11

DESIGN 1: GAP ANALYSIS

GOAL: BASIC SKILL ANALYSIS

April 24, 2009

Academic DesignAcademic Design

Process – Provides a collaborative process to involve stakeholders in a conversation about

academic design.

Product – Delivers a Comprehensive Plan for the region coordinated with higher education

planning initiatives. (Programmatic, Institutional, Location, Marketing, Implementation)

22

Design IntegrationDesign Integration

33

44SCANNING

NEEDS

CAPACITYDESIGN 1 – GAP ANALYSIS DESIGN SPECS.

GOALS

INDICATORS

PRIORITIES

DESIGN 2 – PROGRAM ANALYSIS PROFILES

CONTENT

BENCHMARKS

OUTCOMES DESIGN 3 – PROGRAM DESIGN PARAMETERS

PARTNERS

FINANCING DESIGN 4 – SYSTEM DESIGN RESOURCES

DESIGN ELEMENTS & DESIGN INPUTS

STRATEGIC DECISIONS

FACILITIES

55

ORGANIZATIONINFRASTRUCTURE

BUDGET

CQIDELIVERY

T & L

PROVIDERSMARKETCLIENTS

PROFILESPROGRAM AREAS

SKILLSDESIGN 1 - GAP ANALYSIS

SPECIFICATIONS

DESIGN 2 – PROGRAM ANALYSIS

PROGRAMS

STRATEGIC DECISIONS

DESIGN 3 – PROGRAM DESIGN

PARAMETERS

DESIGN 4 – SYSTEM DESIGN

RESOURCES

SYSTEM DESIGN

66

DESIGN QUESTIONS

• WHAT BASIC SKILLS ARE EMPLOYERS SEEKING?

• WHAT ARE THE PRINCIPAL SKILL PROFILES ACROSS BUSINESS/INDUSTRY SECTORS?

• GIVEN SKILL PROFILES, WHICH EDUCATIONAL PROVIDERS ARE RESPONSIBLE FOR DELIVERY?

77

CAPACITYNEED

SCANNING

PROFILESPROGRAM AREAS

SKILLS

DESIGN

DESIGNSPECIFICA-

TIONS

DESIGNSPECIFICA-

TIONS

DESIGN 1: GAP ANALYSIS

88

Aerospace

Taconite

Pulp & Paper / Wood Products

Energy & Power

GenerationNon-Ferrous

Minerals

Steel ProductionVendors

Transportation

Building TradesBio-refineries

Value-Added Spin-off

Manufacturing

GAP ANALYSIS: SCANNING

MAJOR EMPLOYMENT SECTORS

99

GAP ANALYSIS: OVERARCHING (BASIC) SKILLS

• Hand-eye coordination• Safety consciousness• Reliable attendance• Confidentiality

• High performance capacity• Ethical conduct• Capacity to learn on the job• Work Ethic

• Teamwork – respect – trust• Problem solving• Leadership• Understand diversity• Innovation

• Communication – writing• Listening• Lifelong learning• General education• Social skills

STEM – SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS

BASIC SKILL ELEMENTS CAN BE ACCESSED AT:

WWW.MN-STEM.COM

WORK SKILLS

SOFT SKILLS

1010

OVERARCHING (BASIC) SKILLS1) APPORTION THE INSTRUCTIONAL EFFORT (100%) SPENT ON

OVERARCHING SKILLS.2) APPORTION THAT EFFORT IN EACH COLUMN TO PROVIDERS.

OVERARCHING (BASIC) SKILLS

STEM WORK SKILLS SOFT SKILLS

ALL SECTORS

PROVIDERS

K-12

2YR COLS

CUSTOM

4 YR COLS

GRAD

60 20 20

20 5 10

20 10 5

10 5 5

WORKSHEET 1 EXAMPLE

10

1111

OVERARCHING (BASIC) SKILLS1) APPORTION THE INSTRUCTIONAL EFFORT (100%) SPENT ON

OVERARCHING SKILLS.2) APPORTION THAT EFFORT IN EACH COLUMN TO PROVIDERS.

OVERARCHING (BASIC) SKILLS

STEM WORK SKILLS SOFT SKILLS

ALL SECTORS

PROVIDERS

K-12

2YR COLS

CUSTOM

4 YR COLS

GRAD

WORKSHEET 1

1212

Core industrial skills: Fundamentals

Blueprints & schematicsTechnical math & readingIndustrial safety & health

Metals & non metalsBasic Bioenergy Production mechanical & electrical

Electricity & electronicsBatteries & DC circuitsTransformers & AC circuitsElectrical safety

AC & DC equipment controlsSingle & three phase motorsElectrical troubleshooting

Core industrial skills: MechanicalBasic mechanicalAutomationLubrication

Power transmission systemsBearingsPumps, hydraulics & pneumatics

Basic biochemistry of yeasts and enzymesBasic ethanol production

GAP ANALYSIS: CORE INDUSTRIAL SKILLS

Emerging core industrial skills

1313

CORE INDUSTRIAL SKILL PROFILES

THE FOLLOWING MATRIX ON WORKSHEET #2 SHOULD BE COMPLETEDTO SHOW SKILL EMPHASIS FOR EACH SECTOR.

COMPLETE EACH ROW BY ASSIGNING100% OF LEARNING FOCUS AS SHOWN IN THE EXAMPLE.

1414

CORE INDUSTRIAL SKILLS - SECTOR CORE INDUSTRIAL SKILLS - SECTOR NEEDNEED

WORKSHEET #2 WORKSHEET #2 EXAMPLEEXAMPLE

STEEL

CORE INDUSTRIAL SKILLS

BASIC MECHANICAL ELECTRICAL EMERGING

30 30 30 10

ABOVE ENTRIES INDICATE THE PERCENTAGE OF AN IDEAL PROGRAM THATSHOULD BE DEDICATED TO EACH OF THE INDICATED SKILL AREAS. TAKEN TOGETHER WITH ALL OTHER SECTOR ESTIMATES, THESE DATAMAKE IT POSSIBLE FOR THE DESIGN WORK GROUP TO IDENTIFY PROGRAMOPTIONS.

1515

STEEL

POWER

MINERALS

TACONITE

PAPER

VENDORS

SECTORS

CORE INDUSTRIAL SKILLS

BIO

BLDG.

AERO.AERO

SPIN

TRAN

WORKSHEET

#2 BASIC MECHANICAL ELECTRICAL EMERGING

1616

DESIGN TEAM: WORK ASSIGNMENTSDESIGN TEAM: WORK ASSIGNMENTSTO BE COMPLETED FOR TO BE COMPLETED FOR THE NEXTTHE NEXT

MEETINGMEETING

REVIEW AND EDIT WORKSHEET #1

COMPLETE WORKSHEET #2

1717

DESIGN 2 PROGRAM IDENTIFICATION

NOW THAT WORKSHEET #2 IS COMPLETED, THE NEXT GOALS ARE: • IDENTIFY PROGRAM

OPTIONS• DESCRIBE PROGRAMS• PRIORITIZE PROGRAMS• SELECT PROVIDERS• IDENTIFY MODEL PROGRAMS

1818

1919

PRIORITIESINDICATORS

GOALS

PROVIDERSMARKETSCLIENTS

DESIGN

DESIGNSPECIFICA-

TIONS

DESIGNSPECIFICA-

TIONS

DESIGN 2: PROGRAM ANALYSIS

2020

DESIGN 2 - PROGRAM ANALYSISDESIGN 2 - PROGRAM ANALYSIS

THE FOLLOWING MATRIX ON WORKSHEET #3 COMBINES CORE INDUSTRIAL SKILLS AND OVERARCHING SKILLS.

FOR EACH SECTOR, ASSIGN 100% OF EDUCATIONAL FOCUS TO THE SEVEN SKILL AREAS.

2121

INSTRUCTIONS FORPROGRAM IDENTIFICATION

USING RESULTS FROM WORKSHEETS #1 AND #2, FOLLOW THE EXAMPLE ON THE NEXT WORKSHEET TO IDENTIFY POSSIBLE PROGRAMS.

CONSIDER WAYS THAT PROPOSED PROGRAMS MIGHT MEET THE NEEDS OF MULTIPLE SECTORS

2222

STEEL

POWER

PAPER

TACONITE

MINERALS

VENDORS

SECTORS

SECTORS

CORE INDUSTRIAL SKILLS OVERARCHING SKILLS

STEM WORK SOFTBASIC ELEC. EMERGINGMECH.

BIO

BLDG.

AERO.AERO

SPIN

TRAN

SECTOR-BASED PROGRAM

MINERALS PROGRAM

ST

EM

PR

OG

RA

M

WORKSHEET #3 EXAMPLE

ME

CH

. EN

GIN

EE

RIN

G P

RO

GR

AM

2222

2323

STEEL

POWER

PAPER

TACONITE

MINERALS

VENDORS

SECTORS

CORE INDUSTRIAL SKILLS OVERARCHING SKILLS

WORK SOFTBASIC ELEC. EMERGINGMECH.

BIO

BLDG.

AERO.AERO

SPIN

TRAN

WORKSHEET

# 3STEM

2424

PROGRAM PROFILES

FOR EACH PROGRAM IDENTIFIED ON WORKSHEET #3, PREPARE A PROGRAM PROFILE ON WORKSHEET #4

BE SURE TO: ASSIGN A PRIORITY TO EACH PROGRAM IDENTIFY GOALS AND INDICATORS

HAVE EDUCATORS: DETERMINE PROVIDER RESPONSIBILITY CITE EXAMPLE PROGRAMS

2525

WORKSHEET #4 PROGRAM PROFILEEXAMPLE

PROGRAM: ELECTRICAL ENGINEERING (AAS/BS) PRIORITY: A

GOAL: COMPETENCY IN DESIGN/USE OF ELECTRONIC CONTROLS

INDICATOR: TROUBLESHOOT CONTROL PROBLEMS

GOAL: COMPETENCY IN CIRCUIT DESIGN AND ANALYSIS

INDICATOR: USE MATHEMATICAL ANALYSIS

CLIENTS: HIGH SCHOOL GRADUATES, ADULT WORKERS

MARKET: LOCAL HIGH SCHOOLS, CUSTOM TRAINING CLIENTS

PROVIDER(S): AREA COMMUNITY/TECHNICAL COLLEGES

MODEL(S): FOX VALLEY TECHNICAL COLLEGE (WISCONSIN)

WWW.FVTC.EDU

OLIN COLLEGE OF ENGINEERING

WWW.OLIN.EDU

2626

WORKSHEET #4: PROGRAM PROFILECOMPLETE 1 WORKSHEET FOR EACH PROGRAM

PROGRAM: PRIORITY:

GOAL:

INDICATOR:

GOAL:

INDICATOR:

CLIENTS:

MARKET:

PROVIDER(S):

MODEL(S):

2727

DESIGN SPECIFICATIONSDESIGN SPECIFICATIONS

* Establish single local “portal” or access point to industry /business* Every MNSCU campus serves as access to entire system. * Utilize full extent of potential resources (e.g., MNSCU systems)* Establish direct and seamless connections to high schools.* Provide seamless transferring for students.* Recognize industry as the customer whose needs are paramount to any concerns of the provider.* Listen to industry.* Execute rapid response to needs – flexible, quick ramp up.* Provide core skills that transcend industries, then focus on business specific sets.* Method of delivery is whatever is appropriate and works for the customer.* Online is fine for introductory and background study, hands-on / face-to-face is needed for core skills.* Preference is for face-to-face to occur close to the work site if possible.* Innovative teaching.* Colleges should be “research gyms” with most up-to-date equipment.* Combine formal teach with on-the-job experience.* Flexibility in on-the-job training.* Assist industries to retain workforce within region.* Offer advanced degrees to retain professionals.* Foster career progression for all workers.

DESIGN TEAM: WORK ASSIGNMENTTO BE COMPLETED FOR 3RD MEETING

• REVIEW/EDIT PROGRAM OPTIONS• REFER TO WORKSHEET #4• REVIEW DESIGN SPECIFICATIONS

2828

2929