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
Deputy Director Energy Systems Technology and Education Center Idaho State University
CEWD Northwest Regional MeetingPortland, OregonJuly 29, 2009
First, let me say…
We are all in the education, training, and development
business now!
Our Premise:
Workforce development is a complex, dynamic process shaped by:
Technology, Economics, Education,
Regulation, Demographics, Politics,
Competition, Public Perception
The Implications Cross ALL Market SectorsWorkforce Shortages
INL – A Strong Education Focus
National Laboratory Network
National Laboratory Network
University Network
University Network
Nuclear Industry Network
Nuclear Industry Network
Idaho University Consortium
National University Consortium
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.
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
INL Strategy for Filling the Pipeline
Local, Regional and National Reach
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
Human Capital Management AssetsConnecting the Investment Dots
Knowledge Management
Human Performance
Change Management
Workforce DevelopmentHuman Resources
Training
Operations
Maintenance
Safety
Education
Human Capital Program AlignmentSynchronizing Management, Method and Means
Knowledge Management
Human Performance
Change Management
Workforce Development
Human Capital
Management
Current existing internal efforts
Aligning with Department of Labor E3 EffortHCM is Integral to All & Essential to Economic Development
Human Capital
Management
Education
EmploymentEconomic
Development
Who do we need?
When do we need them?
Where will they come from?
Why do we need them?
What will we invest?
Did our investment pay off?
Why or why not?
Who is accountable?
A National Crisis
Source: US Department of Labor
While over two-thirds of new jobs will be knowledge-based
IN THE NEXT DECADEIN THE NEXT DECADE
of potential workforce will not be college bound
of all workers will need retraining
70%
75%
0
50
100
150
200
250
2002
2004
2006
2008
2010
2012
2014
2016
2018
2020
2022
2024
2026
2028
2030
Labor Needed
Labor Available
Demographics and Shortages
Source: Employment Policy Foundation analysis and projections of Census/BLS and BEA data.
Millions of People 140142144146148150152154
2004
2005
2006
2007
2008
Expected Labor Force and Labor Force Demand
The Lines Are Crossing:A Growing Shortage of
WorkersShifting Demographics are the wake-
up call to demand robust Workforce
Planning and Re-engineering of the
Workforce Pipeline.
The Crossover Point
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%
Source: Based in part on “Meeting the Challenges of Tomorrow's Workplace,” CEO Magazine, 2005
Four generations are being asked to coexist
Today’s Workforce… A Melting Pot of Generations
Traditionalist Boomer Generation X Generation Y
Born 1928-1945 Born 1946-1965 Born 1965-80 Born 1980-2000
ConformityStabilityUpward mobilitySecurityEconomic success
Personal and social expression
IdealismHealth and
wellnessYouth
Free agency and independence
Street-smartsFriendshipCynicism
Hope about futureCollaborationSocial activismTolerance for
diversityFamily centricity
US STEM Talent Pool Compared
Only 7 out of 100 24 year olds in the US is considered STEM literate
00000
50000
100000
150000
200000
250000
300000
350000
400000
450000
500000
1 2 3 4 5 6 7 8 9 10 11 12 13 141983 1985 1987 1989 1991 1993 1995 1997 1998 1999 2000 2001 2002 2003
All Engineering Bachelors
All Engineering Technology
NSF Science and Engineering Indicators, 2006 Appendix 2-10
Flat Degree Production
Students favor the social sciences
Key Segments in Decline
Age of Workers
Percent Growth in U.S. Workforce by Age: 2000-2020
7% 8% 7%
-10%
3%
73%
54%
-20%
0%
20%
40%
60%
80%
under 14 15-24 25-34 35-44 45-55 55-64 65+
Source: U.S. Census Bureau
Limiting Factors in Energy Workforce Growth A Dynamic Interaction - It’s More Than Engineers
Infrastructure Competition
• U.S. Energy Build (all)• Foreign Energy Build• Katrina Rebuild• Inter-sector competition• Intra-sector competition• Vendor competition• Government ramp-up
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
Regulatory Requirements
• CFR considerations• NRC Work Load Limits• EPACT requirements
Workforce Exodus
• Retirements• Non-retirement Attrition
Worker Pool Worker Pool Worker Pool
Education
• K-12• Policy issues
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
Can We Legislate Improvement?
A Cycle of Legislation and Stagnation…
A Cycle that persists to this day…
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
ESTEC Operating Partners
The Energy Systems Technology and
Education Center
Operating Partners guide the strategic direction of the Center
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.
• 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.
ESTEC Summary
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.
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).
ESTEC National Advisory Council
Industry & Economic Development
Idaho National Laboratory**Idaho Power (Council Chair)URS/Washington GroupEntergy CorporationPacifiCorp LLCSiemens Power Corporation AREVAElectric Power Research Institute Nuclear Energy InstituteNIDA CorporationIdaho TechConnectEconomic Development Council
Social Services & Government
Partners for Prosperity**Shoshone Bannock Tribe Idaho Migrant Council Veterans AdministrationCenter for New Directions Idaho Women in NuclearIdaho Department of Labor US Department of the Interior
Education
Idaho State University**Boise State UniversityEastern Idaho Technical CollegeCentral Virginia Community CollegeISU College of EngineeringCentralia College (WA) Excelsior College (NY)Navajo Technical Institute (NM) Idaho State Board of EducationIdaho School SuperintendentsTech Prep Programs (Regions 5 / 6)
Identify and engage the unemployed, underemployed and under-represented populations.
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.
Engage local, regional and national educational institutions and K-12 in collaborating on, contributing to and adopting awareness programs and curriculum.
**Operating Partners
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
• 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
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
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
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
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
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.
Tier 1 – Personal Effectiveness
InterpersonalSkills
Integrity Professionalism Motivation Dependability& Reliability
Self-Development
Flexibility &Adaptability
AbilityTo Learn
Energy Competency Model
Tier 2 – Academic Requirements
Reading WritingMathematics Engineering &Technology
Listening SpeakingCritical & AnalyticalThinking
Tier 3 – Workplace RequirementsBusinessFundamentals
Teamwork
FollowingDirections
Planning,Organizing &Scheduling
Problem SolvingDecision Making
Working withTools &Technology
Tier 4 – Industry-wide TechnicalIndustryPrinciples& Concepts
SafetyAwareness
EnvironmentalLaws &Regulations
QualityControl &ContinuousImprovement
Troubleshooting
Tier 5 – Industry Specific Technical
NuclearGeneration
Non-NuclearGeneration (Coal, Natural Gas, Oil, Hydro, Solar, Wind, Biofuel, Geothermal
ElectricTransmission & Distribution
Gas Transmission& Distribution
www.CareerOneStop.org/CompetencyModel
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.
Energy Competency Tier Model for Skilled Technician Positions in Energy Efficiency,Energy Generation and Energy Transmission and Distribution
Tier 6–8Job Specific Skills
Tier 4–5Industry Fundamentals
Tier 1–3Basic Training
Occupation-Specific Requirements
Occupation-Specific Technical
Occupation-Specific Knowledge
Industry-Specific Technical
Industry-Wide Technical
Workplace Requirements
Academic Requirements
Personal Effectiveness
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…
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