Aligning Workforce Training with Government Initiatives: An Innovative Advanced Manufacturing Partne

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Aligning Workforce Training with Government
Initiatives An Innovative Advanced Manufacturing
Partnership

• Presented by
• Pat Malone, Stony Brook University
• John Lombardo, Suffolk County Community College

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Introduction

• We will discuss how our institutions and an
  extensive regional network aligned with
  government initiatives to obtain a Federal grant
  of 2.4 million to address manufacturing
  workforce challenges on Long Island.

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Introduction continued

• This project is providing a viable platform
  for
• Aligning educational and regional outreach
  efforts to expand the pipeline of skilled workers
  in the advanced manufacturing sector.
• Creating a continuum of education with curriculum
  designed for bridge and tech prep non-credit
  courses, as well as AA, BA/BS, and advanced
  degree programs for this industry.

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The Challenge

• Long Island is experiencing a loss of qualified
  workers for its diverse and evolving
  manufacturing industry due to
• Demographic shifts
• Negative Industry image
• Lack of appropriate educational programs
• Shrinking pipeline of workers
• Emerging technology

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Topics

• Overview of Long Island Region
• Suffolk Community College Institutional Sketch
• Stony Brook Institutional Sketch
• Academia and Industry Perspectives on the
  Challenge
• Aligning with Government Initiatives
• The Advanced Manufacturing Grant
• Future
• Conclusions
• Discussion

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Long Island Workforce Overview
Long Islands population is greater than that of
19 states and our demographic shifts reflect
those of the nation
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Long Island Workforce Overview (contd)

• Our workforce is aging from 2 perspectives
• Core working group is between 35-54 years old
• Dramatic demographics shifts are making training
  and education central to a companys survival
• Central issues include
• workplace literacy
• cultural diversity
• an aging workforce
• new technology
• globalization

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Long Island Workforce Overview (contd)

• Emerging Technology necessitates continuous
  learning.
• The University and the Community College are
  holding an expanding role in economic development
  due to our nations shift from defense to
  commercial/high technology.
• The number of individuals entering engineering
  and technical fields is not keeping up with the
  demand.
• Pipeline needs to be increased and expanded (From
  K through Gray)

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SCCC Institutional Overview

• The largest multi-campus community college in
  the SUNY system
• 22,000 students enrolled
• 3 campuses located within a 50 mile radius
• A Liberal Arts College focused on technical
  training for over 15 years (GM, Toyota, Verizon,
  HVAC, Nursing and Manufacturing)

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Stony Brook University

• Geographically close to SCC.
• Founded in 1957 celebrating its 50th
  anniversary. Relatively young with tremendous
  accomplishments and economic impact.
• Budget over 1 billion and the regional economic
  impact exceeds 2.5 billion.
• The number of employees is over 16,000 -one of
  top three employers in region, 1500 faculty
  members 22,000 students over 100 degree
  programs.

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Stony Brook University

• Economic Engine for the region
• Three Incubators, over 30 start up companies in
  diverse industry sectors bioinformatics,
  software, biotech, manufacturing, medical
  diagnostics, etc.
• Three NSF Centers
• Two Centers for Advanced Technology
• Center for Excellence in Wireless Technology
• New Alternative Energy Advanced Research Center

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Stony Brook University
In 2001 The Vice President for Economic
Development assumed oversight for university
corporate training and education. This is now the
portal for these programs at Stony Brook. The
Center for Emerging Technologies was created to
foster educational economic development
partnerships and to offer comprehensive workforce
training with specific focus upon newly emerging
technology. The Center facilitates and promotes
innovative Regional Workforce Initiatives.
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The Center for Emerging Technologies

• Graduate Executive Masters Degree Programs (MBA,
  MS Technology Management, Graduate Certificates
  and training to businesses).
• Has assisted over 200 companies and 3,000
  individuals.
• Offers over 80 programs in Quality, Lean
  Manufacturing, Project Management (PMI),
  Software, Management and more.
• Works closely with RD centers in Biotechnology,
  Sensors, and Wireless Technologies programs
  include radar, sonar, fiber optics, neural and
  wireless networks, biotech fundamentals.
• Core partner in the regional network of training
  providers, workforce professionals, and economic
  development resources.

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The Manufacturing Workforce Challenge Viewed
from Two Perspectives EducationIndustry
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Government Initiatives for Workforce Development

• Federal Department of Labor has announced several
  funding opportunities to address the demand for
  highly skilled workers adept in new and emerging
  technologies.
• These include Community Based, High Growth, and
  Advanced Manufacturing Grants.

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Government Initiatives for Workforce Development

• These programs are designed to assist regions in
  the following
• Creating and adapting curriculum for specific
  industry sectors.
• Enhancing the pipeline of workers into emerging
  career paths.
• Engaging economic stakeholders such as K-12 and
  Higher Ed, Workforce Boards, Labor, underemployed
  and dislocated workers, business and community
  groups to work cooperatively.

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Educational Perspective

• 15 Year Sketch
• Aligning with Government Initiatives
• 1990 Corporate Education and Training is on a
  severe decline
• Defense downsizing
• Dislocated Professionals emerging in large
  numbers from all industries.
• Training grants available only to community
  colleges and BOCES through the Department of
  Education. University is not an eligible provider
• 1992 Department of Labor asks for assistance in
  retraining dislocated professionals
• Stony Brook is awarded its first government
  funding opportunity by the
• Suffolk/NYS Labor Dislocated Professional
  Retraining Program

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Educational Perspective (contd)

• 1993-1995 Defense Downsizing opened up need to
  reevaluate workforce skills.
• International quality standards, technology,
  management development.
• University learns much from those in training
  programs and the companies hiring them.
• 1996 SUNY Farmingdale Telecourse Partnership in
  ISO Education Program
• Stony Brook designs ISO certification programs
  and receives Empire State Development Grants for
  over 40 companies.
• New needs emerge in shop floor, manufacturing
  technicians.

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Educational Perspective (contd)

• Empire State Development is the funding source
  and for training grants.
• Companies access Industrial Effectiveness Grants
  for process improvement and we begin to integrate
  training programs with these projects.

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Educational Perspective (contd)

• Empire State Development Corporation and the NYS
  Department of Labor requested that Stony Brook
  form a committee to identify why we have failed
  in developing qualified manufacturing workers.
• Machinist Consortium Formed
• Representatives from Education, Industry, Labor
  and
• Economic Development find several reasons
  including
• Shift in educational programs eliminated
  technical curriculum.
• Manufacturing image is negative
• Lack of tech schools
• Companies resisted change

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Educational Perspective (contd)

• Result Grant Application 1 our dress rehearsal
  DOL ETA grant 1997, first consortium of SBU, NCC,
  SUNY Farmingdale, three WIBS, four business
  associations, labor and industry
• 1999 EDC/Labor jointly offer STRAP Grants
• ADDAPT 10 Company Grant all technical skills
  and ISO, supervision. Three colleges are
  providers
• Impact of September 11, 2001 slows down the
  economy

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Educational Perspective (contd)

• 2002 New York State Funding Initiatives Building
  Skills
• Identified skill shortages
• Companies are seeking similar training programs
  for incumbent workers. Regional needs clearly
  articulated in these applications.

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Career Mapping

• Stony Brook University and ADDAPT, our Aerospace
  Association, are two of six statewide awardees
  selected by Department of Labor to research
  career ladders in key industry sectors. The
  objective is to identify gaps in skills,
  educational resources, regional barriers facing
  the industries workforce.
• Manufacturing Study 2004-5
• ADDAPT and Stony Brook Assessed 24 companies
• Regional community college consortium used the
  data to obtain a 2.4 million Federal grant to
  establish an Advanced Manufacturing training
  center.
• Career Mapping created the opportunity to work
  with stakeholders, economic partners in expanded
  regional consortium.

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Industry Perspective

• AFCO
• Career Mapping
• Defined industrys skill shortages and opened
  dialogue between key players.
• Created an environment that allowed for positive
  change
• Formalized and identified the need for additional
  funding
• Defined the levels of participation of the
  Community College and the University
• For the first time Industry and Labor were
  linked with Education for a clearly defined
  common goal for training
• This solidified that manufacturers are ready to
  train, willing to train and in agreement on
  curriculum

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Industry Perspective (contd)

• AFCO/FESTO Initiative
• Formation of the Consortium
• Next Step - The search for a funding stream

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New Grant Opportunity The Culmination of Efforts

• The Community Colleges role in workforce
  preparation was defined
• The articulation between the 2 year and 4 year
  institution became clear
• Transitional curriculum resulted in the continuum
  of education
• Regional economic development programs, defined
  industry needs, local WIB efforts brought focus
  to formalized manufacturing training

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SCCC Awarded 2.4 million

• 70 community based job training grants awarded
  nationally
• 11 Awards for Advanced Manufacturing
• Average grant award was 1 million for training
• Based on the accuracy of the proposed training
  program SCCCs grant of 2.4 million was the
  largest in the history of the College

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First Year Highlights and Accomplishments

• To date we have provided training services to
  over 60 Students
• 25 participating manufacturing companies
• Sheet metal fabrication
• Biomedical
• Electronic assembly
• Stone and Wood manufacturers

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First Year Highlights and Accomplishments (contd)

• Determined that the 11 peers nationally share the
  same challenges (image, branding, pipeline,
  marketing)
• Established regional curriculum sharing
• Established regional standards for faculty
  (passion for training)
• Met the needs of diversified learning (seamless
  remediation)

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Goals

• Adding new workers to the training (incumbent,
  dislocated, returning military)
• Preparing the workforce of the future (K-12
  pipeline)
• Engaging all regional entities in a synergistic
  approach to branding this effort

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T.E.A.M.(Technical Education in Advanced
Manufacturing)
Development of a Partnership Network
ADDAPT LIA LIFT HIA
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Five Modules, The Foundation of the Future
Developed by a Manufacturing Curriculum Committee
with Input of Industry Leaders
Module One Introduction to Manufacturing Being
part of the solution to improve the
process Module Two Understand the design Set up
the manufacturing process Identify the needs and
requirements Layout the plan
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Five Modules (contd)

• Module Three
• Identify required materials and Parts
• Preparation requirements of materials and
  machines
• Configure and set machining process
• Module Four
• Implement the production run
• Configure manufacturing process to produce
  planned output
• Overview and review intended manufacturing
  outcomes

• Module Five
• Analysis of production results
• Corrective actions
• Report out

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The Future

• Continuing the dialogue and open communications
  with all the partners both regionally and
  nationally
• Industrys responsibility to provide training and
  communicate their needs will not diminish
• The responsibilities of the College and
  University will not diminish
• Changes in technology will drive the need for
  updated training programs to combat globalization

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Problems Encountered

• Getting other institutions engaged
  administrative and/or faculty buy-in.
• Assisting workforce staff to understand the
  program it is not a quick fix or fast turn
  around. It is very appropriate for certain
  individuals.
• Developing pool of teachers with the right
  credentials.

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The Academic Partnership

• Stony Brook faculty and executive staff
  participate on steering, outreach and curriculum
  committees, attend meetings with HS technology
  teachers, share RD project content with
  students.
• K-12 - We share outreach efforts and integrate
  contacts to demonstrate alignment of
  institutions.
• Stony Brook has the SCC program on the CET
  website, refers corporate training clients to the
  college, presents program to other stakeholders
  such as workforce boards, labor, economic
  development.
• Demonstrates alliance, synergy, and builds
  confidence in the educational system.

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Conclusion

• With so much to be accomplished
• We must realize that
• no single organization can achieve the impact
• that a network of partners working
• collaboratively can achieve