Workforce Development and

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• 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 Meeting Portland,
Oregon July 29, 2009
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First, let me say

• We are all in the education, training, and
  development business now!

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Our Premise

• Workforce development is a complex, dynamic
  process shaped by

Technology, Economics, Education, Regulation,
Demographics, Politics, Competition, Public
Perception
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The Implications Cross ALL Market Sectors
Workforce Shortages
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INL A Strong Education Focus

• INL will become
• The pre-eminent internationally-recognized
  nuclear energy RD 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.

• A multi-program national laboratory with
  world-class nuclear capabilities

• A major center for national and homeland
  security technology development and demonstration

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INL Strategy for Filling the Pipeline
Local, Regional and National Reach
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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

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Human Capital Management AssetsConnecting the
Investment Dots
Workforce Development
Knowledge Management
Human Resources Training Operations Maintenance S
afety Education
Change Management
Human Performance
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Human Capital Program AlignmentSynchronizing
Management, Method and Means
Workforce Development
Knowledge Management
Human Capital Management
Change Management
Human Performance
Current existing internal efforts
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Aligning with Department of Labor E3 EffortHCM
is Integral to All Essential to Economic
Development
Did our investment pay off? Why or why not? Who
is accountable?
Who do we need? When do we need them? Where will
they come from? Why do we need them? What will we
invest?
Education
Human Capital Management
Employment
Economic Development
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A National Crisis
While over two-thirds of new jobs will be
knowledge-based
Source US Department of Labor
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Demographics and Shortages
The Lines Are CrossingA Growing Shortage of
Workers
Shifting Demographics are the wake-up call to
demand robust Workforce Planning and
Re-engineering of the Workforce Pipeline.
The Crossover Point
Expected Labor Force and Labor Force Demand
Millions of People
Source Employment Policy Foundation analysis
and projections of Census/BLS and BEA data.
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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

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Todays Workforce
A Melting Pot of Generations
Boomer
Generation X
Generation Y
Traditionalist

• Personal and social expression
• Idealism
• Health and wellness
• Youth

• Free agency and independence
• Street-smarts
• Friendship
• Cynicism

• Hope about future
• Collaboration
• Social activism
• Tolerance for diversity
• Family centricity

• Conformity
• Stability
• Upward mobility
• Security
• Economic success

Born 1928-1945
Born 1946-1965
Born 1980-2000
Born 1965-80
Four generations are being asked to coexist
Source Based in part on Meeting the Challenges
of Tomorrow's Workplace, CEO Magazine, 2005
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US STEM Talent Pool Compared
Only 7 out of 100 24 year olds in the US is
considered STEM literate
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Flat Degree Production
All Engineering Bachelors
All Engineering Technology
1983 1985 1987 1989 1991 1993 1995 1997 1998 1999 2000 2001 2002 2003
NSF Science and Engineering Indicators, 2006
Appendix 2-10
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Students favor the social sciences
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Key Segments in Decline
Percent Growth in U.S. Workforce by Age 2000-2020
Age of Workers
Source U.S. Census Bureau
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Limiting Factors in Energy Workforce Growth
A Dynamic Interaction - Its More
Than Engineers

• 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

• Workforce Exodus
• Retirements
• Non-retirement Attrition

Worker Pool
Worker Pool
Worker Pool

• Infrastructure Competition
• U.S. Energy Build (all)
• Foreign Energy Build
• Katrina Rebuild
• Inter-sector competition
• Intra-sector competition
• Vendor competition
• Government ramp-up

• Regulatory Requirements
• CFR considerations
• NRC Work Load Limits
• EPACT requirements

• Education
• K-12
• Policy issues

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Can We Legislate Improvement?
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
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A Cycle of Legislation and Stagnation
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A Cycle that persists to this day
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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

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ESTEC Operating Partners
Operating Partners guide the strategic direction
of the Center
The Energy Systems Technology and Education Center
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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.

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ESTEC Summary

• 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.

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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.

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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 IC 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).

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ESTEC National Advisory Council
Education Idaho State University Boise State
University Eastern Idaho Technical
College Central Virginia Community College ISU
College of Engineering Centralia College (WA)
Excelsior College (NY) Navajo Technical
Institute (NM) Idaho
State Board of Education Idaho School
Superintendents Tech Prep Programs (Regions 5 / 6)
Industry Economic Development Idaho National
Laboratory Idaho Power (Council
Chair) URS/Washington Group Entergy
Corporation PacifiCorp LLC Siemens Power
Corporation AREVA Electric Power Research
Institute Nuclear Energy Institute NIDA
Corporation Idaho TechConnect Economic
Development Council
Engage local, regional and national educational
institutions and K-12 in collaborating on,
contributing to and adopting awareness programs
and curriculum.
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.
Social Services Government Partners for
Prosperity Shoshone Bannock Tribe Idaho
Migrant Council Veterans Administration Center
for New Directions Idaho Women in Nuclear Idaho
Department of Labor US Department of the Interior
Identify and engage the unemployed, underemployed
and under-represented populations.
Operating Partners
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Our Recipe for Improving theWorkforce
OutlookActively 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

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Our Recipe for Improving the Workforce
OutlookActively Link Industry, Education,
Government and Social Services

• 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.

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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

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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 IC
  AAS)
• Emerging linkage to National and Homeland Security

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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

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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

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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.

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Tier 5 Industry Specific Technical
Non-Nuclear Generation (Coal, Natural Gas, Oil,
Hydro, Solar, Wind, Biofuel, Geothermal
Electric Transmission Distribution
Gas Transmission Distribution
Nuclear Generation
Energy Competency Model
Tier 4 Industry-wide Technical
Quality Control Continuous Improvement
Industry Principles Concepts
Safety Awareness
Environmental Laws Regulations
Troubleshooting
Tier 3 Workplace Requirements
Business Fundamentals
Planning, Organizing Scheduling
Working with Tools Technology
Team work
Following Directions
Problem Solving Decision Making
Tier 2 Academic Requirements
Critical Analytical Thinking
Engineering Technology
Reading
Writing
Listening
Speaking
Mathematics
Tier 1 Personal Effectiveness
Integrity
Professionalism
Motivation
Dependability Reliability
Self- Development
Flexibility Adaptability
Ability To Learn
Interpersonal Skills
www.CareerOneStop.org/CompetencyModel
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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.

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Occupation-Specific Requirements
Occupation-Specific Technical
Occupation-Specific Knowledge
Industry-Specific Technical
Industry-Wide Technical
Workplace Requirements
Academic
Requirements
Personal Effectiveness
Tier 68 Job Specific Skills
Tier 45Industry Fundamentals
Tier 13Basic Training
Energy Competency Tier Model for Skilled
Technician Positions in Energy Efficiency,Energy
Generation and Energy Transmission and
Distribution
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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

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Please Contribute

• ESTEC needs additional contributors to review and
  vet the curriculum
• Please assist us in our ongoing effort to develop
  IC competencies and curriculum