Virginia Energy Workforce Consortium: Virginia Resources

1. Virginia Energy Workforce Consortium: Virginia Resources VCCS Conference December 8, 2011 Chris Applegate, Chair

2. Virginia Resources Summary Report At the Virginia Energy Workforce Consortium meeting on May 13, 2001, Chris Applegate discussed a “mapping” activity in process. This activity was concerned with matching the Center for Energy Workforce Development’s (CEWD) educational and credential requirements with the Virginia Community College System (VCCS) educational resources. The mapping activity used the following resources: CEWD Pathways, CEWD Stackable Credentials, CEWD Core Competencies, CEWD Career Clusters; the VCCS 7,000 course master list; and National CTE Career Cluster list. The mapping was among and between the aforementioned resources focusing upon CEWD Energy Core Competency Tiers I, II, III, and IV. We delineated and divided VCCS Courses across Tiers I-IV into two content groups. One content group is listed as Energy Related, while the second content group is listed as Soft Skills Related. In addition, we identified which Community Colleges offer the courses within both content groups. Initially the Energy Related course matrix was constructed based upon CEWD’s three (Architecture & Construction; Manufacturing; and STEM-Science, Technology, Engineering, and Math) Career Clusters coupled with the CEWD Energy Core Competencies. We added a fourth Career Cluster known as Information Technology. This fourth cluster is important and particularly pertinent to the Smart Grid. (An effort is underway to create a single Energy Cluster) The two Course content groups were mapped by each of the four CTE Career Clusters for Energy Related and Soft Skills Related VCCS courses. Based upon this initial mapping analysis, we are pleased to report, the Virginia Community College System available course content meets CEWD Career Cluster requirements contained in CEWD’s Stackable Credential’s and Core Competency Model’s Tiers I-IV. A remapping effort has been completed as of October 2011. Energy Efficiency (EE) courses were previously listed (below) as of June 2011. The EE Matrix will be considered separately by the VEWC based upon pending VEWC Charter revisions early next year.

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6. Example VCCS Soft Skills Course Descriptions re CEWD Energy Competency Model Tiers I-IV • BUS 110 – Business Protocol Presents basic business etiquette, customs and protocol for individuals desiring to succeed in the global business environment. Presents information on new manners relating to diversity, plurality, family values, sexual freedom, substance abuse, hiring and firing practices. Discusses dress, language, communication traditions, socializing, traveling and meeting protocol. Lecture 3 hours per week. 3 credits • BUS 117 – Leadership Development Covers interpersonal relations in hierarchical structures. Examines the dynamics of teamwork, motivation, handling change and conflict and how to achieve positive results through others. Lecture 3 hours per week. 3 credits • BUS 118 – Concepts of Supervision Teaches the five functions of management: planning, organizing, staffing, directing and controlling. Includes instruction in leadership skills, problem-solving and decision-making, effective communications, dealing with conflict and employee relations, time management, delegation, and motivation. Lecture 3-4 hours per week. 3-4 credits • BUS 149 – Workplace Ethics Provides a broad overview of ethics in the modern day business world including workforce skill building and self awareness through group discussions. Discusses workplace topics such as diversity, substance abuse, hiring, firing, workplace practices, appropriate dress, communication, business ethics, and interviewing. Lecture 1 hour per week. 1 credit • CST 105 – Oral Communication Studies effective communication with emphasis on speaking and listening. Lecture 2-3 hours per week. 2-3 credits • CST 110 – Introduction to Communication Examines the elements affecting speech communication at the individual, small group, and public communication levels with emphasis on practice of communication at each level. Lecture 2-3 hours per week. 2-3 credits

8. Virginia Resources (continued) • Analyze opportunities with Career Coaches in promoting Energy Pathways/careers. • Analyze opportunities with Wizard.org in promoting Energy careers. • Analyze Veterans’ Energy education & employment opportunities. A nationwide Troops to Energy Jobs was adopted. • STEM Consultation offered to Higher Education Commission in June 2012.

9. Troops to Energy Jobs Program Update

10. Virginia Resources (continued) • Analyze VCCS curriculum, career studies certificates, and degrees versus individual utility hiring requirements. • Analyze four year/ graduate college-university degree awards versus national and state utility hiring requirements. • Analyze Career and Technical Education (CTE) secondary education opportunities.

11. Virginia Resources (continued) • Analyze CTE Career Clusters as they relate to the Energy Industry. Motioned and resolved to the VEWC a statewide initiative to adopt a 17th Career Cluster known as Energy. • Developed and presented a 17th Cluster project plan. The Governor’s Energy Office has offered assistance to help coordinate with the Dept of Education. • VEWC inclusion by Governor’s Energy Conference

12. Adopting a 17th Energy Career Cluster

13. Why a 17th Career Cluster in Energy? • This is a grassroots state by state effort • Energy jobs hidden among other clusters • The Nation has a focus on a clean energy economy • 50% of the energy workforce will retire in the next 5-10 years

14. Energy Jobs Career Cluster Map Career Clusters A grouping of occupations and broad industries based on commonalities. The sixteen career clusters provide an organizing tool for schools, small learning communities, academies and magnet schools. Agriculture, Food and Natural Resources Production, processing, marketing, distribution, financing & development of agricultural commodities including natural resources such as coal, natural gas and renewables Architecture and Construction Designing, planning, managing, building and maintaining the built environment Science, Technology, Engineering and Mathematics Planning, managing, and providing technical services Manufacturing Planning, managing, and performing the processing of materials into the intermediate or final products Clusters • Construction: • Pipefitter • Pipelayer • Lineworker • Electrical & Power Transmission Installers • Engineering and Technology: • Electrical Engineer • Power Systems Engineer • Mechanical Engineer • Nuclear Engineer • Manufacturing Production Process Development: • Electrical and Electronics Technician • Engineering and related Technician • Power Generating & Reactor Plant Operator • Power, Structural and Technical Systems: • Engineering Specialist • Equipment Maintenance Technician • Welder Pathways • Maintenance Operations: • Electrician • Boilermaker • Pipefitter • Pipelayer • Substation Technician • I & C Technician • E & I Technician • Science and Math: • Nuclear Chemist • Nuclear Technician • Maintenance, Installation & Repair • Boilermaker • Pipefitter Recommended additions

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20. Tier 6-8 – Occupation-Specific Competencies The Energy Industry has a Competency Model (Generation, Transmission & Distribution) Plant Operator Electrical Technician Mechanical Technician Alternate Fuel Technicians Instrument & Control Technician Lineworker Substation Technician Engineering Technician Relay Technician Natural Gas Technology Tier 5 – Industry-Specific Technical Competencies Nuclear Generation Electric Transmission &Distribution Non-Nuclear Generation(Coal, Natural Gas, Oil, Hydro, Solar, Wind, Biofuel, Geothermal) Gas Transmission & Distribution Tier 4 – Industry-Wide Technical Competencies Quality Control & Continuous Improvement Safety Awareness Troubleshooting Industry Principles & Concepts EnvironmentalLaws &Regulations Tier 3 – Workplace Competencies Ethics Employability & Entrepreneurship Skills Business Fundamentals FollowingDirections Planning, Organizing & Scheduling Problem SolvingDecision Making Teamwork Working with Basic Hand & Power Tools& Technology Tier 2 – Academic Competencies Writing Listening Speaking Engineering & Technology Mathematics Locating,Reading & Using Information Science Information Technology Critical & Analytical Thinking Tier 1 – Personal Effectiveness Competencies Interpersonal Skills Integrity Reputation Motivation Self- Development Flexibility & Adaptability Ability To Learn Professionalism Dependability & Reliability

21. August 15, 2012 Chris Applegate

22. Arlington County Initiative Renato- Use existing cover slide of Arlington Community Energy Plan here-see clips

23. Arlington CEP History • April 10, 2008: Declaration of Cooperation Between Metropolitan Regions and Areas of the United States and Europe. • Declaration Purpose: Promote and exchange innovative strategies about climate friendly technologies and developments. • Declaration Parties: • Network of European Regions and Areas • National Association of Regional Councils • Northern Virginia Regional Commission • Metropolitan Washington Council of Governments • Verband Region Stuttgart, Germany

24. Arlington CEP History (continued) • January 1, 2010: County Board commissioned a Taskforce to develop recommendations for a long range Community Energy Plan. • May 2011: CEP Taskforce recommends to the County Board comprehensive 40 year CEP. The Board approved the CEP and appointed a Community Energy Advisory Group (CEAG) to develop an Implementation Plan by November 2012. Chris Applegate is a CEAG member.

34. Specific CEP – NOVA future steps • Analyze occupational outcomes arising from the CEP. • Assess occupational competency models versus available VCCS curriculum (i.e., credentialing). Recommend curriculum additions as necessary. • Ensure educational awards will satisfy CEP occupational requirements.

35. Specific CEP – NOVA future steps (continued) • Develop experiential understanding of the German Energy Planning & Implementation model. • Initiate Transatlantic Study Tour of German Vocational Training. March 2012- Done: Study Tour Executive Summary follows. • Initiate NOVA faculty discussions regarding Energy Curriculum/ Awards.

36. Specific CEP – NOVA future steps (continued) • Initiate & coordinate pertinent Faculty Symposiums with an overarching goal of developing an Energy & Sustainability Program. The program will support Arlington’s CEP and become scalable to National Science Foundation grant opportunities. (Student Excellence & Access). • Coordinate and strengthen relationship with VW automotive technology & German light rail vendors regarding the CEP transportation plan.

37. Specific CEP – NOVA future steps (continued) • Modify articulation agreements as necessary regarding Energy Programs. (e.g., George Washington University is presently developing Energy Curriculum Programs). • Maintain awareness pertinent to Energy Programs and the Smart Grid for curriculum opportunities. • Maintain Passive Haus & Solar Decathlon (DOE) awareness regarding energy efficiency. Germany’s worldwide energy efficiency company, Rehau is available to advise and assist as necessary.

38. Transatlantic Study Tour of German Vocational Training In the Fields of Renewable Energy, and Climate–Friendly Technologies March 17-23rd, 2012 (Berlin, Wolfsburg, Erlangen and Stuttgart) Executive Summary Following its established method of problem-focused, goal-oriented and geographic-specific transfers of innovations between Germany and the US, the Northern Virginia Regional Commission (NVRC) partnered with the Friedrich Ebert Foundation, the Northern Virginia Community College, the Center for American Progress, the BlueGreen Alliance, and German businesses VW, Rehau, Siemens and EnBW, for a one-week peer-to-peer policy exchange to study German vocational training and its promotion of economic development and sustainable energy management best practices. On March 18-23, 2012, the five-member delegation met with senior experts representing German federal, state and local governments, unions, utilities, corporations and academic institutions involved with the German education and vocational training system.

39. This work is part of larger efforts to address the Northern Virginia region’s workforce challenges – needed to support a vibrant, competitive regional economy. NVRC, George Mason University and the Northern Virginia Community College estimate that 650,000 new workers will be needed in the next decade (approx) to fill new and replacement jobs from population growth and baby-boomer retirements. The participants observed: • The ways that German secondary and post-secondary education system seamlessly links to business, labor, and government. This linkage occurs so successfully that German Industries enjoy a workforce that is continuously available. The workforce in Germany also is agile enough to support workforce challenges that emanate from rapidly changing technologies and global competition.

40. There is an exceptional breadth and depth of cooperation among the governmental, educational, business and labor sectors that supports the Dual System of vocational training. The German vocational training system (secondary to post-secondary) and its stakeholders (governmental officials, union leaders, elected officials at the state and local levels, corporations, chambers of commerce) value the vocational training system’s “consensus basis”. • There are multiple lessons from the German vocational training system with potential application in the US in general and Northern Virginia in particular. The success of the German vocational training model confirms the critical importance of strong relationships between education and industry. If the US education system understands the occupational requirements industry expects, the likelihood of a suitable workforce becomes more realistic. In this case, industry could provide the knowledge, skills, and abilities or core competencies required for all occupations. “Education” could then “map” its curriculum, programs, and degrees to industry requirements – a process often referred to as credentialing. The outcomes can be a sufficiently trained workforce at all levels of sophistication. Germany, for example, has 345 approved occupations.

41. Presently, the Virginia Community College System has started a credentialing initiative as part of a cooperative national energy industry consortium. This initiative began through the Virginia Energy Workforce Consortium (VEWC) and has direct ties to the Northern Virginia Community Energy Planning programs, which were informed also by the German model. • The Virginia Community College systems will explore more formal cooperation between the Energy Industry and the Secondary Education systems across the Commonwealth. This includes the VEWC and efforts to further institutionalize the Energy Industry as its own Industry Cluster.

42. Northern Virginia can seek opportunities to improve secondary science, technology, engineering and mathematics (STEM) outcomes. An example of corporate/industry support can be Exxon-Mobil, one of the largest energy companies in the world with roots in Northern Virginia. ExxonMobil has launched such a strategy to improve outcomes, but this will require financial support for implementation. Northern Virginia Community College has established the Pathway to the Baccalaureate (P2B) program to help students navigate from high school to community college or related vocational training and ultimately to a four-year university. • Northern Virginia Community College can explore pertinent opportunities for follow-up and cooperation among and between German corporations and education. This could include disciplines such as architecture & construction; STEM; information technology; manufacturing; and energy. Also, there may be opportunities for international articulation agreements. One specific example discussed during the exchange is Germany’s experiences with design standards for passive housing, for both new and renovated construction.

43. The German vocational training system incorporates the voices of business and workers and is supported by the coordination of government. The effect is inclusion of short-term business and long-term worker interests. This strengthens the entire system for all involved. While this structure is unlikely to be copied to the US, it provides a useful benchmark that can inform the development of vocational training efforts in the US.