing sites in 1997 requiring window protection to be part of building a home. In 2001 new codes came out and insurance regulations changed also. Everyone has to have separate hurricane insurance. Insurance companies offered special rates for homes that had protection, and the State of Florida offered a rebate program.

“We started making polypropylene window protection by hand cutting the material, but we needed to ramp up to higher production. Getting a sales tax credit helped us to be able to buy a laser cutting machine in 2013, and it eliminated the bottleneck in our business helping us develop new products.”

They work with the biggest companies in the world that use fabric for hurricane protection. While their products protect homes from hurricanes, they also reduce energy costs. Brian said, “You can build a business based on a known market of saving energy and not just protection from hurricanes. Impact-rated windows are a fast growing part of our business. Most new homes come with impact rated windows.”

He added, “The building codes changed again and they are much more about retaining heat rather than saving heat. International codes are also changing. We watch what percentage of our business is with builders. We went to Cancun and set up small operation during recession in Mexico. We are currently doing work in Los Cabos, Mexico also. We sell to Caribbean countries like Bermuda, Jamaica, and wherever else there are resorts.

We have experienced fast growth and have been picked by Inc. magazine four times as one of the 5,000 fastest growing companies. We went from 26 employees to 100 employees after Hurricane Charlie. We went from five to six jobs per month to about 100 jobs per month.

We looked at all of their jobs and decided to really go back into the customer service business to be a sustainable business. We started to invest in our people and getting to know who they were. We had to make sure they were doing things right. We have to ‘walk the talk.'”

After we discussed some of the articles I have written on developing and recruiting the next generation of manufacturing workers and my involvement with the Coalition for a Prosperous America, he added, “‘ Walking the talk” also involves working with students and getting involved with the Southwest Regional Manufacturers Association [for which he is in the current Vice-President.] He said, “We won the manufacturer of the year for the local region last year. We work with five different academies related to construction. Only about 20% of kids go to college and only about 20% of them graduate from college. We had a tour of our plant during Manufacturing Day and had about 13-14 students come on the tour. Florida is too reliant on tourism and construction. Manufacturing creates more different opportunities for good-paying jobs. Our Governor was at our plant three weeks ago, and he understands manufacturing. By partnering with government and education, we can be more effective in growing manufacturing in Florida. In order to grow, we have to develop the next generation of manufacturing workers. Team building, time management, and ethics are the same regardless of the industry.”

In answer to my inquiry about Lean training, he said, “We have been very involved with lean manufacturing and are working with the Florida Manufacturing Program. We are going through a program for an ERP system in order to continue to grow. We have a plan to develop the company over the next three years. Part of it will involve having licensed dealers.”

The outlook for business in Lee County is very good according to the Lee County Business Climate Survey Report, Third Quarter, 2015 prepared by The Regional Economic Research Institute, Lutgert College of Business, Florida Gulf Coast University, released on August 27th, 2015. The key findings were:

  • 74 percent of executives stated that the current economic conditions have improved over last year
  • 66 percent of the executives stated that the current economic conditions for their industry have improved over last year
  • 67 percent of executives expect economic conditions for their industry to improve over the next year
  • 68 percent of companies expect to increase investment next year and none expect to reduce investment levels
  • 61 percent of executives reported increasing employment over the last year, while four percent reported reducing employment
  • 57 percent of executives expect to increase employment at their companies during the next year

While manufacturing represents only 2% of the economy of Lee County today, the staff of the Lee County Development agency is working with the economic development offices of the five cities and members of the Southwest Regional Manufacturers Association to grow the manufacturing industry and expand that percentage. Their work will be aided by the fact that Florida ranks 5th in the 2015 State Business Tax Climate Index with a score of 6.91. The corporate income tax rate is only 5.5% for C corporations only. There is no inventory tax for businesses, and there is no personal income tax. There are nine universities and colleges, and the two largest, Florida South Western State College and Florida Gulf Coast University have a combined enrollment of over 30,000 students. There is good technical training at the two-year community college level as well as at the Fort Myers Institute of Technology, Cape Coral Institute of Technology, and at the ITT Technical Institute. The Ft. Myers airport (RSW) is served by 15 air carriers offering nonstop flights to 46 destinations, most of which are east of the Mississippi.

The stories of these two companies are good examples of innovation to develop new products, becoming a lean company, creating a new business model, and expanding into new markets. These are some of the recommendations I made in the chapter “What manufacturers can do to save themselves” in my book, Can American Manufacturing be Saved? Why we should and how we can.

Having no corporate and personal income taxes and providing a friendly business climate are ideas I discuss in the chapter on what government can do to save manufacturing in my book. My next article will tell the stories of other companies I visited in Florida.

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Posted in Economic Development, Education, Innovation, Lean, Manufacturing, Reshoring, Technology, Workforce Development | No Comments »

Idea Jam Explores Future of Jobs in San Diego

Tuesday, December 2nd, 2014

On November 7, 2014, I attended the “Idea Jam – Innovating for the Future” session put on by the Pacific Center for Workforce Innovation in San Diego. The purpose of the session was to identify the major challenges to the San Diego workforce in the coming years and to generate audience participation in visioning exercises to explore new and innovative workforce development ideas. The event was held at Colman University, and major sponsors were SDG&E, Qualcomm, the Eastridge Group, Point Loma Nazarene College, and Cal State University, San Marcos.

To get our creative juices flowing, Master of Ceremonies, Susan Taylor, San Diego’s TV news icon, introduced Futurist Speaker, Thomas Frey, of the DaVinci Institute as the keynote speaker. It is difficult to do justice to his very visual presentation of images of break-through technologies, but his statements alone created much food for thought about the future. He stated, “We are a backward-looking society…the future gets created in the mind. The future creates the present…Visions of the future affect the way people act today.” He rhetorically asked, “What are the big things that need to be accomplished today?

He continued, “Catalytic innovation creates entirely new industries, like electricity did…Most successful companies today are in the second half of the bell curve…the steel industry had its peak employment in the 1980s.”

It was a shock to hear him state that “Two billion jobs will disappear by 2030…Every time you download a mobile app, you are eliminating a piece of a job.” In answer to his own rhetorical question, “Where will our next generation’s jobs come from, he answered, “from new industries that don’t exist now.” He added, “As you raise the bar for our achievement, we create the new norm.”

“Software is heating the world,” he proclaimed. “In 2030, there will be 100 trillion sensors in the world. Information is being parsed into small things.” He cited some of the new enhanced objects such as: Amazon’s Track Car, the Asteroid Moon Micro-imager Experiment (amie) For Smart-1 Mission, the Vitality Glow Cap for medication management, the Ambient Umbrella by Ambient Devices, Mimo’s Baby monitor, the flying Nixie camera (a tiny wearable camera on a wrist band in which the wrist straps unfold to create a quadcopter that flies, takes photos or video, then comes back to you), the Philips biometrics coffee maker that can recognize users via their fingerprint and make coffee just the way that individual likes it, and the Pintofeed, calling itself the “first intelligent pet feeder”

He explained that “we are entering the age of hyperawareness and the quantified self with products such as printable skin sensors, smart body watches, brain hacking, transcranial brain stimulation.”

Frey stated, “3D printing is changing the world. The new HP 3D printer has 30,000 spray nozzles and can utilize over 200 materials. The iBox Nano is now the world’s smallest, least expensive 3D resin printer. Even shoes can be 3D printed, and Contour Crafting has developed a type of ceramics printing that could be used in construction. Whole walls can now be made by 3D printing, and a company in China was the first company to print a small house for under $5,000. The goal is to print an entire house in one day. In the future, you may live in a printed house…Bio printing can now print skin, veins, organs like a liver, limbs, and an exo skeleton, and there is a pill printer that chemprints antibiotics.” He quoted Chris Anderson, former editor of WIRED magazine and now cofounder and CEO of 3DRobotics, as saying, “3D printing is going to be bigger than the internet.”

“We need to prepare our children for jobs that don’t exist and technology that hasn’t been invented, he declared…By 2030, the average person will have to ‘reboot’ their career six times in their lifetime. To do this, we need to frame our work to train people in a faster way…By 2020, half of all traditional colleges will disappear.”

To facilitate this rapid training, he shared that the DaVinci Institute now offers 11-13-week courses in such topics as 3D printing, web design, game design and development and becoming a drone pilot.” He concluded by saying, “The fastest way to create new jobs is to eliminate the old ones out of existence.”

In California, the community college system is already providing this type of accelerated, focused training through their certificate programs in such subjects as multimedia, web design, web server maintenance and security, and culinary arts. It will be relatively easy to add new training topics to the curriculum to meet future needs.

After Mr. Frey’s predictions of the future, a panel of business leaders discussed what is happening in their industries and what new industries should we focus on. Jeff Nichols from Sempra Energy stated that “San Diego is the nexus of cyber security…Delivering electricity and water is synergistic, so there are opportunities to putting these two together.”

Dr. Ed Abeyta from the University of California, San Diego said, “We need to teach skill sets in a non-university setting but he hasn’t seen an online program that successfully replaces teaching in person.” He added, “We need micro-credentials that you could earn rapidly.”

Matt Grob of Qualcomm said, “The companies that change fastest are the small, startup companies. San Diego is very well placed in the robotics industry…UCSD is starting an incubator for robotics” With regard to training, he said, “A combination of a person and a computer are better than a computer or a person alone.”

In answer to the question, how do we prepare for the change and foster the culture of change in others? Dr. Abeyta responded, “Humanity had its core values before technology came, and we must instill those in our children. We need to marry the technology with our core values. It is not about getting the answer; it is Are we asking the right questions?” Dr. Smith of West Health commented, “We can teach how to think and not what to know.”

The last half of the morning was spent in an idea jam session by small table groups to come up with two ideas: most innovative and most likely to succeed. After lunch, the following panel of judges discussed the ideas developed by the audience: Molly Cartmill, Sempra Energy, Michael Alston, Qualcomm, and Mary Walter-Brown, Voice of San Diego. After presenting all of the ideas for the 17 different tables, the audience voted on the best ideas for both categories. The best ideas were:

Most Likely to Succeed

“Tinder, but for networking and mentoring.” (Note: Tinder is a matchmaking mobile app that uses GPS technology, in which users can set a specific radius have the option to match with anyone that is within that distance.)

“Industry developed after school programs to build skill sets and networking for specific career areas.”

“Change the hiring process from resumes to problem solving practices.”

“Retool community centers and libraries to be career path hubs.” (my idea at my table)

Most Innovative:

“Programmer boot camps for under-served communities integrated with soft and life skills.”

“Establish a mentoring program for retired professionals to share advice and knowledge to persons in transition”

“Implement playgrounds of interests at schools to help students see the possibilities i.e. Maker Spacers & digital playgrounds.”

“Geolocation app that reveals available parking, especially in downtown SD via satellite, with timer alerts”

When I think of the fact that I am now on my fourth career path, I can see that six career paths is a realistic prediction for the future. Just like continuous improvement is one of the tools for becoming a Lean company, continuous learning will be a prerequisite for everyone who wants to keep working during their even longer productive lifetime in the future. My definition of success has been to learn something new to the point of proficiency, so I can highly recommend continuous learning to others. It’s what makes life interesting, challenging, and fun!

Posted in Economy, Education, Innovation, Jobs, Manufacturing, Technology | No Comments »

San Diego Celebrates Manufacturing Week not just Manufacturing Day

Tuesday, October 14th, 2014

To highlight the importance of manufacturing to the economy of the San Diego region, the Mayor and City Council declared the week of September 30 – October 5, 2014 to be Manufacturing Week instead of only Manufacturing Day on October 3rd.

One of the highlights of the week was an all day Workforce Conference held on October 2nd put on by the San Diego Workforce Partnership and the San Diego and Imperial Counties Community Colleges Association Regional Consortium. The conference presented a summary of a detailed research report conducted by these two organizations of each of the sectors that are vital to the regional economy. San Diego’s five priority sectors are:

  • Life Sciences
  • Health Care
  • Clean Energy
  • Information & Communication Technologies
  • Advanced Manufacturing

More than 250 businesses were surveyed for the report, and industry associations and organizations with industry expertise also contributed to the study. The results of the study can be used to help these priority sectors, which are experiencing rapid growth and projected skills shortages, conduct workforce planning and management of resources. The Conference presentations included an overview of the research findings and panel discussions with industry experts and employers.

Since my interest in these sectors is limited to manufacturing, I only attended the session on Advanced Manufacturing, presented by Dr. Mary Walshok, dean of UC San Diego Extension. Describing San Diego’s manufacturing industry, she said, “It ain’t your old assembly line manufacturing. It’s about a network of suppliers. It’s about organizations that are prototyping and doing R & D on site…I think the moniker for San Diego should be drones, phones and genomes … Let’s add to that surfboards, skateboards, and golf equipment.”

Key data presented was the fact that “The Advanced Manufacturing sector accounts for 10% of all establishments, 15% of all paid employment and 22% of all annual payrolls” in San Diego County. The fact that the “sector is dominated by small-to-medium-sized businesses with 82% of firms employing less than 20 employees” confirmed my more than 30 years experience in San Diego’s manufacturing industry.

Utilizing a broader definition of what constitutes manufacturing, the report listed the manufacturing employment at 170,800 in contrast to the California Economic Development Department total of 96,900 manufacturing jobs in San Diego in August 2014, an increase of 2,200 manufacturing jobs since August 2013. The report projects a 6% increase in manufacturing jobs by 2018 for a total of 180,700 jobs.

The Advanced Manufacturing sector is no longer dominated by any one industry like it was 20 years when aerospace/defense was the dominant industry. Now, it is comprised of diverse industries in which no industry has more than 13% (electronic equipment and components). Aerospace/defense has dropped to 11%, and the fabricated metal products industry comes in a close third at 10%. Industrial/commercial machinery and computer equipment represents 8% of the industry, and signs and advertising specialties represents 6% of the sector. I was surprised that biotechnology only represents 5%, when San Diego is ranked third in the nation as a center of the Life Science industry sector after Greater Boston and the San Francisco Bay Area.

The report states, “Most Advanced Manufacturing occupations require high school education at a minimum. Moving up the career ladder requires on-the-job experience or more academic credentials, some are provided by 2-year or 4-year colleges. Many occupations require a specific set of skills for their workers, which can be acquired with an education credential. There are certain educational credentials that can be applied to multiple occupations.”

The study revealed the four occupational clusters that are most commonly employed in Advanced Manufacturing:

  • Engineers
  • Computer/Software
  • Drafters and Technicians
  • Production

The drafter category has morphed into people with expertise in Computer Aided Design and 3D modeling skills instead of traditional hand-drawn drafting skills.

The top five occupations that have a gap in the supply of workers produced by the regions educational institutions compared with the number of available job openings are:

  • Software developers, applications and systems software
  • Assemblers and fabricators
  • Aerospace engineers
  • Computer user support specialists
  • Machinists

The report goes into specific detail about the skill sets needed for each of the above occupations. To address this gap in the supply of workers with the requisite skills, the following recommendations are made:

•” Inform the public about the skills and levels of compensation in the Advanced Manufacturing sector.

• Develop an Advanced Manufacturing talent pipeline.

• Increase employer knowledge about business assistance programs for workforce training.

• Add an internship and/or work experience requirements to education and training programs.

• Encourage critical thinking and real world application in education and training programs.

• Standardize certifications and articulation agreements.”

Dr. Trudy Gerald, Deputy Sector Navigator for Advanced Manufacturing at San Diego City College moderated a panel of that included two manufacturing representatives: Nancy Boessow, HR Manager for Johnson Matthey Medical Components and Rick Urban, COO and CFO of Quality Controlled Manufacturing, Inc., a leading precision machining manufacturer of complex components and assemblies for the aerospace, defense, and energy industries.

Joining the panel was Jo Marie Diamond, President and CEO of the East County Economic Development Council and newly appointed as the region’s representative on the Executive Board for the Advanced Manufacturing Partnership – Southern California, one of only 12 federally designated Investing in Manufacturing Community Partnership (IMCP) consortia and the only one west of the Mississippi. Ms. Diamond said that the advanced manufacturing sector has an aging workforce, so “We’re going to have to fill that pipeline [with training and education].”

There has been a shortage of skilled machinists, especially lathe operators for the past 15 years, and since I have discussed this issue with Mr. Urban personally, I am aware of what his company is doing with regard to training. The company website states, “QCMI needed to establish an Education / Training Competitive Workforce Initiative. The QCMI WEA winning initiative includes: a mentoring program for entry-level employees; promotion and training from within; partnering with high schools and colleges; and the creation of a nonprofit Academy.” The Academy training and apprenticeship program began earlier this year with a curriculum that took a year to develop.

At the conference, he stated, “We’re going to do a lot of training…The people that come in at an entry level position are allowed to stay there for six months. They have to move up or it doesn’t make sense because we have to keep that pipeline going.”

The conference was well attended by people within the five industry sectors, as well as those seeking to make career transitions or improve their skills, career counselors, trainers, and educators. The presentations and panelists provided a complete picture of what employers are looking for in the current and future labor force and set the stage for the events that followed on Manufacturing Day.

Manufacturing Day began with a breakfast at the new central library in downtown San Diego organized by the San Diego Regional Economic Development Corporation. President and CEO Mark Cafferty and Congressional Representatives Susan Davis and Scott Peters gave introductory remarks welcoming attendees, and then Jack Stewart, president of the California Manufacturers and Technology Association, moderated the following a panel of local manufacturers that represent a cross section of San Diego’s diverse industries:

Bob Cassidy, Senior Director of Operations, ViaSat – producer of satellite and other digital communication products for the commercial and government sectors

Guillermo Romero, General Manager, 3D Robotics’ plant in Tijuana – producer of miniature commercial unmanned aerial vehicles (drones)

Kevin Graney, Vice President and General Manager, General Dynamics NASSCO – shipbuilding of Naval and commercial ships and tankers

Carlos Nunez, COO, Care Fusion – producer of infusion, interventional procedures, medication and medical supply management, respiratory care and surgical products.

Dave Klimkiewicz, co-founder of Sector 9 skateboards

Mr. Stewart remarked, “Manufacturing was the industry on the outs. Service industries aren’t creating the good paying jobs…”This isn’t your father’s factory floor anymore…Now manufacturing is new, high tech, and robotic…Just as manufacturers have retooled their operations to be more efficient, more clean, more innovative, the universities, community colleges, the high schools must retool their education systems.” He added, “Advanced manufacturers in California have to be the cleanest, the best, cut costs, and improve productivity.”

Each panelist gave a brief overview of their company’s products and services, and then took turns answering questions posed by the moderator. With regard to finding qualified workers, their comments corroborated the comments of the panelists the previous day at the Workforce Partnership conference.

Cassidy said, “We have a very stable workforce with very low turnover, but it’s an aging population, especially on the electro-mechanical team…We need more with solder training and wireless technician certificates.”

Graney said that they have the largest backlog in their history and are hiring anyone who can fit or weld. “We end up training everybody that basically comes in the gate,” he said. “We’ve got eight weeks to develop a fitter or welder, before they’re out on the production run. We have had really only frankly limited success doing it any other way.” He added that they are making data available electronically to their welders at their workstations, and their painting process has reduced 90% of emissions.

All of the panelists made comments about how high schools need to get back to basics, including computer skills and technical training in wood shop, auto shop, and metal shop for those not going to go to college. Mr. Nunez said that STEM education needs to be supplemented with hands-on projects, such as ones using a “Raspberry Pi [A breadboard device for prototyping circuits].”

In answer to the moderator’s question about what are the benefits of bi-national manufacturing, Mr. Nunez said that the majority of the manufacturing for their infusion pumps and tubing takes place in Tijuana and Mexicali. Mr. Romero said that most of their SKUs are made in Tijuana, and the close proximity allows their engineers to visit the plant in the morning. He said, “It’s important to buy the right equipment and hire the right people.

The panelists touted San Diego’s collaborative effort among businesses and organizations, as well as opportunities created by the region’s proximity to Mexico. They also commented on the higher costs of doing business in California compared with other regions.

After the breakfast ended, I went on three tours out of the more than 25 tours offered in the San Diego region’s manufacturers. First, I visited D & K Engineering in Rancho Bernardo. D&K Engineering was started in 1999 by Scott Dennis and Alex Kunczynski as an engineering design and product development firm that evolved into providing contract manufacturing services for such companies as ecoATM and Retail Inkjet. D & K offered tours every half hour from 11 AM – 3 PM and 10 people were allowed on each tour. Besides business people, there were one mother and her pre-teen, home-schooled son and daughter on my tour.

Next, I visited Alphatec Spine in Carlsbad that makes implants made from PEEK and Titanium used in spinal surgery and reconstruction. My last stop was a mixer sponsored by the California Manufacturing Technology Consulting and the City of Santee at one of our many microbreweries, BNS Brewing & Distilling Company in Santee. The guest of honor at the mixer was Sid Voorakkara, a Senior Business Development Specialist from the Office Governor Brown. He provided the attendees with a brief overview of the new California Competes Tax Credit and the Manufacturing and R & D equipment sales and use tax exemption (for details go to http://www.business.ca.gov/ )

The producers of Manufacturing Day 2014 have bragged that “This year’s Manufacturing Day set another record with almost twice as many events as last year. The final count was over 1,650 events in all 50 U.S. states, three Canadian provinces, and Puerto Rico.” However, until we get more educators, parents, and students to attend these tours, we will not achieve our goal of attracting more youth to manufacturing and other STEM careers.

Posted in Economic Development, Education, Jobs, Manufacturing, Training | No Comments »

North Carolina College Recognizes STEM is Critical to Workforce Development

Tuesday, September 16th, 2014

Developing the maximum potential of persons by means of expanding knowledge and aptitude is the objective of the foundational structure of becoming a “Lean company.” It is impossible for companies to achieve this objective without a comprehensive program of workforce development (referred to as Talent Development in the language of “Lean.”)

In a recent interview, Chris Paynter, Dean of STEM at Central Piedmont Community College (CPCC) told me that part of the plan for achieving the College’s vision “to be the national leader in workforce development” was the reorganization of the college divisions of Science, Information Technology, Engineering, and Mathematics under one Dean to support the growth of these four interrelated fields as a unit.

But CPCC is not alone in recognizing the combined need for these fields in the modern, high-tech workforce. “The Committee on STEM Education (CoSTEM), comprised of 13 partner agencies—including all of the mission science agencies and the Department of Education—will facilitate a cohesive national strategy, with new and repurposed funds, to reorganize STEM education programs and increase the impact of federal investments in five areas: P-12 STEM instruction; increasing and sustaining public and youth engagement with STEM; improving the STEM experience of undergraduate students; better serving groups historically underrepresented in STEM fields; and designing graduate education for tomorrow’s STEM workforce.

Dean Paynter said that CPCC just celebrated their 50th anniversary and now has six campuses located throughout Mecklenburg County. CPCC’s mission is to be “an innovative and comprehensive college that advances the life-long educational development of students consistent with their needs, interests, and abilities while strengthening the economic, social, and cultural life of its diverse community.”

He said, “We believe that there is shared responsibility between employers, schools, and families in developing an educational infrastructure that provides a skilled STEM workforce for the greater Charlotte region.”

He explained that the College has created career pathways that have multiple entry points, such as High School graduates, military veterans, incumbent workers, and displaced workers to provide access to structured training paths for the development of highly sought after STEM career skills.

He added, “More and more employers are seeking graduates from associate degree programs because of the practical, applied, and competency-based nature of those programs. These graduates are able to quickly apply the real world job skills they leaned at school and are very productive when hired.”

CPCC is a “Learning College,” which means it places learning first and provides educational experiences for learners any way, anywhere, anytime. In support of this initiative, four core competencies have been identified as critical to the success of every CPCC graduate. The competencies are:

  • Communication: the ability to read, write, speak, listen, and use nonverbal skills effectively with different audiences.
  • Critical Thinking: the ability to think using analysis, synthesis, evaluation, problem solving, judgment, and the creative process.
  • Personal Growth and Responsibility: the ability to understand and manage self, to function effectively in social and professional environments and to make reasoned judgments based on an understanding of the diversity of the world community.
  • Information Technology and Quantitative Literacy the ability to locate, understand, evaluate, and synthesize, information and data in a technological and data driven society.

Central Piedmont Community College (CPCC) recently joined 130 other community colleges from around the country as a member of the Achieving the Dream: Community Colleges Count! Initiative designed to identify new strategies to improve student success, close achievement gaps, and increase retention and completion rates.

Workforce Training

Dean Paynter said that CPCC provides up-to-date technical skills to the Charlotte region’s workforce and employers. The CPCC Engineering Technologies Certification Center was created to assist this effort by providing proctored credentialing exams for nationally recognized third-party industry credentials, such as the Manufacturing Skills Standards Council, National Institute of Metalworking Skills, North American Board of Certified Energy Practitioners, Packaging Machinery Manufacturers Institute, Siemens Mechatronic Systems Certification Program.

He added that advisors and instructors for CPCC’s Corporate Learning Center work with companies to assess their needs and recommend a customized solution, utilizing the comprehensive training approach offered by the IST Lab. Training can be scheduled at a time/date that is convenient for the client.

Companies that have benefited from this program include: Coca Cola Bottling Co. Consolidated, Sun Chemical, Timken, and Solectron.

Apprenticeship Programs

Dean Paynter said that CPCC provides apprenticeship programs in partnership with local companies:

Apprenticeship Charlotte – Programs vary, but usually consist of an employer and student agreement and approval by an appropriate entity. In North Carolina, formal or registered apprenticeships are created in agreement with the N.C. Department of Labor (NCDOL).

Apprenticeship 2000 – The Apprenticeship 2000 program is a 4-year technical training partnership in the Charlotte, NC region designed to develop people for such a workforce. Juniors and seniors from local high schools are recruited: Some of the advantages include:

  • AAS degree in Mechatronics Engineering Technology
  • Apprenticeship Certification
  • Earn a min. of $34,000/year at completion
  • Benefits (Medical/Dental, Paid Holidays)
  • Guaranteed Job after Graduation

CPCC works closely with the approximate 200 German companies with facilities in the Charlotte region, including BMW and Siemens. These companies employ about 15,000 people.

Dean Paynter said that earlier this month, CPCC and Festo Didactic SE, headquartered in Denkendorf, Germany, signed a letter of intent to establish a North American training center, to be located on CPCC’s Central Campus. The press release stated:

“The joint venture, to be called the “Festo-CPCC Learning Center of Excellence,” will be developed in stages, with the first stage operational by early 2015. The center will advocate the growth and development of advanced manufacturing in the United States, while giving CPCC students and incumbent workers a one-of-kind opportunity to become highly skilled operators of the latest high-tech manufacturing equipment.

Festo Didactic is a world-leading equipment and solution provider for industrial education. Festo Didactic designs and implements learning laboratories, educational equipment, and programs that train workers to perform in highly dynamic and complex industrial environments. The goal of Festo Didactic is to maximize learning success in educational institutions and industrial companies around the globe.

Festo AG, the parent company of Festo Didactic, is a global supplier of solutions in pneumatic and electrical automation technology to 300,000 customers of factory and process automation in more than 200 industries and 176 countries around the world.

‘We intend for our new joint venture to become the ‘gold standard’ for technical education and training in the United States and North America,” said Dr. Daniel Boese, managing director of Festo Didactic. “Through this large-scale initiative, we will advocate and promote advanced manufacturing as a viable, attractive and lifelong career option for students and new and incumbent workers in the U.S.’

‘One goal of this joint venture is to establish a showcase for advanced manufacturing and to create a broad-based sense of excitement and passion for the advanced manufacturing sector in the United States,’ said Dr. Tony Zeiss, CPCC president.

‘We have big ambitions for this center. We’ll endeavor to provide comprehensive workforce development and training programs and solutions to address, at regional and national levels, the ongoing mid-skills training gap that hinders U.S. advanced manufacturing,,,’ Zeiss said.”

This agreement follows an initiative the college undertook with German industry when it signed a cooperative education agreement with IHK Karlsruhe, a German regional chamber of industry and commerce in April 2012. CPCC became the first U.S. community college to offer IHK-certified job-training programs.

Engineering Summer Camps

In an effort to attract youth to manufacturing and other STEM careers, Dean Paynter said that the college also offers a one-week summer camp where students can learn hands on skills and apply their creativity. Math, science and engineering converge in camp activities and projects for a deeper understanding of how to apply these in real life. Using “contextual learning” high-school aged students build, analyze, and test either their own Bio-Mechanical Hand or own 3D Printer while learning fundamentals of electrical, mechanical, and computer engineering. At the end of the camp, the student is able to keep either the Bio-Mechanical Hand or 3D printer and have the knowledge and skills to fix it.

Workforce development is another way to address the skills gap in the manufacturing industry, as well as other science, math, and engineering career paths. In addition to focusing on training existing employees, companies need to be willing to hire and train older, unemployed workers that still have plenty of real-world know-how and technical expertise to off their employer. Many “Baby Boomers” would gladly delay their retirement if they had the opportunity to learn new skills to make their jobs more interesting and challenging.

Posted in Education, Manufacturing, Training | No Comments »

How to Combat the Manufacturing Skills Gap

Monday, September 1st, 2014

“Creating a robust pipeline of workers to address the needs of U.S. manufacturers has become a national priority” according to a recently released report by ToolingU, a division of SME (formerly the Society of Manufacturing Engineers) titled, “Using Competency Models to Drive Competitiveness and Combat the Manufacturing Skills Gap.” The report discusses the results of a survey on the skills gap and current training, defines competency vs. competency models, explains different models, and explores best practices.

American’s manufacturers are increasingly challenged to find the skilled workers they need to fill good jobs. As more and more “Baby Boomers” retire, we need to address this issue if we want to keep the manufacturing engine going and growing to keep our economy strong.

Currently, 9 out of 10 manufacturers are having difficulty finding skilled workers and they say this is directly hurting the bottom line, according to a 2013 SME and Brandon Hall survey. In fact, the survey revealed:

  • 64% of manufacturers say productivity losses are a result of a skills gap.
  • 41% cited quality losses
  • 56% report the gap in skilled labor has impacted their company’s ability to grow
  • 78% cited a lack of qualified candidates as one of the top two factors that impacted
  • their ability to hire a skilled workforce
  • 78% cited a lack of qualified candidates as one of the top two factors that impacted
  • their ability to hire a skilled workforce

There are four main reasons for the skills gap:

  • Limited pipeline – Fewer people are pursuing Science, Technology, Engineering and Math (STEM) education and fewer youth are choosing manufacturing as a career.
  • Retiring workforce – Baby Boomers are retiring and about 10,000 per day will turn 65 for the next 19 years.
  • Changing pace of technology – Technical innovation is moving so quickly that it can be a challenge for workers who are unable to keep pace and are left behind.
  • Reshoring – Returning manufacturing back to the U.S. creates a bigger demand for jobs.

In January 2014, President Barrack Obama signed a memorandum to initiate a review of all the federal training programs to “develop a specific action plan…to make the workforce and training system more job-driven, integrated, and effective.”

Additionally, recent government investments in the Manufacturing Innovation Centers, as well as a new $450 million round of the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grants Program demonstrates the commitment to solving these workplace issues.

The SME survey asked if the organization had a company-wide plan in place to address its skills gaps. The responses were:

  • 54% “No, we do not have a company-wide plan in place for filling our skills gaps among skilled workers in critical roles at this time.
  • 26% Yes, we have a company-wide plan for filling our skills gaps among skilled workers in critical roles through the next 12 months.
  • 14% Yes, we have a company-wide plan filling our skills gaps among skilled workers in critical roles through the next 5 years

The survey asked if the company’s skilled workforce training programs are built on specified competencies defined in job roles ? 71% said yes, 23% said No, and 6% said they don’t know.

In answer to the question about the best description of your company’s current approach to defining “skilled worker” roles, the responses were:

  • 40% We have written job roles, competencies, experiences, and education.
  • 21% We have general written job roles only.
  • 18% We have defined workforce roles in terms of written job roles, competencies (skills and behaviors), experiences, education, cognitive abilities, motivation factors and cultural fit.
  • 10% We have competency based written job roles only.
  • 9% We have not defined our “skilled worker” roles.
  • 1% Don’t know.

In the last 20 years, the training process has become much more sophisticated. Training is no longer one size fits all. Organizations are looking at employees individually and building customized training programs specifically to fit their strengths and weaknesses.

Professional and technical certifications provide objective confirmation and assurance of skill achievement in various areas of technical expertise. Certification validates a level of expertise and provides employees with advancement opportunities that motivate them to continue learning.

Certification organizations, such as the National Institute of Metalworking Skills (NIMS), Manufacturing Skills Standards Council (MSSC), SME, and American Welding Society (AWS), require manufacturers to show that employees have applied and retained the knowledge and skills they received through training.

The report contrasts “competency” with a “Competency Model.” Competency is defined as the capability to apply a set of related knowledge, skills, and abilities (KSA) to successfully perform functions or tasks in a defined work setting. They serve as the basis for skill standards that specify the KSAs needed for success and measurement criteria for assessing competency attainment. A competency framework is used to design a plan specific to a particular manufacturing environment or organization or when there are no manufacturing certifications tied to desired job roles.

A competency model is defined as a collection of competencies that together define successful performance in a particular work setting. Competency models are the foundation for functions such as recruitment and hiring, training and development, and performance management. Competency models can be developed for specific jobs, job groups, organizations, occupations, or industries.

There are two main industry competency models for manufacturing in the marketplace:

Department of Labor (DOL) Advanced Manufacturing Competency Model – Created by the Employment and Training Administration (ETA) and other industry organizations, the Advanced Manufacturing Competency Model is a broad platform outlining critical work functions and topical areas. It includes crosscutting competencies applicable to various industry sectors.

Tooling U-SME Competency Framework or Manufacturing Excellence – Created by a cross-section of manufacturing experts and introduced in 2014, the tool features a comprehensive series of competency models in nine manufacturing functional areas and is made up of more than 60 job role competency models, each outlining knowledge and skill objectives for job roles in production, technician, lead technician/technologist and engineer levels. Designed to complement other competency models in the marketplace, the Competency Framework can be used “as is” or customized to individual work practices at a facility. The framework is mapped directly to Tooling U-SME’s extensive training resources and a specially designed system allows for seamless validation and record keeping.

Implementing an ISO quality management system to obtain certification or becoming a Lean enterprise requires a talent development program, which means training. Companies are finding that competency models provide the rigor needed to meet the ISO and Lean quality objectives, guidelines, and reporting requirements.

Competency models allow companies to combat the increasing talent shortage and achieve stronger performance from their workforce while providing clear development pathways and career growth opportunities for their employees.

Advantages for companies:

  • Ensures enterprise-wide consistency making the workforce more flexible and dynamic.
  • Streamlines the training process and cuts costs by eliminating unnecessary/redundant training to focus on true needs.
  • Helps managers easily evaluate worker performance levels defined using specific behavioral indicators, which reduces subjective assessment and increases assessment accuracy.

Advantages for employees:

  • Enhances employee satisfaction based on the rationality of the system.
  • Defines and explains to each worker what they need to do to improve their skills.

The first step to get started is for human resources to work with production and operations managers to develop job descriptions that accurately define the qualifications needed by workers, including both knowledge and skills. This analysis provides the foundation for a program that meets a company’s objectives related to budget, consistency, measurability and results.

Good training requires both knowledge and skills that may not come from informal knowledge transfer or tribal learning. It requires understanding the concepts of what and why a job is done a certain way, and then requires on-the-job training to validate that the worker can fulfill the needs of that job.

The key is commitment from top management down to individual employees. It is important to communicate to all employees that the focus is on knowledge and skill requirements of the job and align training designed to help each person perform his or her job more efficiently, while providing new growth opportunities. An effective training program will include a validation process that not only tests a new skill but provides employees with the opportunity to gain new skills, apply them on the job, and then have their new skill sets validated through assessments, testing, and certifications.

A well-designed competency model can become the foundation for performance management, talent acquisition and leadership development for manufacturing companies. To combat the current and future talent gap and build a high performance team, it is critical for companies to have a system in place to codify knowledge and skills required for specific job roles aligned with the appropriate training.

 

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STEM Education Matters to our National Security, Innovation and World Leadership

Tuesday, July 22nd, 2014

Over the last 230 years, the United States became a global leader, in large part, through the genius and hard work of its scientists, engineers and innovators. Today, a little over 4% of the workforce is employed directly in science, engineering, and technology. Yet, this small group of workers is critical to economic innovation and productivity.

Science, technology, engineering, and mathematics (STEM) are widely regarded as critical to be competitive in the global economy. A growing shortage of science-based talent in our workplaces and universities represents a serious problem for our nation. Expanding and developing the STEM workforce is a critical issue for government, industry leaders, and educators. However, comparatively few American students are pursuing educational majors in STEM career paths.

If we want to attract today’s youth to careers in science, engineering, mathematics, and high-tech manufacturing, we need to show them the variety of career opportunities that exist in these industries. We need to change their perceptions about what the manufacturing industry is like and help them realize that manufacturing careers pay 25-50 percent higher than non-manufacturing jobs, so they will choose to be part of modern manufacturing.

As I have written in past articles, we need to reacquaint youth with the process of designing and building products from an early age and provide them with the opportunities to learn in both traditional and non-traditional ways. Experts agree that we need to restore shop classes to our high schools and establish apprenticeship programs to improve the image of manufacturing careers and portray manufacturing careers as fun and exciting.

The SME (formerly Society of Manufacturing Engineers) “Making Manufacturing Cool” program and the National Association of Manufacturers (NAM) “Dream It. Do ItTM” program are helping to expose our youth to the modern manufacturing environment and change the image of manufacturing to one that is “cool” and full of exciting career opportunities.

These new programs are building on the work of the non-profit organization, Project Lead The Way®, which has been working since 1997 to promote STEM curriculum for middle and high school students during the school year, along with the Gateway Academy, which is a one- or two-week day camp for 6th – 8th graders that includes team-building exercises, individual and team projects, and utilizes the latest technology to solve problems.

However, none of the above programs are geared specifically to girls, and it is an even bigger challenge to attract girls and young women to technical careers. Studies have shown that when role models and mentors are provided to girls, they are more likely to follow a similar career path.

Now, there is a new program in development by Invincible Enterprises, ME, Inc., an online and mobile app that provides Role Models, a Game Plan and Mentoring options to encourage teens to create a life of fulfilling rewards by enter thriving careers in STE@M industries. Helping with ME, Inc. are advisors with significant workforce, career development, empowerment, and business expertise. The program incorporates a PLAYBOOK for Teens, created by Cari Lyn Vinci & Carleen MacKay, which is available in print and digital format at Amazon.

In the PLAYBOOK, girls can meet fascinating women in STE@M (the “@” stands for “art”) and follow the “plays” of successful young women to help them create their own “Dream Career.” The PLAYBOOK is dedicated to the smart, talented teenage girls who will become the future business owners and leaders in STE@M industries. It will also provide a tool for organization and corporate partners to use to solve their future talent pool problems.

Permission was granted for me to share the following two role model stories:

Allison Goodman’s story – Allison is a young woman with a talent for stretching her limits. Allison, an electrical and computer engineer at Intel, is a pro at solving new problems by creating new, patentable ideas. She is particularly interested in increasing computer speed to help people connect and share data faster than ever before. To accelerate getting information around the world so it feels instantaneous, Allison creates products that are a combination of writing software programs and electrical components that together try to predict what we want to accomplish with our computer.

Her story began when she started to sort out and prioritize the different things that she found interesting. She tried, but couldn’t find that “one thing” that was most important to her. Allison’s father helped by telling her he would pay for ONE year of school – but only if she studied engineering. Since this was the only deal offered, she accepted it and left home for college.

Allison came to appreciate her father’s wisdom. It helped her become self-reliant. Knowing she had to pay for the balance of college, Allison applied for scholarships and soon discovered that scholarships in engineering were not as difficult to get as she had once thought. While Allison had initially struggled to find the “one thing” she wanted to do, she now realizes that the opportunity to study hands-on engineering opened her eyes to a number of options that she had never considered.

Today, Allison finds challenges and opportunities at Intel. She has been able to change roles every few years and her technical talents have led to positions in project management and customer service. Imagine. Allison has travelled to 22 countries on behalf of Intel, has met interesting and dynamic people, continues to learn about the world, and finds that new opportunities are always around the next corner. Fantastic!

Adrienne Huffman’s story – This story tells the tale of a curious young girl who found that computer engineering and electrical engineering both challenged her curiosity. What to do? She graduated from Florida A&M University with two degrees: a B.S. in Electrical Engineering and a B.S. in Computer Engineering. Then, she topped off her Bachelor’s degrees with an M.S. in Electrical Engineering from Iowa State.

In college, Adrienne was active with the National Society of Black Engineers. They provided encouragement and a venue to develop her leadership skills. Adrienne was inspired by members of Delta Sigma Theta Sorority, an organization she later joined. Adrienne identifies with the motto of Dr. Paulette Walker, the 25th National President of Delta Sigma Theta Sorority, “No one can make you feel inferior without your consent.” Powerful words of inspiration to young women who, in addition to their commitment to academic learning, must develop strong senses of self-worth in order to reach their goals.

Adrienne’s academic interests developed along the way. She, like so many people, began pursuit of a career in computer engineering but found that her interests shifted as she learned. Early influences included her parents who taught her the valuable lessons she lives by today. Notably, they taught her “in order to achieve success, you have to continue to push through hard moments.”

Today, Adrienne is a Hardware Engineer at a Fortune 100 company. Her career has rewarded her with a very comfortable lifestyle even as hard work continues to challenge her. She is very active in community focused, professional organizations, and travels frequently. She takes some time and money for herself and enjoys shopping as a self-directed reward strategy. Many wise people believe that it is this balance of learning, working hard, giving and taking that is the most powerful argument for achieving a life well lived.

At the end of each story, the Playbook Role Models share heart-felt advice for girls to apply to their career path. Then, questions are asked of the reader to help them take the first step to writing their own playbook.

In the “Afterword,” Ms. Vinci and Ms McKay wrote, “Although the young women you read about come from diverse backgrounds and were born with various talents, dreams and personalities, they share several important characteristics. First, they look at life as a year round school. They embrace the role of “student” beyond their formal education. Committed to growth, these ladies are aware and open to the possibilities the world offers. Second, they understand that success is not fast or easy. Failure at the beginning is common and they used early “unsuccessful outcomes” as part of the learning process. They said YES to opportunities and added life experiences to their playbook of skills. Third, these young women took responsibility. They understand, “IT’S UP TO ME TO CREATE THE LIFE I WANT TO LIVE.” Based on a future they dreamed of, they developed the skills necessary to take control and design the lives they want. And, existing resources didn’t determine their success. They succeeded because they believed in themselves. It was their courage, willingness and determination that led them to be exceptional rather than average.”

Utilization of the Playbook for Teens will help teenage girls see that STEM career paths offer enormous opportunities for them to create the life they want to live. Perhaps SME, NAM and Project Lead The Way® would benefit from incorporating the Playbook for Teens into their programs.

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Bill to Address Skills Training is Stalled in Senate

Tuesday, March 4th, 2014

In the past 15 years, the manufacturing industry has evolved from needing low-skilled production-type assembly workers to being highly technology-infused. It’s no secret that manufacturing companies are now struggling to fill the gap for workers trained with the specific skills needed for today’s advanced manufacturing jobs.

To address this problem and provide training that the youth and the unemployed need to secure jobs, the House passed the Supporting Knowledge and Investing in Lifelong Skills (SKILLS) Act (H.R. 803) in March 2013, which was authored by Higher Education and Workforce Training subcommittee chair Virginia Foxx (R-NC). The SKILLS Act would revise and reauthorize job training, employment service, adult education and literacy, and rehabilitation programs currently provided under the Workforce Investment Act (WIA), which has not been reauthorized since its enactment, and is now nearly a decade overdue for reauthorization. The Skills Act would eliminate 35 existing programs and consolidate funding into a single Workforce Investment Fund.

Several governors and workforce training leaders praised the bill:  New Jersey Governor Chris Christie stated, “By streamlining federal workforce training programs, the SKILLS Act would reduce the administrative burden that current law places on the states. It also provides states with the needed flexibility to tailor job training programs, acknowledging that the needs of New Jersey are surely different than those of other states.”

Pennsylvania Governor Tom Corbett stated, “The SKILLS Act restores 15% state set-aside funding to support innovative strategies statewide and locally…In addition to providing flexibility and encouraging innovation, the restored state set-aside also supports the needs of our most vulnerable citizens.”

Florida Governor Rick Scott stated, “H.R. 803 proposes a market-driven approach to talent development designed to prepare individuals seeking employment for the jobs of today – and the jobs of tomorrow…Increasing the business representation on state and local boards improves our alignment with market needs.”

Dr. R. Scott Ralls, president of the North Carolina Community College System, noted that it is “important that reauthorization of the Workforce Investment Act streamlines programs, limits administrative overhead, and enables state and local flexibility to design systems that meet the legislative goals in the most effective and efficient manner. Simplifying the system and moving past the myriad of multiple program titles and funding streams is a fundamental step.”

 Todd Gustafson, executive director of Michigan Works—Berrien-Cass-Van Buren, noted, “Eliminating the 19 federal mandates on representation will further strengthen business engagement. Requiring two-thirds of board members to be employers will enhance the shift from a supply side designed system to a demand or market driven system.”

The Senate version of this bill is S. 1356, the Workforce Investment Act of 2013, and on December 19, 2013, a Motion to proceed to consideration of the measure was made in the Senate.

During an executive session in the Senate Committee on Health, Education, Labor and Pensions in August 2013, Senator Tom Harkin of Iowa delivered the following statement on S.1356, (quoted in part): “It requires states to develop and submit one unified plan to the Secretary of Education and the Secretary of Labor, covering all of the programs authorized under WIA – job training, adult education, employment services, and vocational rehabilitation – streamlining administrative processes at the state level in a thoughtful way. It eliminates several unfunded programs and provides for an innovation fund that will help the system to identify and replicate the most effective strategies for workforce development. It also includes provisions to support better data and evaluations that can be used across all core programs, including common definitions and performance indicators.”

If the Senate passes S. 1356, the measure would then move to conference, a process by which the House and Senate each appoint “conferees” to reconcile the differences between the two pieces of legislation in an effort to produce a version that could gain enough support for passage in both chambers.

According to the Congressional Budget Office, the programs covered by these bills are currently overseen by the Departments of Labor and Education and provide grants to state and local governments as well as to private and nonprofit organizations to provide specified services. Those programs received discretionary funding of $5.5 billion and mandatory funding of $3.1 billion in 2013.

The National Skills Coalition has prepared a side-by-side comparison report on the occupational training and adult education and family literacy provisions1 in the House and Senate Workforce Investment Act (WIA) reauthorization proposals with current law. The 41-page report goes into considerable detail in comparing the current law with the Skills Act and S. 1356.

One of the differences between the House Skills Act and the proposed Senate bill is the composition of the membership of the State Board. Under current law, the membership is composed of:

  • Governor
  • Two members of each chamber of the state legislature, and
  • Representatives appointed by the governor, including: Business representatives, Chief elected officials (representing both cities and counties where appropriate),Labor representatives, and Youth organization representatives

Representatives of individuals and organizations with experience and expertise in the delivery of workforce investment activities including chief executive officers of community colleges and community based organizations, lead state officials of mandatory partner agencies, and other representatives and state agency officials that the governor may designate.

In contrast, the Skills Act requires that “two-thirds of board members be representatives of the business community”  and “eliminates requirement that local board include representatives from local educational entities, labor organizations, community-based organizations, economic development agencies, and one-stop partners.” It maintains “the governor, chief elected officials, a state agency official responsible for economic development and other such representatives as the governor should designate to serve on the board.”

The Senate bill, however, revises current law for State Board membership as follows: majority of representatives must be employers or representatives of business or trade associations; at least 20 percent must be representatives of labor and CBOs or youth serving organizations, and adds representatives of a joint labor-management program or apprenticeship program as a required partner.

Judy Lawton, CEO of The Lawton Group, past president of the San Diego Workforce Investment Board and current Chair of the Adult Programs Committee, provided me with the following comments regarding the Skills Act: “The San Diego Workforce Partnership completed their Five (5) Year Plan more than a year ago and rolled it out to the public shortly thereafter. It is very comprehensive, well thought out, and definitely streamlines practices and procedures and strategic thinking along the lines of programs and program delivery methods. At our last Adult Programs Committee meeting, we recommended apprenticeship programs to the full Workforce Investment Board through the collaborative efforts of local Union leaders, business leaders, educators, and skills trainers. As for the Boards being comprised of 2/3rd business people, I’m not so sure. The WIB is already mandated by law to have 51% business and that community is well represented. The Unions belong at the table as they are becoming more involved with the necessary apprenticeship programs, and their presence is welcomed.”

The current law requires a unified state plan that is based on a five-year strategy, while the Skills Act requires a three-year plan, and the Senate bill requires a four-year plan.

Both the Skills Act and the Senate bill maintain the current law with regard to the establishment of the One-Stop Delivery System for services and the delivery of services, but have different plans than the current law for infrastructure funding.

A major difference of the Skills Act compared to current law and the Senate bill is that it repeals the Youth Activities section of the current Workforce Investment Act. It also repeals:

  • Native American programs
  • Migrant and seasonal farm worker programs
  • Veterans’ workforce investment programs
  • Youth opportunity grant program

The National Skills Coalition sent a four-page letter on March 4, 2013 to the Committee on Education and the Workforce Committee of the House of Representatives expressing their grave concerns about eliminating the above programs and explained their additional reasons for opposing the passage of the SKILLS Act. The other reasons for their opposition are too complex for me to attempt to summarize. As usual, the “devil is in the details,” so I highly recommend that readers check out the links to the report and letter that are herein provided.

 San Diego Workforce Partnership President Peter Callstrom provided me with the following word of caution:  “The Workforce Investment Act (WIA) is long overdue for reauthorization. There are competing visions with respect to how to best go forward: reauthorize as is, or reconstruct through the ‘Skills Act’ – or some combination of both. The WIA works well and thousands of individuals have, and continue to be, supported in their careers. Where, and how, we go from here is important. In the end, we all want local control in order to address our unique needs. As the local Workforce Investment Board (WIB), we welcome any solution that results in more resources for Our region led by Our residents to support Our workforce. Let’s hope that politics doesn’t get in the way of that.”

Well said, Peter.

 

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Is There Really Free Career Technical Training?

Tuesday, November 19th, 2013

Yes, there is, at least in California. I was recently given a tour of the San Diego Continuing Education headquarters facility by Dean Jane Signaigo-Cox and Vice President Brian Ellison. Continuing Education is the new name for what we used to call Adult Education where you could go back to school to get your high school diploma or take enrichment classes in art, cooking, foreign languages, sewing, etc.

While these types of classes are still being offered to adults over the age of 18, it is now possible to get technical job training and even certification in a variety of careers, such as automotive, computers, electronics, graphics, upholstery, pipe fitting, and welding. Unbelievably, these classes are free in California.

In 2006, then Governor Schwarzenegger identified workforce skills development, referred to as Career Technical Education (CTE), as a state priority. The passage of an education bond provided $500 million for CTE initially, and subsequent budgets have continued to fund the program. The plan was approved by the California State Board of Education on March 12, 2008 and approved by the U.S. Department of Education on July 1. CTE is delivered primarily through K-12 schools, adult-education programs, and community-college programs. CTE programs are closely linked with those of workforce and economic development agencies and industry and rely on the participation of community-based organizations. The programs are as follows:

California K-12/Adult Programs

  • Elementary school awareness and middle school introductory CTE programs.
  • High school CTE, offered through 1,165 high schools in single courses, in course sequences or through over 300 integrated “learning communities.”
  • Career pathways and programs through 74 regional occupational centers and programs.
  • Adult education offered through 361 adult schools and more than 1,000 sites.
  • Apprenticeship offered through more than 200 apprenticeship program and adult schools

The Continuing Education Center I visited is under the jurisdiction of the San Diego Community College District, but all of the California Community Colleges throughout the county and state offer the following programs. 

  • Occupational programs at 109 colleges, leading to certificates, associate degrees, and transfers to four-year universities.
  • Noncredit instruction for short-term CTE programs offered by 58 colleges.
  • More than 160 apprenticeship programs at 39 colleges.
  • Middle College High Schools (13) and Early College High Schools (19).
  • Tech Prep programs delivered through 80 Tech Prep consortia, comprising 109 colleges and their feeder high schools.
  • Contract education provided to organizations for their employees.

San Diego’s Continuing Education program has been making history since 1914, when it started providing job training for returning military veterans from WWI. Year after year, more than 74,000 students are served annually by the seven Continuing Education campuses and many offsite community locations throughout the city of San Diego.In 2013, more than 3,600 students received Certificates of Completion for programs through San Diego Continuing Education (accreditation through the Western Association of Schools and Colleges, the highest level of accreditation a California school or college can receive.)

According to Jane Signaigo-Cox, who oversees many of these career technical programs, “more than 1800 of the certificates awarded were for these Career Technical Education job training programs. Since students spend an average of 65 to 70 percent of course time using hands on tools and technology to learn relevant skills for today’s jobs, they are prepared for an entry level position in their field after completing these courses.”

The Little Hoover commission, a non-partisan legislative agency, named San Diego Continuing Education as a top model program for efficiency and effectiveness in California. The Commission produced an in-depth, well-documented report, “Serving Students, Serving California:  Updating the California Community Colleges to Meet Evolving Demands.” The report was presented to the California governor and legislature and includes several recommendations that suggest how programs could and should function in today’s world.

San Diego’s Continuing Education is the largest adult educational institute of its kind in the nation and has been invited to join 45 academic institutions in the Global Corporate College Network. The Global Corporate College was founded by leaders of entrepreneurial colleges and universities and leverages the best learning industry practices with the resources of accredited academic institutions.  The organization is committed to helping employers realize the full potential of their workforce by providing training opportunities for corporations and organizations throughout the U. S. and Europe and currently services 17 industry sectors. In San Diego, this type contract education is provided through the Employee Training Institute, which offers online training, classroom training, and on-the-job-site training for a fee. Hundreds of customized training options are available to San Diego businesses. Contact the Director of ETI at 619-388-1282 to learn more.

Since I am aware of the shortage of skilled workers in the manufacturing sector, I was particularly interested in the type of career technical training available to address this need. My tour of the Educational Cultural Complex campus included the pipe fitting and welding training department. I was amazed at the number of Miller Electric welding stations they had to teach students in both MIG and TIG welding techniques. They even had one of the newer Lincoln Electric welding simulators that I got to try out at the FABTECH show in Las Vegas in 2012. Because of budget cuts for staff, there is currently only one daytime welding class of about 25 students and one evening class this fall.

After certification, entry-level pipe fitters can earn $17/hour and welders can earn $19/hour, which is a very good entry-level wage in San Diego. Journeymen welders can make double this wage. These are no easy programs:  both require 1,200 hours of training, completed in 48 to 52 weeks. The Continuing Education program provides Career Development Services (CDS) that helps students with resume preparation, interview tips, and specific information about companies that are looking for certain skills.  Regular job fairs are hosted at various campuses. Students also have the opportunity to meet with a career counselor who can help with identifying and setting goals that will keep students on the right track toward employment.

Most of the career technical training requiring specific equipment is only available at the Educational Cultural Complex, but electronic technician training is only provided at the mid-city campus. Training for machinists is only available at the San Diego City College campus as a for-credit college class.

Even after losing more than a half million manufacturing jobs since 2008, “California is by far the number one state for manufacturing jobs, firms and output – accounting for 11.7 percent of the total output, and employing 9 percent of the workforce. CA manufacturing generates $229.9 billion, more than any other state.”

Manufacturing’s tarnished image has caused Gen X and Millennials to not even think of manufacturing as a career. As Sr. Editor, Patricia Panchak of Industry Week, wrote in her November 7th article, “Manufacturer’s Agenda: Toward a New Skilled Workforce Shortage Solution,”, “too many people viewed manufacturing jobs as low-paying, “dumb, dirty, dangerous and disappearing.”

This is certainly not true in San Diego and other parts of California. The majority of manufacturing plants in California are clean and high-tech compared to the heavy industry of the mid-west and so-called “Rust Belt.” Manufacturing jobs provide the opportunity to make higher wages according to many past Industry Week articles that have highlighted“statistics showing that manufacturing jobs on average pay higher salaries than jobs in other sectors.”

If you are in a low-paying or dead-end job, you may want to consider getting the technical training you need to obtain a higher paying job in manufacturing through your local community college or continuing education program.

If you are a company owner or member of the management team of a manufacturing company, you may want to contact your local community college or continuing education center to provide job offers to graduates of their certification programs or get your existing employees trained in new skills.

If you don’t live in California, then try a search using “career technical training” in your state to see what you can find. It may change your life or help you find the skilled workers your company needs.

 

 

 

 

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