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