1 / 42

Workforce Development and Human Capital Management Aligning Resources and Strategies

Richard Holman, CPT Manager, Energy Workforce Initiatives Center for Advanced Energy Studies Idaho National Laboratory and

lucus
Download Presentation

Workforce Development and Human Capital Management Aligning Resources and Strategies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Richard Holman, CPT Manager, Energy Workforce Initiatives Center for Advanced Energy Studies Idaho National Laboratory and Deputy Director Energy Systems Technology and Education Center Idaho State University Workforce Development and Human Capital Management Aligning Resources and Strategies CEWD Northwest Regional Meeting Portland, Oregon July 29, 2009

  2. First, let me say… We are all in the education, training, and development business now!

  3. Our Premise: Workforce development is a complex, dynamic process shaped by: Technology, Economics, Education, Regulation, Demographics, Politics, Competition, Public Perception

  4. The Implications Cross ALL Market Sectors Workforce Shortages

  5. National University Consortium Nuclear Industry Network University Network Idaho University Consortium National Laboratory Network INL – A Strong Education Focus • INL will become: • The pre-eminent internationally-recognized nuclear energy R&D Laboratory CAES advances secure sustainable energy solutions for our Nation by expanding energy-related educational opportunities at the Idaho universities, creating new energy research and policy capabilities, and delivering technological innovations to foster technology-based economic development across the intermountain region. • A multi-program national laboratory with world-class nuclear capabilities • A major center for national and homeland security technology development and demonstration

  6. INL Strategy for Filling the Pipeline Local, Regional and National Reach

  7. INL Energy Workforce InitiativesProgram Focus • Focus on Professional/Technical Education (2 & 4 year) • National Scope – Regional Implementation • Diversity, Diversity, Diversity • Industry, Government, Academia and Community-based Organization Partnerships • Education, Employment and Economic Development • INL ROLE - “Advocate - Facilitate – Focus – Enable” • Develop once – Deploy many • Achieve fidelity by aligning mission and goals • Leverage regional, State and national resources

  8. Human Capital Management AssetsConnecting the Investment Dots Workforce Development Knowledge Management Human Resources Training Operations Maintenance Safety Education Change Management Human Performance

  9. Human Capital Program AlignmentSynchronizing Management, Method and Means Workforce Development Knowledge Management Human Capital Management Change Management Human Performance Current existing internal efforts

  10. Aligning with Department of Labor E3 EffortHCM is Integral to All & Essential to Economic Development Did our investment pay off? Why or why not? Who is accountable? Who do we need? When do we need them? Where will they come from? Why do we need them? What will we invest? Education Human Capital Management Economic Development Employment

  11. IN THE NEXT DECADE of potential workforce will not be college bound of all workers will need retraining 75% A National Crisis While over two-thirds of new jobs will be knowledge-based Source: US Department of Labor

  12. Demographics and Shortages The Lines Are Crossing:A Growing Shortage of Workers Shifting Demographics are the wake-up call to demand robust Workforce Planning and Re-engineering of the Workforce Pipeline. The Crossover Point Expected Labor Force and Labor Force Demand Millions of People Source: Employment Policy Foundation analysis and projections of Census/BLS and BEA data.

  13. Changing Workforce Demographics • Nuclear family from 80% to 50% of households in past half century • 86 million adults are single; 42% of work force is unmarried; 30% of homes have only one person • Women in age bracket 25 to 34 have an average 20 percent higher educational achievement than men at all levels • Women make up 50% total work force • One in five Americans speaks a language other than English at home • Between 2000 and 2020 Hispanics will account for 46% of population growth and will represent 18% of total population • In 1980, 82% of work force was white, non-Hispanic. By 2050 it will be 53%

  14. Today’s Workforce… A Melting Pot of Generations Boomer Generation X Generation Y Traditionalist • Personal and social expression • Idealism • Health and wellness • Youth • Free agency and independence • Street-smarts • Friendship • Cynicism • Hope about future • Collaboration • Social activism • Tolerance for diversity • Family centricity • Conformity • Stability • Upward mobility • Security • Economic success Born 1928-1945 Born 1946-1965 Born 1980-2000 Born 1965-80 Four generations are being asked to coexist Source: Based in part on “Meeting the Challenges of Tomorrow's Workplace,” CEO Magazine, 2005

  15. US STEM Talent Pool Compared Only 7 out of 100 24 year olds in the US is considered STEM literate

  16. Flat Degree Production All Engineering Bachelors All Engineering Technology NSF Science and Engineering Indicators, 2006 Appendix 2-10

  17. Students favor the social sciences

  18. Key Segments in Decline Percent Growth in U.S. Workforce by Age: 2000-2020 Age of Workers Source: U.S. Census Bureau

  19. Limiting Factors in Energy Workforce Growth A Dynamic Interaction - It’s More Than Engineers • Workforce Exodus • Retirements • Non-retirement Attrition • International Factors • Graduate stay rates • H1B Visa Gaming • U.S. Worker Imports • Technology Complexity • Digital Control Systems • Carbon Capture Technology • Power Conditioning • Infrastructure Security • New Energy Technology Worker Pool Worker Pool Worker Pool • Infrastructure Competition • U.S. Energy Build (all) • Foreign Energy Build • Katrina Rebuild • Inter-sector competition • Intra-sector competition • Vendor competition • Government ramp-up • Regulatory Requirements • CFR considerations • NRC Work Load Limits • EPACT requirements • Education • K-12 • Policy issues

  20. Can We Legislate Improvement? 1946 PL 79-304 Employment Act 1953 PL 83-163 Small Business Act 1958 PL 85-536 Small Business Administration extension 1961 PL 87-27   Area Redevelopment Act 1962 PL 87-415 Manpower Development and Training Act 1963 PL 88-210 Amendments to National Defense Education Act 1964 PL 88-452 Economic Opportunity Act 1965 PL 89-333 Amendments to Vocational Rehabilitation Act 1973 PL 93-203 Comprehensive Employment and Training Act 1976 PL 94-482 Overhaul of vocational education programs 1978 PL 95-523 Full Employment and Balanced Growth Act 1982 PL 97-300 Job Training Partnership Act

  21. A Cycle of Legislation and Stagnation…

  22. A Cycle that persists to this day…

  23. Drivers for Energy Workforce Development • While challenging under present conditions, in a growth scenario, it may be impossible to staff existing energy facilities let alone staff new ones. • Current education and training approaches and infrastructure may be among the most significant barriers in responding to this national challenge at all levels. • New approaches, partnerships and learning systems must be proposed and implemented. • Renewables and Efficiency are now a primary focus not an also ran. • Integration of energy-related assets including DOE

  24. ESTEC Operating Partners Operating Partners guide the strategic direction of the Center The Energy Systems Technology and Education Center

  25. Our Mission Cultivate the people, educational resources and applied research capabilities necessary to improve the local, regional and national availability of trained workers to support the construction, operation, and maintenance of current and future energy facilities and their allied occupations.

  26. ESTEC Summary • ESTEC educational programs have been designed specifically with a focus on energy sector careers at the technician level. • ESTEC provides outreach and opportunity to a diverse population. • ESTEC is a regional economic asset to attract energy product vendors/suppliers/utilities. • A Vision – ESTEC is nationally recognized by industry, educators and government as a focal point for energy systems-related education, training and applied technology.

  27. The Energy Systems Technology and Education Center – A Working Model • A unique partnership of regional, state, national and international industry, learning institutions, social service agencies, government and DOE Laboratory, including an alliance with CAES. • Funded by a $2M U.S. Department of Labor Community-based Job Training Grant and $600K National Science Foundation Grant and $1.1M Idaho Public Works Renovation Funding. Asset Value - $30+ M. • Integrate education, employment and economic development. • Deliver ABET-accredited and nationally standardized Engineering Technology AAS and BS degrees in energy systems operations and maintenance. Goal – Re-populate the energy technician pipeline. • Address the unique needs of unemployed, underemployed and under-represented populations. Goal – Improved Workforce Diversity. • Provide education programs for K-12 students, teachers, parents and counselors. Goal – Energy Career Awareness. • Applied Industrial Energy Research Program. Goal – Sustain the Center.

  28. Our Progress at ESTEC • Industry-recognized focus on engineering technician education and training for the energy market sector. • Three initial maintenance-oriented degree programs: • Instrumentation and Control Engineering Technology (2007) • Electrical Engineering Technology (2008) • Mechanical Engineering Technology (2009) • ABET accreditation in process for I&C Program • Graduated first class of 14. Placed 100%. • Fall 2008 enrollment - 42 - NOW - 90 - in only 18 months • Glowing on-site review by U.S. Department of Labor. • Building renovation complete. • Partnered with other educational institutions across the U.S. • ALSO partnered with tribal entities in the Western U.S. (Crow, Navajo, Shoshone Bannock).

  29. ESTEC National Advisory Council Education Idaho State University** Boise State University Eastern Idaho Technical College Central Virginia Community College ISU College of Engineering Centralia College (WA) Excelsior College (NY) Navajo Technical Institute (NM) Idaho State Board of Education Idaho School Superintendents Tech Prep Programs (Regions 5 / 6) Industry & Economic Development Idaho National Laboratory** Idaho Power (Council Chair) URS/Washington Group Entergy Corporation PacifiCorp LLC Siemens Power Corporation AREVA Electric Power Research Institute Nuclear Energy Institute NIDA Corporation Idaho TechConnect Economic Development Council Engage local, regional and national educational institutions and K-12 in collaborating on, contributing to and adopting awareness programs and curriculum. Engage industry in defining and supporting the creation of energy sector-wide programs for operators and technicians. Economic development orgs leverage educational resources and research capabilities to attract new business. Social Services & Government Partners for Prosperity** Shoshone Bannock Tribe Idaho Migrant Council Veterans Administration Center for New Directions Idaho Women in Nuclear Idaho Department of Labor US Department of the Interior Identify and engage the unemployed, underemployed and under-represented populations. **Operating Partners

  30. Our “Recipe” for Improving theWorkforce Outlook:Actively Link Industry, Education, Government and Social Services • Inform K-12 Programs – both content and approach • Create career awareness as early as 6th grade • Strengthen STEM curricula application (Jr. High) • Expand Tech Prep Programs (Sr. High) • Link Education Programs – 2 (HS) + 2 (AAS) + 2 (BS) • Engage Parents, Teachers, Counselors and Students

  31. Engage the unemployed, underemployed and under-represented populations by providing: Preparatory and remedial assistance, other support Internships and scholarships Assurances of employment for successful candidates Retrain/ready those already in the workforce to fill more senior management and technical positions. Our “Recipe” for Improving the Workforce Outlook:Actively Link Industry, Education, Government and Social Services

  32. Future Strategic Direction • National Science Foundation Center of Excellence Grant-October • Joint proposal with multiple educational and industry parties • Phase 1 creates ESTEC West and ESTEC East with ESTEC North and South as Phase 2 • Technical Advisors include EPRI, CORD and CEWD • Extend the ESTEC curricula and concept: • Navajo Technical Institute • Crow Nation Coal to Liquid Plant • Montana State University-Billings, Northern, Great Falls • Little Big Horn College • Link Idaho Technical Schools (Boise State, CSI, EITC) • Regional consolidation of a Wind Technician Program (WA, OR, MT, ID, Crow Nation) • Donated Wind Turbines being moved to Idaho State and College of Southern Idaho

  33. Future Strategic Direction • Proposing a Nuclear Operations Technician/Nuclear Engineering Technology Curriculum: • Nuclear focus will support regional staffing for: • Advanced Test Reactor/User Facility • Next Generation Nuclear Plant (NGNP) • AREVA Uranium Enrichment Facility • International Isotopes Flourinel Extraction Process • Other regional nuclear potential (UT, WA, etc.) • NEI Standardized Nuclear Curriculum (ESTEC I&C AAS) • Emerging linkage to National and Homeland Security

  34. Measuring Success • REAL working national partnerships with industry, academia and community-based organizations • Substantive increases in student diversity • INL is at the important tables consulting on key workforce education and development issues • Recognition by the US Department of Labor • Inter- and Intra- institution collaboration and sharing • Trained 150 teachers in application of energy topics • Monetary and in-kind contributions from all partners • INL is facilitating success regionally and nationally

  35. Instrumentation and Control Competency Model • A 9 Tier Competency Model has been developed • The nine tiers are divided into three major areas • Foundational Competencies • Industry Related Competencies • Occupation Related Competencies

  36. The first 5 Tiers of the Energy Competency Model have been completed • Tier 1 Personal Effectiveness Competencies are essential for all life roles and not restricted to those needed in the workplace.. • Tier 2 Foundation Academic Competencies are generally learned in school; they include cognitive functions and thinking styles and apply in varying degrees to all industries and occupations in manufacturing. • Tier 3 Workplace Competencies cover knowledge, skills and personal traits generally applicable to a larger number of occupations and industries in manufacturing. • Tier 4 Industry-Wide Technical Competencies cover the technical competencies that cut across all sectors of manufacturing and are necessary for developing an “agile” (what labor might call “high performance’) workforce rather than following a singe occupational career ladder. • Tier 5 Industry-Sector Technical Competencies refer to an additional sub-set of knowledge and skills needed to perform in a specific industry, such as food processing, plastics, etc.

  37. Tier 5 – Industry Specific Technical Non-Nuclear Generation (Coal, Natural Gas, Oil, Hydro, Solar, Wind, Biofuel, Geothermal Electric Transmission & Distribution Gas Transmission & Distribution Nuclear Generation Energy Competency Model Tier 4 – Industry-wide Technical Quality Control & Continuous Improvement Industry Principles & Concepts Safety Awareness Environmental Laws & Regulations Troubleshooting Tier 3 – Workplace Requirements Business Fundamentals Planning, Organizing & Scheduling Working with Tools & Technology Team work Following Directions Problem Solving Decision Making Tier 2 – Academic Requirements Critical & Analytical Thinking Engineering & Technology Reading Writing Listening Speaking Mathematics Tier 1 – Personal Effectiveness Integrity Professionalism Motivation Dependability & Reliability Self- Development Flexibility & Adaptability Ability To Learn Interpersonal Skills www.CareerOneStop.org/CompetencyModel

  38. The remaining tiers to be completed are: • Tier 6 Occupation Specific Knowledge Areas is a further refinement of knowledge and skills needed for an occupation or group of occupations in certain industries and would be seen as further occupational training specific to certain jobs in certain industries. • Tier 7 Occupation Specific Technical Competencies are the technical skills required for a specific occupation. These match most closely to apprenticeship and journey level credentials as well as certain specialty skills such as metalworking. Training aimed at increasing or broadening the skills of such workers would relate to this tier. • Tier 8 Occupation Specific Requirements are additional occupation-specific requirements needed for work in a particular occupation. • Tier 9 Management Competencies are the knowledge and skills needed to be a competent manager in a specific industry or firm.

  39. Occupation-Specific Requirements • Occupation-Specific Technical • Occupation-Specific Knowledge • Industry-Specific Technical • Industry-Wide Technical • Workplace Requirements • Academic Requirements • Personal Effectiveness Tier 6–8 Job Specific Skills Tier 4–5Industry Fundamentals Tier 1–3Basic Training Energy Competency Tier Model for Skilled Technician Positions in Energy Efficiency,Energy Generation and Energy Transmission and Distribution

  40. Development of Tier 6-8 • To develop Tier 6 through 8 for Instrumentation and Control Technicians ESTEC has drawn on industry resources from utilities that operate/maintain Nuclear, Hydro, Fossil and Renewable generation resources. • The process is iterative and ongoing. • Industry feedback is critical for the success of the project. • WE NEED YOUR ASSISTANCE. PLEASE SEE HANDOUT…

  41. Please Contribute • ESTEC needs additional contributors to review and vet the curriculum • Please assist us in our ongoing effort to develop I&C competencies and curriculum

More Related