Advanced Manufacturing - LIFT: Lightweight Innovations for Tomorrow

WELCOME
Workforce & Education Working Group Members
And
Honored Guests
Larry Brown
Executive Director
ALMMII
ALMMII Vision & Mission: Our 5 – State Region
The Lightweight Modern Metals
Manufacturing Institute
Operated and Managed by ALMMII
WORKFORCE & EDUCATION WORKING GROUP
DETROIT REGIONAL CHAMBER OF COMMERCE HEADQUARTERS
SEPTEMBER 22-23, 2014
Lawrence E. Brown
Executive Director
Manufacturing Innovation Institutes:
Putting America at the Forefront of 21st Century Manufacturing
• The newest addition to the National Network
of Manufacturing Innovation (NNMI).
•
The LM3I Institute team, headquartered in the
Detroit area and led by the American Lightweight
Materials Manufacturing Innovation Institute
(ALMMII).
•
ALMMII brings together > 70-member
organizations that pair the world’s leading
aluminum, titanium, magnesium and high strength
steel manufacturers with universities and
laboratories pioneering new applied technology
development and research.
White House award announcement 2/25/2014
Background
Lightweight metals are an increasingly important factor in improving the performance of
many systems in defense, transportation, energy, and general engineered products. Large
sectors of the U.S. economy can benefit from more affordable lightweight metal
components and their associated design and manufacturing processes. The 2011 census
estimated that over 400,000 people were employed nationally in the metal stamping,
metalworking, machining and casting industries.
The overarching goals of improving U.S. manufacturing competitiveness and defense system
capability/ affordability will be accomplished through:
 Reduced time and cost to introduce new material and manufacturing processes
 Reduced subsystem cost through low-investment flexible tooling and reduced material
cost
 Increased manufacturing energy efficiency and reduced environmental impact
Page 5 of 27
The Challenge
●
●
U.S. manufacturing base is challenged today with broad implications
for our nation.
Competitiveness of American metals manufacturers is threatened by
growing technological and workforce gaps.
●
Lightweight metals are an increasingly important
factor in improving the performance of many
systems in defense, transportation, energy, and
general engineered products.
●
Large sectors of U.S. economy can benefit from
more affordable lightweight metals and their
associated design and manufacturing processes.
American Lightweight Materials
Manufacturing Innovation Institute (ALMMII)
MISSION: Ensure that the United States is
the world leader in the application of
innovative lightweight metal production and
component/subsystem manufacturing
technologies.
VISION: Serve as the nation’s essential bridge between basic research
and final product commercialization for lightweight metals. The
Institute’s world-class facilities and technology development capabilities
provide the “right” solutions to promote American competitiveness,
energy efficiency, defense readiness, and economic growth. Cutting edge
resources prepare an eager workforce equipped with advanced
manufacturing skills to enable U.S. industry to commercialize innovative
manufacturing processes.
Partnerships are Essential
● Large companies
● Small and medium
● State
● Regional
● Local
enterprises
Industry
Not-for-profit
● Professional /
Industry Associations
● Other
Economic
Development
Organizations
Educational
Institutions
● Universities
● Community Colleges
● Career and Technical
Institutes
Economic Impact
● ALMMII will have world-class capabilities and serve
the metal production, metalworking, and casting
manufacturing sectors across the nation, yet will have
particularly strong regional impacts.
● ALMMII’s regional focus will encompass an area that
roughly follows the I-75 corridor from Michigan
through Tennessee.
● With the concentration of metals producers and users
in the ALMMII region, the economic impact will be
significant (i.e., the 2011 census estimated that over
400,000 people were employed nationally in the metal
stamping, metalworking, machining and casting
industries with almost half of the metalworking jobs
located in Michigan, Ohio and Indiana).
ALMMII IMPACT:
Industry Competitiveness | Workforce Growth | Development and Sustainability |
Enhanced Supply Chain | Increased Capability for Defense and Commercial Industry
Sectors | Proud Communities
Organizational Structure
• Establish key technical
requirements with
participation of the IPT
• Approval of
executing technical and
workforce development
projects with
participation of the IPT
ALMMII
Board of Directors
(Industry/Government)
Industry Project
Control Board (IPCB)
•
•
•
•
Organization Oversight
Sustainability
Business Plans
Member Agreements
Government IPT
Executive Director
(ED)
Chief Technology
Officer (CTO)
Education/ Workforce
Director (EWD)
• Project Formulation
and Execution
• Project/Technology
Integration
• Technology
Workshops/Forums
• New Initiatives – Req.
Based
• Business Development
• SME Outreach/
Linkages
• Workforce education &
training
• STEM and
Professional Education
• Curricula Development
• Internships/ Co-ops
• Business Development
•
•
•
•
•
•
•
•
•
•
•
•
ONR/Navy Interface
Operations and Management
Marketing/ Communications
Financial and Project
Management
Innovative Business
Processes
ALMMII Membership
Partnership Development
Plan for ALMMII Facilities
Security and Safety
Procedures
NNMI Interface
ITAR Compliance
Business Development
EWI Back Office
Chief Innovation/
Transition Officer (CITO)
Commercialization Plan
Business Development
Technology Transition
Technology Qualification/
Certification
• IP Licensing
• Incubators
•
•
•
•
Alan Taub
Chief Technology Officer
ALMMII
Industry Engagement & Technology Direction
INTEGRATION OF WORKFORCE/EDUCATION
AND TECHNOLOGY LM3I PROGRAMS
Alan Taub
CTO, ALMMII
Professor, Univ of Michigan
Page 13 of 27
The Scale-up Gap
Growing Global Competition in Scaling-up
PRECOMPETITIVE
MEMBER-SHARED
TECHNOLOGY
DEVELOPMENT
Credit: Jack Hu
Page 14 of 27
PROPRIETARY
COMPANY
SPONSORED
PROJECTS
ALMMI LM3I Scope
(AHSS, Al, Ti, Mg)
Lighweighting
Lightweighting
Commercializable
Commercializable
Solutions
Solutions
• Innovative Mfg
Processes
DRAFT – PLEASE DO NOT DISTRIBUTE
Page 15 of 27
Partnership for Manufacturing Innovation
ALMMII Technology Portfolio
Planning
ALMMII IS BUILDLING A TECHNOLOGY
PORTFOLIO SERVING THE MILITARY AND
COMMERCIAL INDUSTRIAL SECTORS
TECHNOLOGY PROJECT PORTFOLIO
DEVELOPED FROM IDEAS SUBMITTED
BY ALL PARTNERS:
Academia, Federal & National Laboratories
Non-Profit Laboratories, Industry
PROJECTS PRIORITIZED BY LARGE
INDUSTRY PARTNERS WITH INPUT FROM
GOVERNMENT AGENCIES TO ENSURE
COMMERCIALIZATION PLANS ARE IN PLACE
Pillar and Cross-Cut Matrix
for Technology Portfolio Planning
Page 17 of 27
TOOLS & METHODS
ICME
E AREAS
OF
GENERATION
NEXT
DESIGN & FABRICATION
SUBSYSTEM
FOCUSED
ENGINEERING SKILLS
PERFORMANC
TECHNOLOGY PILLAR AREA COORDINATION STRUCTURE
PRIMARY METAL AND COMPONENT/SUBSYSTEM FABRICATION
LIGHTWEIGHT
ThermoMATERIALS:
Melt
Powder mechanical
Novel
Joining &
AHSS, A, Ti, Mg Processing Processing Processing Processing Coatings Assembly
Design
Validation/
Certification
Cost Model
Supply Chain
Life Cycle
Analysis
Corrosion
Ballistics /
Blast
NEXT GENERATION PROCESSES
WILL REQUIRE NEW
OPERATOR SKILLS
ALMMII Research Partners
CAR (Center for Automotive Research)
TARDEC
Battelle
EWI
PNNL
AFRL
LANL
Southwest
Research
Inst.
NIST
Leverage University Research
Projects to Develop
NRL
ORNL
New Undergraduate
and Graduate
Level Courses
ALMMII HQ: Hi-Bay Floor Plan
(potential pilot scale equipment)
rolling mill
Leverage HQ Pilot Scale
Equipment forextrusion
press
Operator Training
Dry and (e.g. – Focus Hope)
Wet Labs
Machine Shop
casting
machine
INTEGRATION OF WORKFORCE/EDUCATION
AND TECHNOLOGY LM3I PROGRAMS
RESEARCH
PARTNERS
Academia
Federal & National
Labs
Non-Profit Labs _
INDUSTRY
PARTNERS
Large Companies
SME’s
SUCCESS
GOVERNMENT
PARTNERS
Local
State
Federal
Page 20 of 27
WORKFORCE
EDUCATION
PARTNERS
Universities
Community Colleges
K-12
Job Training
…
Joseph Giampapa
Chief Innovation Transition Officer
ALMMII
ALMMII Innovation Transition
ALMMII Org Chart
(Note: Business and Administrative services for contracting and procurements are outsourced to EWI)
Innovation Transition
Focus is on Mfg. Readiness Level (“MRL”) scale
:
:
1– 2 – 3 : 4 – 5 – 6 – 7 : 8 – 9 -- 10
:
:
goal is to traverse the technology “Valley of Death”
Page 24 of 27
Innovation Transition
What I do (& will do) day-to-day:
draft ‘technology transition” plans
manage Intellectual Property issues
* inventions/discoveries
* patent applications/licenses
* publication review
* sequester Proprietary Information
negotiate contracts (Mem Agts, NDA’s, Subawards)
lead Business Development efforts
Page 25 of 27
Innovation Transition
Why did I sign on?
business model superior to traditional TTO
expect to see 10X improvement in success rate
(versus 1%-2% of patents that generate revenue)
Page 26 of 27
Emily DeRocco
Director Education & Workforce
ALMMII
ALMMII Vision and Mission
Workforce &
Education
Vision and Mission
ALMMII Vision
ALMMII drives U.S. leadership in the development
& application of lightweight metals innovation
Innovation
Talent
Requirements
Workforce/Education
Working Group
•
•
•
•
•
•
•
•
•
National and Regional Industry Organizations
National Certifying Bodies
National Think Tanks
Universities
Community Colleges
K-12
Education/Workforce Partners
Economic Development Partners
Labor
Demand
• ALMMII industry and
occupational employment
trends
• Demand for education,
training, competencies, and
certifications
Competency
Attainment Gap
• Educational and training
completions
v.
• Occupational openings and
projections
Supply
• Educational attainment
Jobs In:
automobile,
aerospace, light
and heavy ground
vehicles, ship, rail
Education/Workforce Asset Map
Economic
Development
State and Local
Workforce
Centers
Education
Economic
Development
State Workforce
Boards
Career
Academies
Regional
Authorities
Workforce
Investment
Boards
Technical
Schools
One Stops
Community
Colleges
Regional
Manufacturing
Associations
Chambers of
Commerce
Employers
MEPs
CTE Programs
Private Colleges
Universities
Graduate
Programs
TAACCCTrelated Grants
Military
Bases/Sites
Special
Educational
Assets
Focus Hope
CAR
Developing the Pipeline
of ALMMII Talent
Right Skills Now
K-12
STEM
Job Training
Partners
Apprenticeships
Universities
Community
Colleges
Graduate
Programs
Understanding the
workforce
demand-supplygaps
Attracting more
young people &
transitioning
workers
Ensuring more
students gain the
necessary STEM
foundational skills
careers
Teaching the
Teachers
Strategic Focus
Areas
Creating new
modules for
engineering
curriculum to build
design capabilities
using light
weighting
technologies
Connecting
separating military
and veterans with
Fast Track skills
development and
manufacturing
careers
Linking and
leveraging
resources and
related initiatives
Expanding Work
and Learn
opportunities
Deploying pathways
from K-12 through
community colleges
to university 4-year
degree programs
with more “on” and
“off” ramps to
employment
Reconnecting
disconnected
youth and adults
to high-quality
middle skills jobs
Offering on-thejob training
solutions for our
industry partners
Adele Ratcliff
Director of OSD Mantech
Office of US Secretary of Defense
National Network of Manufacturing Institutes:
A National Imperative
Lisa Katz
Executive Director
Workforce Intelligence Network
Understanding Workforce Demand-Supply Gaps
Working
smarter…
together
Using data, research, and policy to
shift the talent conversation and
build bridges between employers
and the talent they need for
success
What is WIN?
WIN Board
Community Colleges
Henry Ford College
Oakland Community College
Macomb Community College
Monroe County Community College
Mott Community College
Schoolcraft College
St. Clair County Community College
Washtenaw Community College
Wayne County Community
College District
Michigan Works! Agencies
Livingston County Michigan Works!
Detroit Employment Solutions Corporation
Genesee-Shiawassee Michigan Works!
Macomb – St. Clair Michigan Works!
Oakland County Michigan Works!
Southeast Michigan Community Alliance
Washtenaw County Michigan Works!
WIN was launched through a grant from the New Economy Initiative for Southeast Michigan, with additional
funders including W.K. Kellogg Foundation, Kresge Foundation, several federal agencies, and WIN board members.
What is WIN?
A safe place to start
DATA
Data in action
Heavy And Tractor-Trailer Truck Drivers
5,227
4,320
4,048
3,514
3,276
3,229
Retail Salespersons
Separating, Filtering, Clarifying,…
Customer Service Representatives
Medical And Health Services Managers
Combined Food Preparation And…
Maintenance And Repair Workers,…
First-Line Supervisors Of Food…
Secretaries And Administrative…
Human Resources Specialists
2,481
2,358
1,899
1,807
1,607
1,588
1,494
1,404
1,388
1,284
1,245
1,233
1,182
1,180
Network for success
Questions?
WEBSITE: win-semich.org
EMAIL: [email protected]
Thank
You!
Catherine Glover
President , TN Chamber of Commerce &
Industry and TN Manufacturing Assoc
Dream It. Do It. Career Awareness Campaign
There is a defined need in Tennessee for the creation and revitalization
of the skilled talent pipeline required to support the statewide
advanced manufacturing industry.
Eruptive issues:
• A generation of workers (Baby Boomers) exiting manufacturing jobs
in mass numbers
• Lack of interested and skilled workers prepared to fill the gap
• Generational opposition and disdain towards manufacturing as a
career
49
MISSION
Dream it. Do it. Tennessee will create
awareness among young people and those
who influence their career decisions about
the outstanding training and job
opportunities that exist in advanced
manufacturing today, while ensuring that
appropriate credentialing curricula are in
place to serve Tennessee manufacturers’
workforce needs.
50
VISION
Dream it. Do it. Tennessee shall
instill a passion in young adults
regarding careers in advanced
manufacturing, and will work to
engage, educate, and employ the
next generation of skilled
manufacturing talent.
51
STRATEGIES
1.
Redefine manufacturing to young people and their
parents, their educators and counselors, and the community by
providing motivating and enticing message campaigns that will
be both educational and appealing to all audiences
2.
Close the skills gap that currently exists by aligning
educational and workforce training resources with the most
pressing demands of statewide industry, thereby securing a
newly established talent pipeline
3.
Establish and promote regional collaborations in support
of manufacturing and advanced manufacturing careers
52
Sheila Boyington
CEO, Thinking Media
Learning Blade Interactive Web-Based STEM Curriculum
Filling the Manufacturing
STEM Workforce Pipeline
Sheila Boyington, P.E.
Dane Boyington, Ph.D.
Learning Blade is a registered trademark of Thinking Media, a division of SAI Interactive, Inc.
55
The Manufacturing STEM Workforce is Important
to Our National Economy and Security
A consistent supply of STEM (Science, Technology, Engineering and Math)
workers is required for industry, but:
• STEM jobs are projected to grow by 17% and to produce 2.8 million
new job openings. In contrast, job growth in other professions is
projected to be less than 10%.
Non-STEM
• According to McKinsey, 64% of companies
have vacancies for STEM positions due to
a lack of qualified applicants.
• By 2020, the U.S. will demand 123 million
highly-skilled workers, but there will only
be 50 million qualified people to fill
these roles.
$40
$30
27% Higher
Workers
STEM Workers
40% Higher
$20
$10
Some College or
AA Degree
BS Degrees
• Volkswagen, Wacker and other companies need these workers
Gordon, E. (2009). The Global Talent Crisis. The Futurist, 43(4) Sept/Oct: 34-39, as quoted by www.att.com/Common/about_us/files/pdf/aspire/att_aspire_stem.pdf
56
Career Decisions Begin in Middle School
and Require STEM Career Awareness
A University of Massachusetts study concluded that:
• 94% of eighth graders make course-taking decisions related to
preparing themselves for postsecondary education or a career.
• Middle school students who do not consider a STEM major or
career may not enroll in the necessary high school coursework
that would allow them to properly prepare for a STEM career.
Other published studies show that:
• Science is less than 25% of the typical middle school day
• High school girls often do not know what engineering is
• Girls who express an interest in STEM careers have had more
exposure to STEM careers than other girls
"Increasing Student Interest in Science, Technology, Engineering, and Math (STEM)" UMass Donahue Institute Research and Evaluation Group, 2011, as retrieved from
http:www.mass.edu/forinstitutions/prek16/documents/Student%20Interest%20Summary%20Report.pdf
57
Learning Blade Fills the Need for an Accessible
Supplemental STEM System that Supports Academics
• Introduces students to a wide range of STEM technologies
and careers and engages students through a game-based
platform
• Requires minimal preparation - Little teacher training and no
specialized equipment necessary
• Motivates minorities and girls to explore STEM fields
• Useful in many academic classrooms, not just science
• Analyzes student skills according to the Core Standards
nomenclature
• Based on Middle School Standards – around 100 hours of
curriculum that can be used in Middle and High schools
• Created by the founders of ACT’s KeyTrain® for ACT WorkKeys.
58
Meets the Needs of both Students and Staff
through a Game-based Mission Format
that Introduces STEM Careers and Technologies
Game-Based, Contextualized Learning
Tailored to the Interests of each Student
Reinforcement of Basic Academics Indexed
by Standards
59
Missions Focus on Variety of Career Clusters
Manufacturing
Concept
Use modern manufacturing techniques to design and build a
Advanced Manufacturing
new concept car
Haiti
Orphanage
Design and build an environmentally-sound orphanage for
children left homeless by an earthquake in Haiti
Construction, Sustainability
Transportation
Jam
Evaluate new transportation methods for a city that has a
traffic congestion problem
Transportation
Energy
Production
Evaluate alternative or upgraded energy sources for a city
that currently has an old coal-fired power plant
Energy Production,
Environment
Local Food
Consider methods to increase production of local foods in a
community
Agriculture
Robotics
Design
Explore technology used for robotics design, such as
sensors, electrical circuits, industrial design and computers
Electronics, Computer
Science
Flu Outbreak
How health and IT professionals can use data warehousing
and analysis to predict flu outbreaks using GIS and social
media data
Information Technology
Heart Surgery
Conduct heart surgery and therapy for a child with a heart
defect; evaluate the use of artificial hearts or heart
components
Medicine
Help rescue rehabilitate an injured dolphin, including
creating an artificial prosthetic tail
Biomedicine, Marine
Science
Dolphin
Rescue
Entrepreneur-
60
Learning Blade Typical Mission Organization
Total System: 10 Missions - 90 Careers and Technologies - 360 Individual Lessons
61
Learning Blade Increases the Future Talent Pool
Improves STEM career awareness
• 71% of students learned about new STEM careers
• 76% of students learned about new STEM technologies
Improves STEM career interest and self-efficacy in STEM
• 73% felt they could answer most questions correctly
• 51% felt more successful after completing Learning Blade
• 37% are more likely to consider a career in STEM
Supports academic skills development
• A high school in GA with 170 at-risk students reported increased reading
levels, and increased percentage of students passing 9th grade by 8%
• A school in TN demonstrated a 50% improvement in students at
proficient or advanced level in state standardized science tests
Validated by BattelleEd
“Learning Blade has been validated as a supplemental tool for increasing
STEM career awareness and interest by BattelleEd.”
62
Learning Blade is Rapidly Increasing Adoptions
States in which we are currently operating:
+ South Korea
and South Africa
Some of our Sponsors:
63
Learning Blade is a Unique Opportunity to Increase the
Manufacturing and STEM Workforce Pipelines
• Builds the Pipeline – increases STEM career awareness and
interest at a key point in middle and high school
• Supports Academics – provides an demonstrated connection
to stronger academic standards
• Well Respected– validated by Battelle to increase
STEM awareness and interest
• Proven Results – results and testimonials show
effectiveness
• Unique Opportunity – businesses sponsor Learning Blade for
local schools to increase their presence in the minds of the
emerging workforce
64
Thank you !
Contact:
Sheila Boyington – President
Thinking Media
[email protected]
423-521-2309
65
Students Operate Missions from Mission Dashboard
66
Lessons Introduce Students to Specific STEM Careers
67
Lessons Use Common Core Skills in STEM Contexts
68
We Need a New Middle-School Approach to
Maximize our Future STEM Workforce
Hands-on project-based learning is ideal for creating interest in
science, but is costly, time consuming, and does not create an
awareness of the broad range of available STEM careers.
To give every middle school student an improved STEM career
awareness and self-efficacy, we also need something that:
• Introduces students to technologies and related STEM careers
• Is easy and inexpensive to deploy
• Requires minimum professional development and special equipment
• Works alongside and assists with academic instruction in a variety of
classrooms
69
Thinking Media Brings Strong Experience
in Similar Education Solutions
• Chattanooga-based WBE, MBE and Small Business of
the Year for Chattanooga Chamber
• Creators of KeyTrain® for ACT WorkKeys®, acquired by
ACT
• Online basic skills enhancement curriculum
• Used in approx. 15% of US high schools and in other agencies
• Managed 28 statewide contracts with over 4 million registered users
• 7.2 million lessons and 2.4 million hours used per year
• Statistically proven effective at raising basic skills test scores
70
Learning Blade is Now Widely Used
In the 2013-14 school year:
• In 10 different states
• Over 80,000 lessons
completed
“Our students think Learning Blade is interesting. For them,
interesting means it is something they want to do. While there may
be good science in other areas, boring science is something they are
not going to do actively. Our kids really enjoy Learning Blade.”
Caleb Bagby, Curriculum Director, Chattanooga Girls Leadership
Academy
Learning Blade provides students an opportunity to explore STEM
curriculum and interdisciplinary content in a fun and interactive
learning platform. Since implementing Learning Blade in a
freshman high school course we have seen a decrease in the
number of students being retained in the 9th grade. An added
benefit is the subconscious gains in literacy as demonstrated by
Lexile gains.”
Dr. Jeremy Dockery, Assistant Principal, Baldwin High School FINALIST FOR STATEWIDE STEM AWARD, “BEST USE OF
TECHNOLOGY IN THE CLASSROOM”
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Learning Blade Validations and
Hamilton County Pilots
Hamilton County Pilots:
Chat. Girls Leadership Academy
Ooltewah Middle School
2786 lessons, 527 hours
2868 lessons, 355 hours
BattelleEd – STEMx
Learning Blade has been validated as a supplemental tool for increasing
STEM career awareness and interest by BattelleEd.
STEMConnector
Serve as Senior Advisors
National Advisory Board
Includes leaders from Education, Engineering, Businesses, Foundations, etc.
72
Glenn Daehn
ALMMII Technology Liaison
Nichol Campana
Director, Development & Operations, ASM
Deborah Anderson
Career Theme Specialist
Jefferson County Public Schools, KY
Integrating Industry Credentials into Educational Pathways
K-12 Materials Science:
Professional Development in Materials
and Manufacturing
Prof. Glenn S. Daehn
Department of Materials Science and Engineering
The Ohio State University
614-292-6779
[email protected]
Materials in High School -- Why?
• Starts with applied chemistry
• Hands-on – Minds and Hands
• Shows how Science leads to products, beyond most inquiry-based curricula.
• Integrates Science, Technology, Engineering and Math Naturally through lowcost demos.
• The content motivates and spreads naturally…
-- Over a dozen schools in Ohio with materials courses
-- Teachers and students love it
-- Incoming materials students have HS Materials.
ASM Foundation Materials Camps for
Teachers
• >700 teachers/year, 40 hours free instruction
• ASM freely available tested cotent.
(see www.asmfoundation.org)
• Professional development on demos /pedagogy on solids,
metals, ceramics, polymers, etc.
• Rave reviews from teachers and students
Math Science Partnership
(Ohio Department of Ed)
• 25 teachers (Columbus, Springfield, Madison Plains):
intensive professional development in materials and
processing:
–
–
–
–
–
–
–
ASM Camp
$2000 equipment per teacher
Online community
Visits to classroom by master teacher
Full group meetings
Online grad course and credit
$1000 Stipend
Example Metals Activities
• Extractive
– Reducing ore to copper by pyrometallurgy & electrometallurgy
• Structure of Metals
– Crystals, Solidification
• Physical Metallurgy
– Rolling of metals, phase diagrams
• Properties
– Quantification: Thermal, Mechanical, Physical, Corrosion…
• Design and Sustainability
– Life cycle analysis, materials selection, prototypes.
Opportunities
•
•
•
•
Bring ALMMII content to large numbers of teachers.
Test content with students.
Others…
Please bring ideas to me or Nichol Campana (ASM
Foundation)
Louisville’s Career-Theme High Schools
Where Education & Workforce Development Meet
Teacher Externships
Creating Relevance in Every Classroom
Learning How Course Content is Applied in the
“Real World”
• Summer 2013
– 9 High Schools
– 43 Teachers
– 1800 hours spent in the workplace
• Summer 2014
– 16 High Schools
– 95 Teachers
– 2600 hours spent in the workplace
JCPS Externship
Partners
Externship Week At A Glance
• Day 1
– What to Expect
– Intro to Project Based Learning
– Orientation to the worksite
• Day 2-4
– On the job with the business partner
• Day 5
– Plan for implementation of lessons learned
Teachers on the Job
Melanie Stover
Director of Strategic Initiatives
National Institute of Metalworking Skills
Dennis Harwig
Chief Technology Officer
American Welding Society
Integrating Industry Credentials into Educational Pathways
National Institute
for Metalworking
Skills
Delivering credentialed workers to the
metalworking industry. Fast.
The NIMS Story
 Industry stakeholders invested over $7.5 million to
develop NIMS standards and credentials with the
goal to develop and maintain a globally
competitive American workforce.
 Today, NIMS is the industry standard for training
for machining and metalworking jobs.
NIMS 1995-Today: Our
International Footprint
9 Military Installations, including
Army, Marines, and Navy
18 Associations
25 Government Programs,
including Prison System Training
35 Private Education Institutions
483 Industry Companies
1000 + Public Education
Institutions
NIMS has issued over 70,000
credentials to date
Credentials
MAKE
TEST
CERTIFY
 CNC, manual, and more  Industry quality checks
 Lifetime registration
 No expirations
Accelerated Training: Right Skills
Now
 Fast-Tracked, ForCredit Career Training
 Industry Credentials
with Value in the
Workplace
 Pathways to
Advancement and
Degrees
Building Your Talent: CompetencyBased Apprenticeship Model
 Recruit skilled and
talented individuals
 Prepare the next
generation of
employees
 Invest in your future
workforce
 Build a customized
training program
Next Steps: Education and Industry
Take a comprehensive, sustainable approach by:
–
–
–
–
–
Registering with NIMS
Partnering with current NIMS training programs
Attending free webinars to understand the process
Collaborating with NIMS through workshops
Developing a blueprint to support industry needs
Get started by connecting with the NIMS team today!
AWS Strategic Services
• Support the industry by providing:
Membership
 Codes and Standards
 Certification
 Education
 Conference/Seminars
 Annual Exposition
 Foundation and Scholarships
 Publications, and Periodicals
 Interactive Website

96
Technology & Application
Committees
There are 29 Technical Committees in total, all of which publish standards:
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
A1 – Metric Practices
A2 – Definitions and Symbols
A5 – Filler Metals
A9 – Computational Weld Mechanics
B1 – Methods of Inspection
 B2 – Welding Qualification
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B4 – Mechanical Testing of Welds
C1 – Resistance Welding
C2 – Thermal Spray
C3 – Brazing and Soldering
C4 – Oxyfuel Gas Welding and Cutting
C5 – Arc Welding Processes
C6 – Friction Welding
C7 – High Energy Beam Welding and
Cutting
 D1 – Structural Welding
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D3 – Marine Construction Welding
D8 – Automotive Welding
D9 – Sheet Metal Welding
D10 –Piping and Tubing Welding
D11 – Cast Irons Welding
D14 – Heavy Machinery Welding
D15 – Railroad Welding
D16 – Robotics and Automatic Welding
D17 – Aircraft and Aerospace Welding
D18 – Food Processing Equipment
D20 – Additive Manufacturing
G1 – Plastics Welding
G2 – Metal and Alloys Welding
J1 – Resistance Welding Equipment
AWS CERTIFICATION
FRAMEWORK
FUNCTION
PERSONNEL PATHWAYS
ENTERPRISE
Skilled Labor
SENSE L1 & L2 / CW
ATF
Technicians
CRAWT / CRWT / CWT-X
ATC
Quality
CRI / CWI / SCWI
CWF / ISO3834
Production
CWS
Engineering
CWET* / CWEng
Sales
CWSR
Education
CWE / Weld-Ed
*Certified Welding Engineering Technologist (future)
SENSE
CWI Competency Based Career
Pathway Example
CWI
Experience &
Competency
Requirements
CWI
Education
eCourses
CWI Exam
Readiness
Seminars
CWI
Exam
Practical Work
Exp. – 5 yrs.
CWI
Pathway
Competencies
& Education
CWI Examination
Preparatory
Seminars
CWI Exam
eLearning
Courses
“Pre-Seminar”
Welding Inspection
Technology
Seminar
Fundamentals
Part A
Visual
Inspection
Workshop
Practical Part B
Code Clinic
Open Code Book
Part C
CWI Certification
CWI Endorsements
(more under development)
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–
–
–
–
–
–
AWS D1.1 Structural Steel
AWS D1.2 Structural Aluminum
AWS D1.3 Sheet Steel
AWS D1.5 Bridge Welding
AWS D15.1 Railroad
API 1104 Pipeline
AWS D17.1 Aerospace
AWS Structural Drawing Reading
ASME Section IX, B31.1, + B31.3
ASME Section VIII, Div. 1 and Section IX
AWS Certified Radiographic Interpreter (CRI)
AWS Structural Bolting Inspection
Magnetic Particle & Penetrant Testing
Technician Apprenticeships?
• AWS developing a taxonomy for a wide range of
welding technician certifications
– Current
• Certified Robotic Arc Welding Technician (CRAWT)
• Certified Resistance Welding Technician (CRWT)
– Future
• Certified Welding Technician for large range of advanced
manufacturing processes
• Laser, electron beam. friction stir, friction, arc, and plastic
welding processes to name a few
• Brazing & soldering, thermal spray and other allied
technologies
Opportunity
• ALMMII
– Modern metal manufacturing and materials
joining will require more technicians and less
manual welder
• White House report – “Ready to Work: Job-Driven
Training and American Opportunity”
–
–
–
–
Major need for new work, learn & earn
$100M American Apprenticeship Initiative
http://www.doleta.gov/oa/aag.cfm
http://www.doleta.gov/oa/pdf/AJTI_Fact_Sheet.pdf
Apprenticeships
• The challenge
– How to develop and incorporate apprenticeships
nationally with industry & community colleges
– Degree and certification pathways
• AWS working with community colleges to develop
stackable pathways from
– Career technical certificate (SENSE skill standard) to
– Associate Degree Welding Technology (Weld-Ed) to
– Bachelor Degree Welding Engineering Technology
Apprenticeships
• AWS does not have any current registered
apprenticeships
• Great opportunity for apprenticeships for inspectors
and technicians
• AWS Accredited Test Facility – Certified Welder
system very successful with Iron Workers and Sheet
Metal Workers
• Can we extend model to other manufacturing labor
groups?? UAW? Industrial consortia?
Recommendations
• Assess opportunity with labor groups for key manufacturing
segments, or build consortium of companies that adopt
apprenticeships.
• ALMMII well position to define competencies and
educational training requirements for apprenticeships
– Most community colleges just focused on arc welding
– Big gap in the wide range of advanced joining & allied processes
• AWS Accreditation Testing Centers/Facilities services provide
infrastructure for supporting apprenticeships and win-win for
labor groups (Iron Workers model)
Recommendations
• AWS supports development of qualification requirements
and national standards
• AWS supports high integrity exam services & national registry
• Develop apprentice programs forge relationships with
community colleges to receive credit for work, learn, and
earn training.
– Technical / Process Fundamentals (Part B) at colleges
– Process Practical (Part C) at employers
– Articulation with competency based training at employers
– Accredited training & testing centers at employers
Potential Outcome
• Workers Earn
– Associates degrees in Technology
– Industry Certifications
– High pay and growth
• Pathways for growth
– Endorsements for more process technologies
– Additional certifications
– 4 year engineering technology diploma
AWS Resources
• AWS National Certification Registry & Exam Bank
• AWS Conferences
– AWS Welding Education, Skills & Certification Conference
• Education Committee
– Subcommittee on Higher Education - Technical
• Personnel & Facilities Qualification Committee
– Subcommittee on Welding Technicians
– Subcommittee on Welding Inspectors
• Certification Committee
– Subcommittee on Welding Technicians
– Subcommittee on Welding Inspectors
Pamela Hurt
Manager – SME Foundation
John Walz
Dean of Engineering
University of Kentucky
Engineering Curriculum Enhancements
As ALMII pushes the commercialization of emerging and
cutting-edge technologies that will lead to innovations in
lightweight manufacturing and materials, we must also
push to develop a global workforce skilled to maximize
these investments. The task of this focus area is to
examine existing educational offerings at the
undergraduate and graduate levels in MI, OH, TN, KY, and
IN to (1) determine gaps in curriculum and (2) identify
opportunities to develop new content for existing courses.
Disciplines of specific interest will be Manufacturing and
Systems Engineering, Mechanical Engineering, and
Material Science and Engineering.
Approach: Collaboration, Cooperation
Minimize Risk -- Maximize Impact
Target:
Private
Post-Secondary Advanced Education
- Gap Analysis (Industry Needs)
- Current State in Public and
Universities
Goal: New Course Content, New Curriculum
(e.g., Online course module in
focused area)
Other:
Student
Coop and Intern Opportunities,
Competitions
OPPORTUNITIES FOR
ENGAGEMENT
- Webinars
- Face-to-Face Meetings
- Focus Groups
- Local Convenings & Roundtables
with Industry
National Convening – Summer 2015
Pipeline for
Manufacturing Knowledge
Claudia Cummings
VP – Conexus Indiana
Dan Berry
President & CEO
MAGNET
Expanding Work and Learn Opportunities
What is Conexus Indiana?
Mission:
Serve as the catalyst to position Indiana as the recognized global
leader in the advanced manufacturing and logistics sectors
Attract and train a 21st
century AML workforce
Support the sector via
research, policy +
infrastructure programs
Industry-Driven Curriculum Development:
• Human resource and operations executives
from companies across Indiana ranging from
50 to over 1,000 employees and from
automotive to life sciences
• Determined the skills required for a
successful middle-level employee
• Cross-walked the identified skills with current
high school and post-secondary courses
• Collaborated with education partners to
create new or revised programs to meet
industry needs
Hire Technology: AML Curriculum
 Two-year course sequence
 Introduction to Advanced Manufacturing and Logistics
 Advanced Manufacturing I
 Nationally recognized credentials (MSSC & APICS)
 Up to 15 Ivy Tech Dual credits
 Immersive online training environment
 Project based learning
 Industry partner for each school
 Intensive educator training
 Dream it. Do it. for student recruitment
Governor Pence Designates
“Innovative Curriculum”
Pilot Work-Based Learning Program
• Industry as the core driver and program designer
• Laser focus on converting participating students into employees or
post-secondary students in the field
• Coordination of work-based learning across companies and schools
to ensure best-practice implementation and ensure high-quality
•
experiences for all students
• The scalable program design
• Concept transferable to additional industry clusters
• A highly competitive student selection process
• The convening of cohorts to coach students and build community
• The elevation the image and self-concept of AML students
Industry-Driven Work-Based Learning
Work team led by Cummins, Allison Transmission and Rolls Royce is:
• identifying core competencies and skills to be developed
• outlining types of work to be performed
• suggesting revisions to preferred programs of study
• determining any compensation guidelines
• specifying industry mentor expectations
• defining student code of conduct
• addressing student selection criteria such as:
• GPA
• course prerequisites
• preferred programs of study from which to select students
• interview standards
Contact:
Claudia Cummings
Vice President, Workforce and Education
(317) 638-2105
[email protected]
www.manufacturingsuccess.org
To address the current and future talent needs of manufacturers in NEO,
MAGNET provides workforce and talent development services to
increase access to a pipeline of skilled workers from three key groups:
1. Transitioning Workforce
•
•
Vets Transition to Mfg. Careers
“Right Skills Now”
2. Incumbent Workforce (Company specific WF needs)
•
•
•
•
Talent Planning
Training planning and implementation
Connection to regional skills training resources
Structured OJT and Assessment
3. Emerging Workforce
•
•
•
•
Dream It Do It (NAM)
Ambassador Program
Internships with Higher Education Partners
Work-Based Learning
www.manufacturingsuccess.org
Work-Based Learning (WBL) Project for
Secondary Students
•
•
•
•
Develop a WBL Guide for educators and employers to
place minors in manufacturing settings (also Child
Labor Law Guide)
Design & pilot summer WBL program to build the
manufacturing workforce pipeline. Individual learning
goals build on classroom content
Engage employers to provide WBL experience for
high school students
Students earn industry certifications and potential dual
credit to reinforce “earn and learn”
Grant funding from Jennings, Nordson, & Dominion Foundations
www.manufacturingsuccess.org
WBL Demonstration Project
Goal: Students apply knowledge and skills in a real world
environment and use critical thinking and problem
solving skills to address work-based problems.
Participants: 3 Career Centers 2 Urban Districts
Students in manufacturing-related programs
Activities: Shadowing, plant tours, guest speakers, mock
interviews, work–based learning monitored summer
employment.
Outcomes: All students have at least one industry
certification. Validated application of classroom learning
in real world setting may also lead to dual credit.
www.manufacturingsuccess.org
Potential MEP Center Roles in Workforce and Talent
Development
1. Function as intermediary connecting stakeholders, i.e.
educators, manufacturers, and public workforce system
2. Encourage education/training institutions to build
manufacturing-serving curricula & programs
3. Raise level of workforce expertise in region and
promote national certifications improving the quality of
the workforce
4. Promote careers in manufacturing and increase the
quantity of potential manufacturing workforce
5. Provide growth assistance to companies to address
individual workforce needs
6. Address challenges to playing the above roles
William Jones
CEO
Focus Hope
Reconnecting Disconnected Youth & Adults to Middle Skills Jobs
Welcome to Focus: HOPE!
September 23, 2014
Mission Statement
Recognizing the dignity and beauty
of every person, we pledge
intelligent and practical action to
overcome racism, poverty and
injustice. And to build a metropolitan
community where all people may
live in freedom, harmony, trust and
affection. Black and white, yellow,
brown and red from Detroit and its
suburbs of every economic status,
national origin and religious
persuasion we join in this covenant.
Adopted March 8, 1968
Workforce Development and Education
• High School Programs
Start a career and/or start college
immediately upon graduation- college
bound, Career Ready program.
• Certificate Programs
Machinist Training: 12-week training for
machine and CNC operators.
Information Technology: IT help desk,
computer support, network or server
administration.
• College Degree Programs
CAT: Engineering education at partner
universities and exposure to professional,
manufacturing and/or R&D “world of work”.
IMSE: Information management systems
engineering.
Advanced Manufacturing
Capabilities:
• Subtractive and
Additive
manufacturing
• Friction stir
welding/processing
• Materials analysis
• Design and Reverse
Engineering
• Mobile manufacturing
Applications :
• Low volume DoD
Parts production
• R&D on repair of high
value DoD parts
• R&D to support
development of new
types of armor plating
and/or ballistic
protection
• Manufacturing in the
field
• Special projects
Partnerships:
• NUWC Keyport
• FRC-East Cherry
Point
• TARDEC Warren
• Univ of Michigan
• South Dakota School
of Mines & Tech
• DM3D Tech Inc
• Teledyne Sci &
Imaging
• Kentucky Trailer Tech
• Others
• …and now, ALMMII
Additive & Subtractive Manufacturing
Friction Stir Processing/Welding
Materials Analysis
Reverse Engineering
• Fixed and Portable CMM
• Laser Scanner
• NX, PCDMIS, Polyworks
Scanned surfaces
Extrapolated volume
Publications
Connecting Students to the Future
Focus: HOPE
Disconnected Youth Initiative
Disconnected youth are young people ages
16-24 who are not in school and not working.
There are more than 5.8 million disconnected youth in
America – about 1 in 7 people ages 16-24.
In Detroit, the city with the third-highest number of
disconnected youth in America, it’s closer to 1 in 5.
Direct support costs and lost tax revenues (2011)
= $93 billion nationwide
Source: http://www.measureofamerica.org/one-in-seven. Retrieved 3/11/14.
Connected vs. disconnected youth in America
Source: http://www.measureofamerica.org/one-in-seven. Retrieved 3/11/14. Measure of America analysis of U.S. Census Bureau,
American Community Survey 2010 PUMS Microdata. Note: Women with children includes biological, step, and adopted children.
Connected vs. disconnected youth in America
Source: http://www.measureofamerica.org/one-in-seven. Retrieved 3/11/14. Measure of America analysis of U.S. Census Bureau,
American Community Survey 2010 PUMS Microdata. Note: Women with children includes biological, step, and adopted children.
Youth disconnection rate by race and ethnicity
(national)
Source: http://www.measureofamerica.org/one-in-seven. Retrieved 3/11/14.
Youth disconnection in Detroit
Percentage of Detroit youth ages 16-24 who are disconnected:
Overall: 17.0% African American: 25.3%
Hispanic: 19.2% White: 13.5%
Source: http://www.measureofamerica.org/one-in-seven. Retrieved 3/11/14.
Youth disconnection in Detroit
“Detroit … has the highest youth unemployment rate (30 percent) and adult
unemployment rate (17 percent) of any of the twenty-five largest metro areas. Further
analysis by neighborhood reveals that the areas of Conant Gardens, Grixdale, and Krainz
Woods have adult unemployment rates of nearly one in four (24 percent), and youth
disconnection in these areas is nearly twice that of Detroit overall (33 percent).”
Source: http://www.measureofamerica.org/one-in-seven. Retrieved 3/11/14.
Who are disconnected/at-risk youth?
Disconnected youth are defined as those who are exposed to:
•
Adult’s questionable behavior, e.g., illegal drugs (including alcohol, tobacco),
other illegal activities (parents not setting boundaries), early exposure to sexual
behavior.
•
Inadequate child care – Does not have a nurturing environment; clean, safe, and
surrounded by loving and caring family and friends.
•
Youth housed in foster care – Infants are normally seen as the ideal children to
adopt from foster care and thus as children age they are less likely to be adopted.
Some age out of the system into an uncertain world to become an adult with little
direction.
•
Inadequate education – Lack appropriate learning at home, in school and in the
community.
Source: Michigan Department of Human Services
Who are disconnected/at-risk youth?
Disconnected/at-risk youth are often:
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–
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–
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–
–
–
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–
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Withdrawn;
Poorly groomed;
Prone to frequent emotional outbursts;
Full of nervous energy, often displayed through rocking, pacing, nail biting,
hair pulling, twisting, cutting;
Seeking attention;
Bullies;
Rebellious;
Depressed and/or suicidal;
Untrusting or guarded;
Expecting to be disappointed;
Low in self-esteem;
Adjudicated (found responsible for a crime by Juvenile Court)
Sources: Michigan Department of Human Services, Focus: HOPE data
Focus: HOPE geographic distribution and reach
Between 3/1/12 and 12/31/12, Focus: HOPE engaged with 5,246 prospective students, the majority from the
City of Detroit, but also throughout the city and nearby suburbs. This map highlights ZIP codes with 23 or more
prospects during that period.
Barriers for disconnected/at-risk youth
The review of 300 case files of Earn and Learn Students at Focus: HOPE
From July 2012 through June 2013 revealed some of the most prevalent barriers (in
declining order of frequency):
•
Inadequate housing
• Homeless, “squatting,” highly transient population
• Inconsistent or unreliable utilities
•
Employment/employability skills
• Un-/under-employed
• Lack of documented work experience
• Underdeveloped social skills
• Lack appropriate work attire
•
Transportation
• No personal transportation (car ownership)
• Need frequent vehicle repairs (for those that do have cars)
• Reliant on unreliable public transit system
Source: Focus: HOPE data
Barriers for disconnected/at-risk youth, cont.
• Healthcare
• Lack of medical and dental care, prenatal care
• Education
• Reading, math, communication skill deficiencies
• Lack of high school diploma or GED
• External support
• Lack of parental/community involvement
• Food and finance
• Inadequate nutrition
• Insufficient management of money
• Lack of financial literacy
• Lack of affordable, reliable, licensed childcare
• Criminal Background
• Employment barriers (e.g. bonding, felony questions on applications)
Source: Focus: HOPE data
Student test results (2012)
85% would not meet
9th grade reading, 9th
grade math eligibility
requirements of
many employers.
TABE results describe basic skill readiness for K-12 grade levels, e.g. a student who scores a 5.0 has not mastered fifth
grade skills, but is prepared to enter the fifth grade. Data for period 3/1/12-12/31/12 (n=2,905).
Source: Focus: HOPE data
Disconnected Youth Initiative
To help disconnected youth move from dependency on public benefits to
sustainable employment and upward opportunities, Focus: HOPE and its partners
will offer the following:
•
•
•
•
•
•
•
•
Barrier resolution strategies;
Intensive case management, identification of barriers, individualized plans for
training and related services by staff case managers and social workers;
GED preparation and testing;
Academic skill enhancement as needed;
Skilled training opportunities in machining, advanced manufacturing, and
information technologies;
Small cohort-based classes;
Tutors and peer learning groups; and
An emphasis on the four A’s: Academics, Attendance, Attitude, and Appearance.
Barrier resolution strategies
To help disconnected youth move from dependency on public benefits to sustainable
employment and upward opportunities, Focus: HOPE and its partners provide the
following services:
•
Inadequate housing
• Onsite Michigan Department of Human Services (DHS) Office
• DTE Energy office on campus for energy bill assistance
• Onsite Michigan Rehabilitation Services (MRS) counselor
• Access to Salvation Army resources and services
• Access to shelters
• Neighborhood Service Organization (NSO) headquarters adjacent to
campus
•
Employment/employability skills
• Workshops, seminars, focus groups
• Job fairs, on-campus interviews with employer partners
• Job placement assistance (for life for graduates in good standing)
• Access to free or low-cost professional attire
Barrier resolution strategies
• Transportation
• Bus tickets, gas cards
• Minor automobile repairs, some vehicle purchase assistance
• Healthcare
• DHS office onsite, PATH sites in area.
• Free health screenings
• Physical exams
• Access to free or low-cost vision screenings and corrective lenses (glasses)
• Education
• Onsite GED preparation and access to testing (provided by the St. Vincent
and Sarah Fisher Center)
• Academic skills enhancement through Focus: HOPE’s Fast Track/Ready, Set,
Go! program
• Career training opportunities at Focus: HOPE
Barrier resolution strategies
•
External support
• Workshops by subject matter experts on an array of topics
•
Food and finance
• Center for Working Families (CWF) on campus
• Financial literacy, wealth-building, and workforce development.
• Benefits navigation services
• Child care
• DHS and MRS on campus.
• Center for Children (CFC)
•
Criminal Background
• Legal aid and defender
• Street Outreach Court (36th District Court)
• MRS on campus
Workforce development/education
Work readiness
•
Ready, Set, Go! is an enhanced adult basic education program that that builds
reading, math, and related “success skills” for students to excel in further training,
postsecondary education, and/or employment. Established in 1989, the program
has served more than 6,300 students.
•
Earn + Learn: Est. in 2011, a four-week work readiness program that primarily
serves men between 18 and 24 years of age who are “structurally unemployed”
and/or have been incarcerated. Partnership with Southwest Solutions, the
program has to date graduated 874 participants.
Workforce development/education
Workforce Development
•
Machinist Training Institute (MTI):
• Since 1981 more than 2,900 machine operators and CNC machinists trained.
• Increasingly focused on the advanced manufacturing skills.
• Will offer industry-recognized National Institute for Metalworking Skills (NIMS)
certificates and instruction in robotics and 3-D manufacturing.
•
Information Technologies Center (ITC):
• Since 1999 the ITC has trained 1,900 students for careers in the information
technologies industry.
• An accredited, state-licensed training program that helps students achieve
industry-recognized certificates from Microsoft, Cisco, CompTIA, and others.
• Offers pathway to baccalaureate degree through IMSE and Wayne State.
•
Career Technical Education (CTE):
• Established in fall 2013 for juniors and seniors in the EAA high schools to enroll
in half-day machinist or IT training.
• We aim to expand to Detroit Public Schools and charters.
Recent employers of Focus: HOPE graduates
Information Technologies Center (ITC)
AT&T
Minacs-Netflix
NABancard
HP
United States Postal Service
Walmart
Dish Network
Fox Theatre
Meijer
Customer Service Rep.
Customer Service Rep.
Risk Analyst
Help Desk
City-Carrier
Customer Service Rep.
Field Technician
Customer Service Rep.
Customer Service Rep.
Machinist Training Institute (MTI)
Sakthi Automotive
Magna Seating
International Specialty Tube
Birclar Electric
Detroit Chassis
Chassix
Form Tech
Caraco Pharmaceuticals
TSM Corporation
Jemm's Cascade
Production Worker
Production/Quality Control
Machinist
Assistant Machinist
Production Worker
Machine Operator
Machine Operator
Dispensing Operator
Machine Operator
CNC Lathe Operator
Disconnected Youth Initiative
College
Degree
Programs
Employment
STEM Bridge
College access and readiness
Skilled training
Information technologies, manufacturing
Ready, Set, Go!
Work readiness, academic skill enhancement, certificates
Disconnected Youth Initiative
• Focus: HOPE has had success with students of similar
backgrounds:
– For example, a student came to Focus: HOPE with a GED
and subsequently:
• Increased his foundational skills through Fast Track (predecessor
to Ready, Set, Go!);
• Gained technical skills in the Machinist Training Institute,
• Strengthened his academic and college readiness skills in the
STEM Bridge program;
• Earned an associate degree in manufacturing engineering from
Lawrence Technological University (with Focus: HOPE’s Center for
Advanced Technologies program); and
• Graduated with a bachelor of science in nuclear engineering from
the University of Michigan.
Disconnected Youth Initiative
• Through Focus: HOPE’s Center for Advanced Technologies
(CAT) program, students have earned degrees:
– From the University of Michigan (Ann Arbor and
Dearborn), Wayne State University, University of Detroit
Mercy, and Oakland University.
– In diverse fields of engineering, ranging from nuclear to
materials sciences, from mechanical to electrical.
Questions?
Joanie Harmon
Project Manager – SEELC Grant
Pellissippi State Community College
Connecting Military and Veterans
Fast Track to Employment:
Advanced Manufacturing
Workforce Development
Presented by:
Joannie A. Harmon
Project Manager, SEELC Grant
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
Partners for Success
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
PHASE I
Pilot Program: Summer 2014
• 6 wk, non-credit intro program
• Accelerated, hands-on introduction
• Hybrid – In-Class & On-the-Job application
(MDF) Manufacturing Demonstration Facility
• Available to Veterans, Military & US FIRST
Robotics Students
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
PHASE I
Pilot Program: Summer 2014
Comprised of 25 Students:
– 15 Veterans
– 3 Active Duty Military Personnel
– 2 Reservists
– 3 US F.I.R.S.T. Robotics students and
– 2 Engineering students
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
PHASE I - Pilot Program
Veteran Joseph Grabianowski
— Pictured at Oak Ridge
National Laboratory’s
Manufacturing Demonstration
Facility (MDF) in front of a 3D
printer holding a 3D-printed DOE
seal & the plastic material from
which it was made.
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
Pilot Program – Graduation 2014
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
Current Outlook
Phase II – Additive Manufacturing
Certificate of Completion
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
Phase II – Additive Manufacturing
Certificate of Completion
Comprised of:
Started
August
2014
– 3 semesters, 25 credit hours
– Began August 25, 2014
– 14 students
– Internships slated to begin Spring 2015
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
Phase II - Marketing & Communication
Program Description:
• 1 year duration
• 25 credit hours
• Certificate in Additive
Manufacturing
• Applies towards AAS
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
Phase II - Marketing & Communication
Paid In Full:
• Course tuition,
• Fees &
• Books
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
Phase II - Marketing & Communication
Participants:
•
•
•
•
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
Veterans
Military
US F.I.R.S.T. Robotics
Students &
Graduates
Future Outlook
Phase III – Advanced Manufacturing:
Light Weight Materials
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
Phase III – Advanced Manufacturing:
Light Weight Materials
Certificate of Completion
– 3 Semesters, 24 credit hours
– Began Spring 2015
– 14 to 24 Students
– Internships – 25 hrs a week min.
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
Spring2
015
Conclusion
• Additive Manufacturing is a growing field.
• Program aligned to industry needs.
• Employment through education
• Discussion
ADVANCED MANUFACTURING WORKFORCE
DEVELOPMENT PROGRAM
Michael Gilroy
Industry Adjustment Lead, DOD-OEA
Lawrence Molnar
Associate Director – Institute for Research
On Labor, Employment & the Economy
DOD OEA Community Preparedness Agenda
Defense Industry Adjustment Project
Structure and Protocol
Office of Economic Adjustment, U.S. Department of Defense
Arlington, Virginia
Three Step Process
189
Collaboration
190
Managing the Network
191
Ongoing Talent Pipeline Fulfillment
192
Lessons Learned
• Strong and robust
community partnerships
• Commitment to a shared
vision
• Begin with the end in mind
• Embrace change as the
potential for new
opportunities
• Eliminate silo thinking and
turf issues
• Innovate!
193
Contacts
Michael Gilroy
Industry Adjustment Team Lead
O: (703) 697-2081
C: (703) 901-7660
[email protected]
www.oea.gov
ALMMII Supply Chain and
Workforce Development
Implications and
Expectations
Lawrence A. Molnar, Associate Director
Institute for Research on Labor, Employment,
and the Economy
Supply Chain
• The five-state ALMMII region has 73% of the total
U.S. employment in metal stamping
• Advanced hot-press forming technology alone
could create more than 7, 000 jobs
• Suppliers in the automobile, aerospace, light and
heavy ground vehicles, small boat and large ship,
rail, and defense manufacturing industries
Diffusion of Innovation
Supplier Impact
• New materials/composition Processes
• Technology
• Intellectual Property
• Early Adapters Thought Leaders
• Regional focus will encompass an area roughly
following the I-75 corridor from Michigan through
Tennessee
Supplier Impact
• A broad range of industrial companies from large
OEMs and suppliers to small and medium enterprises
(SMEs)
• 2011 Census estimated that over 400,000 people
were employed nationally in the metal stamping,
metalworking, machining, and casting industries
ALMMII Synergistic Programs
• TAA for Firms (EDA)
• Technology Commercialization and Assistance Program
(MEDC)
• First Customer Program (MEDC)
• Defense Conversion Program (DOD OEA)
• National Catalog of Excess Manufacturing Capacity (EDA)
Workforce Development
• Broadly address training and education across all
relevant manufacturing sectors
• Combine our Education and Workforce activities
with outreach to OEMs and SMEs, in the civilian and
military supply chains for the broadest possible
impact
• K-12 Systems integrated into process and initiatives
Education and Workforce Plan
Strategic Areas of Focus
• Expanding work and learn opportunities to introduce
more students to Advanced Manufacturing careers and
enhance their education with work-based learning
• Connecting separating military personnel and veterans
• Offering on-the-job training solutions for our industry
partners to help them build their incumbent workers
skills
Education and Workforce Plan
Strategic Areas of Focus
• Attracting more young people to pathways to careers in
Advanced Manufacturing
• Ensuring more students gain the necessary STEM
foundational skills to be successful in Advanced
Manufacturing careers
• Deploying pathways from K-12 through community
colleges to university 4-year degree programs, with
more “on” and “off” ramps to employment in Advanced
Manufacturing
• Creating the enhancements/new modules for
engineering curriculum in our nation’s universities
Workforce/Education
Pillar of Success
• National experts representing professional organizations,
industry associations, federal programs, STEM education,
labor, think tanks, and corporate foundations are also
engaged
• Connect to the larger, industrially driven National
Network of Manufacturing Institutes
• Create a pipeline of talent capable of adopting the
developed technologies and applying them to modern
metals manufacturing
Technology Commercialization
• ALMII IP approach will facilitate technology
commercialization
• Implementing manufacturing improvements
• Working with regional incubators to encourage
small technology start-ups
• Take new technologies to market
• Expected to yield two commercialization
licenses/one spinout per year within four years
after launch
Projected Return on Investment (ROI)
• National Manufacturing Competitiveness
• Technological Leadership
• Increased Impact of Manufacturers on U.S. Economy
• New Job Creation
LUNCH
Bill Forquer
CEO
RealWeld Systems
Workforce Development Welding Programs
Aligning Curriculum and JobReadiness with RealWeld Trainer™
Bill Forquer
Sept 2014
About RealWeld Trainer™
© RealWeld Systems, Inc. 2014
Slide 210
About RealWeld Trainer™
Practice motions
with the arc off
Practice welding
with the arc on
Analyze Technique
© RealWeld Systems, Inc. 2014
Slide 211
Capturing and Cloning Welding Technique
Create the model
“Signature Welds”
using RealWeld
Trainer
1
4
Train and
benchmark against
the cloned technique
© RealWeld Systems, Inc. 2014
2
3
RealWeld captures
the technique used
in the model
Signature Welds
Create Welding
Procedure using
the captured
technique.
Slide 212
RealWeld Releases Version 5.5
…
© RealWeld Systems, Inc. 2014
Slide 213
Interchange Data
Workforce Development
Enforce Standards Across Plants
Enforce Consistency
Across Campuses
RealWeld can now easily interchange
Curricula, Welding Procedures, Rich
Media-based Learning Objectives, and Best
Practices
© RealWeld Systems, Inc. 2014
Slide 214
Customers
© RealWeld Systems, Inc. 2014
Slide 215
Setting the Pace
Southeastern Economic and
Education Leadership Consortium
• 3 mobile or stationary welding
labs
• Partner with LCCC for curriculum
• Aligned to 4 industry partners
• Using Lincoln, Miller, and ESAB
equipment
• Constant immediate feedback
by deploying 5 RW Trainers
• Drug testing requirement for
admission
© RealWeld Systems, Inc. 2014
• Based on a AWS SENSE
curricula
• Supplemented with
requirements from local
employer partners
• Using EWI for welding
requirements
• Using RealWeld for
capturing and cloning
technique of employer
partners
Slide 216
Thank You!
Bill Forquer, CEO, RealWeld Systems
[email protected]
Follow Us: @realweld
Watch the video: www.realweldsystems.com
Developed by
© RealWeld Systems, Inc. 2014
Slide 217
Emily DeRocco
Director Education & Workforce
ALMMII
Working with ALMMII
Teaming Vertically & Horizontally
5
State Teams
Michigan
Ohio
Indiana
Kentucky
Tennessee
11
Strategic
Focus Teams
STEM initiatives; Teaching the
teacher; New certification
programs; Expanding internship
and apprenticeships, etc.
National Expert Advice &
Engagement Strategies
Education & Workforce Metrics
Number of
partners
participating in
research
Number of participants Number of certification
in research, education & & degree programs
training
created in collaboration
with colleges,
• University students
universities and
• Community/technical
professional
college students
organizations
• K-12 students & teachers
• Veterans
Working Group Ideas &
Priorities
The Work Team Draft
Working Group Ideas &
Priorities
Thank You
The After Party