STRENGHTHENING THE ADVANCED Alicia Booker, Starr Sherman - - PowerPoint PPT Presentation

STRENGHTHENING THE ADVANCED MANUFACTURING PIPELINE

Alicia Booker, Starr Sherman Cuyahoga Community College

AGENDA

Registration 8:30-9:00 a.m. Welcome and Introductions 9:00 a.m. Advanced Manufacturing Convening Recap 9:15-9:35 a.m. Talent Pipeline Engagement Strategies 9:35-10:00 a.m. Soft Skills (Fundamental Career Skills) Video 10:00-10:15 a.m. Roundtable Discussion 10:15-10:30 a.m. Report Out 10:30-10:50 a.m. Wrap Up 10:50-11:00 a.m.

ADVANCED MANUFACTURING CONVENING RECAP

Summarizing the previous convening, the group focused on three areas for discussion: 1. Aligning Efforts with Shared Resources for Best Strategies 2. Pipeline Shortages 3. Lack of Soft Skills Progress and Next Steps – Action Plan (Initiated in response to the issues raised at the convening) Previous information is available at www.tri-c.edu/employerconvening

STRENGHTHENING THE ADVANCED MANUFACTURING PIPELINE

Nikki Glazer Stoicoiu

• Dr. M. Judith Crocker

MJ Crocker & Associates

ALIGNING ADVANCED MANUFACTURING PROGRAMS TO ADDRESS SKILL NEEDS: A STUDY OF THE EMPLOYERS’ ROLE

The New Growth Group, LLC 1427 East 36th Street, Suite 2004A 216.471.8228 Cleveland, Ohio 44114 www.newgrowthgroup.com

PURPOSE

Identify training programs in advanced manufacturing that results in increased skill and competency levels of existing and new talent to: “strengthen the regional talent pipeline and close manufacturing skills gaps” (ATD.org)

SUMMARY OF ACTIVITIES

Information gathered from existing literature and stakeholder insights

 37 stakeholders contacted, including SME, educators, and intermediaries

Used 2 key measures to identify programs with high employer engagement

 Employer Roles – where engagement occurs  Depth of engagement – to what extent employers were engaged

FLOW OF ACTIVITIES

Step 2: Asset Map Step 3: Gap Analysis Results Step 1: Information Gathering Literature Review Stakeholder Insights Asset Map of Programs Qualitative Analysis – Review of Criteria Quantitative Analysis – Review of Outcomes Findings and Recommendations

EMPLOYER ROLES – WHERE ENGAGEMENT OCCURS

Employer Role Definition Example Oversight Big picture engagement used to understand industry/occupation trends and employer networks broadly, and how it relates to a given training program

• Advisory boards
• Curriculum committees
• Networking sessions

Program Design Engagement specifically utilized to enhance an educational program or career pathway

• Program content feedback
• Entrance requirement advice
• Material suggestions
• General industry updates

Program Delivery Employer interventions that occur during program implementation

• Speaking engagements
• Mock interviews
• Mentorships
• On-site training

Recruitment and Hiring Post-completion activities that involve businesses and program completers

• Interviewing
• Hiring

Financial/In-Kind Resources Donations of money, materials, etc. to assist with educational training provider sustainability

• Monetary donations
• Equipment purchases
• Tuition reimbursement

Urban Institute "The Goals and Dimensions of Employer Engagement in Workforce Development Programs"

DEPTH OF ENGAGEMENT

Continuous Strategic Mutually Valuable Wide-Ranging Comprehensive Intensive Empowering Institutionally Varied One-Time Spotty Single Beneficiary Sole Representative One Issue Superficial Strictly Job Placement Organizational Disconnect

Low Engagement High Engagement

Jobs For the Future "A Resource Guide to Engaging Employers"

EXAMPLES

Program Oversight Program Design Program Delivery Recruit/Hiri ng Financial/ In-Kind Resources Criteria Right Skills Now (Manufacturing - CNC)

    

Strategic, Continuous company involvement in all employer roles, from program design to tuition assistance KY FAME – Federation for Advanced Manufacturing Education (Automotive)

    

Empowering and wide-ranging employer-led

• rganization with intensive curriculum

development and alignment WCOMC – West Central Ohio Manufacturing Consortium (Advanced Mfg. – CNC; PLC; etc.)

   

Institutionally varied, utilizing connections between Rhodes and WCOMC/members, comprehensive pathways programs SAMP – Southern AZ Manufacturing Partners (Manufacturing - Precision Machining)

   

Wide-ranging and comprehensive, working with numerous employers to assist with training, internships, and job placement. MassMEP MACWIC – Manufacturing Advancement Center Workforce Innovation Collaborative (Manufacturing - CNC)

  

Strategic, plugging in with employers at key points

• f training. Intensive conversations on

competency-based curriculum and soft skills.

GENERAL FINDINGS

A strong relationship between employers, educators, and other stakeholders is critical. Employers have to be:

• Proactive and willing to identify goals and needs and

engage with peers and partners to explore challenges and creatively seek solutions.

• Committed to the final product (the graduates who

have mastered the content and are now candidates for employment and/or promotion).

• Actively involved in at least the program design,

delivery, and hiring graduates

GENERAL FINDINGS

High engagement of all partners influences program sustainability, strength, and impact. Tracking program outcomes is a critical factor for success (i.e. enrollments, completions, hiring). Best practice programs included employers

• Engaged throughout the process from conception

through placement

• Committed to ongoing involvement for continuous

improvement.

KEY POINTS FROM PROGRAM ANALYSIS

Soft skills required by all programs

 Demonstrated upon enrollment or  Included in program content

Formal, structured manufacturer-led organizations with workforce as

• ne of the goals were more likely to be involved in all aspects of the

program and highly engaged with stakeholders and students

 Manufacturer-led organizations include MEPs, Consortia, Associations, or other similar

• rganizations

Programs that offered a wide range of content based on employer needs were more sustainable than those focused on one area Peer engagement by employers and educators results in more responsive, successful programs and maximizes resources

PROGRAMS THAT EXEMPLIFY BEST PRACTICES

Right Skills Now

• Employer involvement from development of content to internship

and employment.

• Program Content on skills needed by participating employers.

KY FAME

• Manufacturers join organization and commit to Industrial

Maintenance program.

• Provide ongoing input on curriculum content and sequence. Interview

program applicants.

• Provide employment 3 d/wk with increasing responsibility based on

student learning 2 d/wk over 5 semesters

PROGRAMS THAT EXEMPLIFY BEST PRACTICES

WCOMC

• Membership organization managed by Rhodes. Regular general

meetings and regional meetings.

• Employers identify needs. Consortium works with all stakeholders to

deliver training. Costs shared by partners as appropriate.

SAMP

• Industry-led organization. Partners with educators and other

stakeholders.

• Provides internships, curriculum development, and activities to

improve image, grow talent pipeline.

• Regular meetings to discuss progress and needs.

MassMEP MACWIC

• Industry-led organization managed by MEP. Partners include

regional educational institutions.

• Advanced manufacturing certification/credentialing system.
• Ongoing evaluation to match employers with candidates.
• Regular meetings to continuously update content. Ensure outcomes

are meeting needs.

PROGRAMS THAT EXEMPLIFY BEST PRACTICES

RECOMMENDATIONS - EMPLOYERS

Be a true, active partner in the relationship. Invest time and resources. Join and/or develop manufacturer-led organization with a workforce focus as one of its primary goals. Support development of a structure for the organization to maintain ongoing interactions, identify staff who could provide support and coordinate a leadership team.

Assume a leadership role and ensure that there are employers willing to:  Participate in convening.  Facilitate dialogue.  Serve on advisory committees. Participate in regular meetings to assess current program success and explore skill needs emerging as a result of new technologies and changing production processes to develop pipeline of future workers.

RECOMMENDATIONS - EMPLOYERS

RECOMMENDATIONS - EMPLOYERS

Display company logo and materials in labs to increase student awareness of company and promote job

• pportunities

Be willing to commit time of SME and other key staff as needed to develop and validate content and learning

• utcomes and assist with instruction.

Commit to OJT, internship experiences and filling vacancies with program graduates.

Establish a competitive wage recognizing the students' investment of time and money and increased value to the company. Make financial contributions, paid internships, provide scholarships, donate equipment or materials. Provide data to document successful student outcomes regarding employment, retention, and advancement.

RECOMMENDATIONS - EMPLOYERS

RECOMMENDATIONS - STAKEHOLDERS

Identify key staff person/office to be single point of contact and lead the team. Commit to participating as a partner with companies to listen to needs, assess current environment, and consider future projected needs. Engage all stakeholders, i.e. public workforce system, K-12, universities, and CBO's to support students while participating in training.

Introduce models and research findings that may impact program development and student outcomes. Engage peer institutions as part of the conversation to help employers access existing training content to quickly respond to needs. Assist with job description review and job analysis to ensure knowledge and skills are clearly identified in program outcomes.

RECOMMENDATIONS - STAKEHOLDERS

RECOMMENDATIONS - STAKEHOLDERS

Explore new content, delivery modes, etc. to meet employer needs. Facilitate employer meetings and discussions. Work with individual employers to customize training, or connect smaller companies with similar needs and challenges. Guide employers in identifying future workforce skill needs and developing program content to address these needs.

WHERE ARE THEY NOW?

Soft Skills

FUNDAMENTAL CAREER SKILLS VIDEO

FUNDAMENTAL CAREER SKILLS A.K.A. SOFT SKILLS

The term “soft skills” refers to skills like collaboration, problem solving, conflict resolution, and communication. Work ethic is the most important trait for employee success to most employers. What should a manager do with employees lacking these skills?

How much time is dedicated to teaching these behaviors? If you want employees to work hard and collaborate with each other, you need to show them how first. You cannot hire around the soft skills gap — build soft skills into your on- boarding process

BALANCING HARD AND SOFT SKILLS

Soft Skills Matter: Can They Be Taught? By Nicole Fallon, Business News Daily Managing Editor

"The hard skills required for a company's success are ever- changing, while the most critical soft skills remain constant,"

• Davis Bell, Corporate Markets V. P. of Instructure

You don’t need a formal training program to help employees build their soft skills.

ON-BOARDING

Improve employee's safety and soft skills with leading by example.

Having employees set skill-related goals for themselves (as part

• f the on-boarding process)

Company mentorship programs are a great way to align new employees with more experienced workers whose behaviors you want the new employee to emulate.“ Offer safety incentive programs: points are rewarded to accumulate to a larger reward

ON-BOARDING PROGRAMS

REINFORCING SKILLS

“Squeaky wheel gets the oil”

• Recognizing employees whose

behavior and work ethic is what you want emulated.

• Pay close attention to the employees

who really get it — as they are likely the ones who might stay and build careers in your organization.

Bridging the gap: 5 tips for managers to help build young employees’ soft skills By: Bruce Tulgan Founder and CEO, RainmakerThinking Inc., and RainmakerThinking.Training

MILLENNIALS, GEN Y’ERS AND Z’ERS

Despite their reputation as unmotivated and entitled They are willing to work hard, if put in the right environment. The challenge will become evident when cross-generational teams members have different

• communication styles
• culture climates

BENEFITS OF GENERATIONAL DIFFERENCES IN THE 2020 WORKFORCE

ROUNDTABLE DISCUSSIONS

1. What does success look like for your

• rganization (in terms of the pipeline

challenges)? 2. What are the high priority soft skills in your organization? How could you incorporate these soft skills into your

• nboarding process for new employees?

3. What does your ideal “model of collaboration” look like for engaging all the partners (community based

• rganizations, workforce boards, colleges, industry, etc.)?

4. What does an effective talent pipeline structure look like for your organization? 5. As an employer, how would you prefer to be engaged in finding a solution for these challenges?

REPORT OUT/WRAP UP

www.tri-c.edu/employerconvening

Soft skills and other Tri-C brochures available Utilize the researched strategies presented Collaborate with other

• rganizations for untapped

resources Executive summary available within first quarter of 2018

• Posted on our website

QUESTIONS??

Starr Sherman

starr.sherman@tri-c.edu 216-987-0146

Workforce Community & Economic Development Manufacturing Technology Center, 2415 Woodland Ave., Cleveland, Ohio 44115

www.tri-c.edu/employerconvening