GCTC Manufacturing Report to the Community

8/11/2019 GCTC Manufacturing Report to the Community

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REPORTTO THE

COMMUNITY

Gateway Community and Technical Colleges Role in

Increasing the Advanced Manufacturing Talent Highway

October 2014


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MESSAGE FROM THE PRESIDENT

This year marks 10 years since Gateway Community and Technical College

broke ground for the Boone Campus in Florence. The Bank of Kentucky

Classroom and Training Center opened for classes in January 2006, and theCenter for Advanced Manufacturing opened in fall 2010. Designed with a

primary focus on workforce development, the campus facilities, programs, and

services offer an education and training system that is responsive to the dynamic

needs of regional employers. The campus has allowed for extensive partnerships

with key stakeholders that have resulted in a variety of new training programs.

This report provides a comprehensive view of the colleges role in providing

education and training for the regions manufacturing employers. A careful review of the report is

encouraged, however key highlights include the following:

Manufacturing continues to suffer from an outdated perception, especially among younger aged

individuals

The preparation of individuals to enter and advance in advanced manufacturing careers is

accomplished through technical programs, work-based programs and customized training

Since the opening of the Center for Advanced Manufacturing in 2010 more than 1,100

individuals have been served each year in credit-bearing education and training

Student enrollment in apprenticeships has increased 226% over the past four years

Over the past decade the college awarded 1,135 total manufacturing program credentials to 466

students

The report concludes with several challenges and opportunities for leaders in the region to consider. The

talent highway, sometimes referred to as the pipeline, is a complicated issue requiring a regionalapproach that will yield results no single institution can achieve in isolation. Addressing the skills gap that

exists within advanced manufacturing, as well as in other key industry sectors, will require bold actions

that can only emerge from the collective impact of strategic partnerships throughout the tri-state region.

As president of the college, I hope that this report will not only describe the colleges efforts at meeting

the needs of regional manufacturing employers over the past decade, but will spur a deeper dialogue

across the tri-state region that will lead to a comprehensive strategy to attract and retain individuals in the

high-tech, high-wage careers found in advanced manufacturing.

Sincerely,

G. Edward Hughes

President/CEO


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ACKNOWLEDGEMENTS

This report was produced by the Office of Knowledge Management at Gateway Community and Technical

College. Principal researchers were Dr. Patricia Goodman, Vice President for Knowledge Management and

Strategic Initiatives; Jeremy Berberich, Director of Knowledge Management; and Steve Popple,

Knowledge Analyst. Additional contributors to the report include: Amber Decker, Director of Grants and

Contracts; Christi Dover, Workforce Learning Systems Manager; Michelle Flick, Workforce Transitions

Coordinator; Ressie Hall, Manager of Business Operations for Workforce Solutions; Sharon Poore,

Executive Assistant to the President; Carissa Schutzman, Dean of Workforce Solutions; Dr. Tim

Shaughnessy, Associate Provost; Sr. Margaret Stallmeyer, Interim Provost and Vice President for

Academic Affairs; Nicole Stout, Senior Administrative Assistant to the Provost; Dr. Angie Taylor, VicePresident for Workforce Solutions and Innovation; Margaret Thomson, Director of Public Relations; Barry

Wilhite, Workforce Development Liaison; Dee Wright, Division Chair for Manufacturing and Trades; and

the faculty from the Manufacturing and Trades Division

For further information please contact:

Margaret Thomson, Director of Public Relations, at 859-442-1172 [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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TABLE OF CONTENTS

ROLE OF ADVANCED MANUFACTURING ..........................................................................................................................2

MONITORING EMPLOYER NEEDS: ENVIRONMENTAL SCANNING...........................................................................4

RESPONDING TO EMPLOYER NEEDS IN ADVANCED MANUFACTURING ......................................................... 11

PROJECTIONS ............................................................................................................................................................................... 15

CHALLENGES AND OPPORTUNITIES.................................................................................................................................. 17

APPENDICES .................................................................................................................................................................................. 23


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ROLE OF ADVANCED MANUFACTURING

The manufacturing sector has a profound and positive impact on economic development. Every dollar generated in

final sales of manufactured products supports $1.33 in output from other sectors1. As the demand for manufacturing

grows, there is a multiplier effect that spurs the creation of jobs, investments, and innovation across other sectors.

According to the U.S. Department of Commerce, Economics and Statistics Administration2, between February 2010

and May 2014 the manufacturing sector added 646,000 jobs and is recruiting to fill another 243,000 positions. In

2012 The Boston Consulting Group3argued that the skills gap wasnt as significant as it appeared, but stated that

with the average U.S. manufacturing worker being 56 years of age, if manufacturing continued to expand and

retirements continued at current rates, the national shortage of highly skilled manufacturing workers in areas such

as machinists, welders, industrial-machinery mechanics and industrial engineers could grow to 875,000 by 2020.

While there is national consensus on the need for more skilled manufacturing workers, there are varying

perspectives on the level of training and education required to fill the skills gap. These requirements range from a

high school diploma with some combination of postsecondary education, work experience, and on-the-job training

to a bachelors degree or 36+ months of training/experience. Most discussion around skills requirements focuses

on educational attainment even though education is an imperfect substitute for technical skills. While national

programs and strategies for resolving the manufacturing skills gap are numerous, most experts point to a common

set of programs and strategies. Successful ideas include online training, companies partnering with high schools,apprenticeship programs, customized workforce training programs, and short-term stackable credentials. A number

of references that discuss the national perspective on advanced manufacturingare located in Appendix A.

REGIONAL PERSPECTIVE

The Cincinnati Metropolitan Statistical Area (MSA) is a 15-county region with a total population of 2,114,5804.The counties located in the Cincinnati MSA include: Boone, Bracken, Campbell , Gallatin, Grant, Kenton, andPendleton Counti es in Kentucky;Brown, Butler, Clermont, Hamilton, and Warren Counties in Ohio;andDearborn, Ohio, andUni on Counties in Indiana.Advanced manufacturing is one of the major industry clusterswithin the Cincinnati MSA that have been identified by the Northern Kentucky Tri-County Economic

Development Corporation5

(Tri-ED), the Cincinnati Chamber of Commerce6

, andPartners for a Competitive Workforce7.

In 2012 the Strive Partnership, Partners for a Competitive Workforce, Vision 2015, andAgenda 360 released 2020 Jobs Outl ook8 , a regional indicators report aimed atforecasting the regions job outlook, including where the jobs will be in 2020 and whateducation and training will be in highest demand. According to the 2020 Jobs Outl ookreport, within the Cincinnati region total job openings by 2020 are expected to reach338,632, composed of 106,115 net new jobs and 232,517 replacement jobs, for totalregional employment of 1,069,405. Within the Cincinnati MSA, the manufacturingsector holds 10.6% of jobs, compared to the national share of 8%9.

1http://www.themanufacturinginstitute.org/Research/Facts-About-Manufacturing 2http://www.esa.doc.gov/Reports/manufacturing-great-recession 3https://www.bcgperspectives.com/content/commentary/globalization_management_two_speed_economy_skills_gap_unlikely_constrain_manufacturing_resurgence4Source: US Census, 2010 websitehttp://www.census.gov5Tri-EDs list of target industries is available athttp://www.northernkentuckyusa.com/target-industry/advanced-manufacturing.aspx 6Cincinnati Chamber of Commerce industry clusters are available at http://redicincinnati.com/Industry_Clusters/Industry_Clusters.aspx 7Partners for a Competitive Workforce website available at http://www.competitiveworkforce.com/Career-Pathways.html 82020 Jobs Outlook report can be found athttp://www.regional-indicators.org9US Department of Labor: US Bureau of Labor Statistics website ishttp://www.bls.gov
http://www.themanufacturinginstitute.org/Research/Facts-About-Manufacturinghttp://www.themanufacturinginstitute.org/Research/Facts-About-Manufacturinghttp://www.themanufacturinginstitute.org/Research/Facts-About-Manufacturinghttp://www.esa.doc.gov/Reports/manufacturing-great-recessionhttp://www.esa.doc.gov/Reports/manufacturing-great-recessionhttp://www.esa.doc.gov/Reports/manufacturing-great-recessionhttps://www.bcgperspectives.com/content/commentary/globalization_management_two_speed_economy_skills_gap_unlikely_constrain_manufacturing_resurgencehttps://www.bcgperspectives.com/content/commentary/globalization_management_two_speed_economy_skills_gap_unlikely_constrain_manufacturing_resurgencehttps://www.bcgperspectives.com/content/commentary/globalization_management_two_speed_economy_skills_gap_unlikely_constrain_manufacturing_resurgencehttp://www.census.gov/http://www.census.gov/http://www.census.gov/http://www.northernkentuckyusa.com/target-industry/advanced-manufacturing.aspxhttp://www.northernkentuckyusa.com/target-industry/advanced-manufacturing.aspxhttp://www.northernkentuckyusa.com/target-industry/advanced-manufacturing.aspxhttp://redicincinnati.com/Industry_Clusters/Industry_Clusters.aspxhttp://redicincinnati.com/Industry_Clusters/Industry_Clusters.aspxhttp://redicincinnati.com/Industry_Clusters/Industry_Clusters.aspxhttp://www.competitiveworkforce.com/Career-Pathways.htmlhttp://www.competitiveworkforce.com/Career-Pathways.htmlhttp://www.competitiveworkforce.com/Career-Pathways.htmlhttp://www.regional-indicators.org/http://www.regional-indicators.org/http://www.regional-indicators.org/http://www.bls.gov/http://www.bls.gov/http://www.bls.gov/http://www.bls.gov/http://www.regional-indicators.org/http://www.competitiveworkforce.com/Career-Pathways.htmlhttp://redicincinnati.com/Industry_Clusters/Industry_Clusters.aspxhttp://www.northernkentuckyusa.com/target-industry/advanced-manufacturing.aspxhttp://www.census.gov/https://www.bcgperspectives.com/content/commentary/globalization_management_two_speed_economy_skills_gap_unlikely_constrain_manufacturing_resurgencehttp://www.esa.doc.gov/Reports/manufacturing-great-recessionhttp://www.themanufacturinginstitute.org/Research/Facts-About-Manufacturing


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NORTHERN KENTUCKY

Located in the Cincinnati MSA, Gateway is positioned in a geographical area unique to the State of Kentucky.Gateways current service area population, as defined by the Kentucky Community and Technical College System(KCTCS), includes a 7-county region in Northern Kentucky consisting of Boone, Campbell , Gallatin, Gr ant,Kenton, Owen, and Pendleton Counties.The total population of this service region is 461,84110. Six of these sevencounties, with the exception of Owen County, are located within the Cincinnati MSA. The Northern Kentucky Area

Development District (NKADD) consists of the seven counties within Gateways service region, as well as CarrollCounty, which is located within the service region for Jefferson Community and Technical College in Louisville.

According to the 2014 Kentucky Directory of Manufacturers11produced by theKentucky Cabinet for EconomicDevelopment, there are 2,421 manufacturing facilities in Kentucky that employ a total of 235,991 individuals. Inthe 8-county region of the NKADD the directorylists 243 manufacturing facilities that employ atotal of 23,388 individuals, representing 10% of

the states manufacturing employment.

Within Northern Kentucky, Boone County holdsthe majority share of both manufacturing

facilities and total employment in themanufacturing industry, with 48% (116) of thefacilities and 57% (13,257) of employment.

Gateways 50-acre Boone Campus was strategically positioned to be a central location serving Northern Kentuckys

advanced manufacturing employers, as well as residents living and working in the southern-tier counties of the

region. The Tri-County Economic Development Corporation (Tri-ED) references the importance of the campus to

the regions manufacturing companies in its recruitment information12.

10Source: US Census, 2010 websitehttp://www.census.gov112014 Kentucky Directory of Manufacturers is available at http://www.thinkkentucky.com/kyedc/kpdf/facilities_by_location.pdf12http://www.northernkentuckyusa.com/target-industry/advanced-manufacturing.aspx

County

Number of

Manufacturing

Facilities

Number of

Employees

Boone 116 13,257

Campbell 28 1,550

Carroll 13 2,661

Gallatin 2 3

Grant 9 527

Kenton 65 4,432Owen 1 450

Pendleton 9 508

TOTAL 243 23,388

Boone

57%

Campbell

7%

Carroll11%

Gallatin

0%

Grant

2%

Kenton

19%

Owen

2%

Pendleton

2%

DISTRIBUTION OF MANUFACTURING EMPLOYEES

Boone

48%

Campbell

11%

Carroll

5%

Gallatin

1%Grant

4%

Kenton

27%

Owen

0%

Pendleton

4%

DISTRIBUTION OF MANUFACTURING FACILITIES
http://www.census.gov/http://www.census.gov/http://www.census.gov/http://www.thinkkentucky.com/kyedc/kpdf/facilities_by_location.pdfhttp://www.thinkkentucky.com/kyedc/kpdf/facilities_by_location.pdfhttp://www.thinkkentucky.com/kyedc/kpdf/facilities_by_location.pdfhttp://www.northernkentuckyusa.com/target-industry/advanced-manufacturing.aspxhttp://www.northernkentuckyusa.com/target-industry/advanced-manufacturing.aspxhttp://www.northernkentuckyusa.com/target-industry/advanced-manufacturing.aspxhttp://www.northernkentuckyusa.com/target-industry/advanced-manufacturing.aspxhttp://www.thinkkentucky.com/kyedc/kpdf/facilities_by_location.pdfhttp://www.census.gov/


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MONITORING EMPLOYER NEEDS: ENVIRONMENTAL SCANNING

With the rapid and continuous changes in the advanced manufacturing industry, education and training partners likeGateway must purposefully and proactively evaluate the need for trained individuals. Gateway monitors employerneeds through three primary avenues of environmental scanning: (1) continuous engagement of employers in thereview and revision of curriculum and training available to support the industrys workforce needs; (2) continuousreview of data and information related to occupational projections; and (3) continuous review of the availability of

education and/or training by other institutions and agencies within the region.

ENGAGEMENT OF EMPLOYERS

The college continuously engages the regions manufacturing industry, and other community and education

partners, in formal and informal ways. The primary methods of engagement include, but are not limited to: (1)

technical program advisory committees; (2) leadership of the Manufacturing Network; (3) active participation in

regional workforce councils, boards, and committees; and (4) direct interaction with local employers to develop

customized training to meet their unique needs. The following section briefly describes each method.

Technical Program Advisory Committees

Each technical program has a Program Advisory Committee composed of regional employers that serves as an

advice-giving body to the program. Working directly with the program coordinator and other faculty and staff

members, the committees serve in an advisory capacity to the faculty and administration to ensure alignment

between industry needs and college programs and services. Through two formal meetings per year, the

committees provide counsel in the following areas: development and implementation of new programs and

courses; safety and equipment needs; hands-on projects for student learning; advocacy of the program in the

community; recruitment of students; work-based learning; job placement of students; community and industry

resources available; and recommendations on improvement. Two examples, from many, where committee

recommendations have significantly impacted a program illustrate this process.

Industrial Maintenance Technology: During a review of program curriculum, the committee requested

an increase in teaching metrics as a critical skill directly related to System International (SI), part of ISO9000 quality management. As a result of the recommendation, increased emphasis was immediately

implemented across the programs courses. The use of the metric and standard systems of measurement

are now a basic skill students learn.

Computerized Manufacturing and Machining:During a review of program equipment in the

Computer Numeric Control (CNC) laboratory, the committee discussed ways to increase access to the

equipment for more students. The college acted upon the committees recommendation topurchase four

3-axis machines to increase the available capacity of the lab. In addition, a manufacturing company

donated another 3-axis machine to the program, valued at $57,628, thereby further increasing the access

to industry-standard equipment for students.

Manufacturing Network

Gateway engages industry partners through a Manufacturing Network, created in 2005. The Network was an

outgrowth of discussions among employers and the college focusing on two primary strategies: (1) incumbent

worker training and (2) technical education programs. The Network partners meet quarterly and meetings are

open to any employer. Over the course of the 2013-2014 year, 71 companies; 12 trade associations, industry

consultants, or other companies; and 15 educational/foundation partners were engaged in the Network. A list of

2013-2014 Network participants can be found in Appendix B. The following are examples of the Networks

impact:


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2005The creation of theManufacturing Networkprovided a framework organization to advise the

college. The Network conducted a survey of manufacturers regarding their employment and training

needs. The data and subsequent discussions within the Network produced an employer-led advocacy

effort resulting in the capital funding for the Center for Advanced Manufacturing.

2008The college joined the KCTCS Workforce Competitiveness Initiativethat included meetings

with company CEOs and senior leaders to update the college on their needs. A survey of manufacturers

was conducted regarding the updating of their hiring and training needs. The initiative led to a

successfully funded $598,000 National Science Foundation Advanced Technological Education grant,resulting in the creation of the Manufacturing Engineering Technology degree, and three short-term

certificates: Fundamentals of Advanced Manufacturing & Mechatronics; Fundamentals of Advanced

Manufacturing & Machining; and Fundamentals of Advanced Manufacturing & Quality Control. This

mechatronics program was developed followingthe Siemens model and positioned Gateway to integrate

manufacturing curriculum and training across program areas.

2011The Network surveyed employers about needs which resulted in the identification of a common

entry-level skill set that could be delivered through the Manufacturing Skills Standards Council (MSSC).

The Certified Production Technician (CPT) certificateaimed at high school students, women, seniors,

and displaced workers, including veterans, was implemented. To date, 40 students have completed the

CPT. Gateway was first in the state of Kentucky to deliver the CPT for dual credit and was successful at

having the CPT added as an approved industry certification with the Kentucky Department of Education,

which will identify high school students who complete the CPT as career ready for high school

accountability measures.

2011-2012The Network formed a recruitment committeewith strategies aimed at the 6 target

populations (high school students and recent graduates, incumbent workers, displaced workers, veterans,

women, and seniors). STEM days aimed at high school students and their parents were initiated. Gateway

VETS was launched, resulting in the placement of 51 veterans in manufacturing jobs and over 200

veterans attending the college.

2013The college, supported by Network partners, received a competitive $2.7 million grant from the

Department of Labordesignated to accelerate the implementation of new short-term training and

certificates which industry has advised the college to create. In addition, the Raise the Floor Initiative

was launched with a goal of recruiting 80 women into manufacturing fields.

Participation in Regional Workforce Councils, Boards, and Committees

Gateway actively participates in the work of Partners for a Competit ive Workforce (PCW)13, a partnership within

the tri-state region focused on the skill development of the current and future workforce to meet employer demand.

Managed by United Way of Greater Cincinnati, PCW partners include businesses,

workforce investment boards, chambers of commerce, secondary and post-secondary

educational institutions, service providers, and philanthropic funders. Gateway

president, Dr. Ed Hughes, is a member of the Partners Council, which serves as the

coordinating body for PCW.

Gateway is an active member of the Northern Kentucky Workf orce I nvestment

Board (NKWIB)14, a volunteer board composed of local business leaders and

professionals with a mission to drive policy, direction, and funding oversight for

the local workforce investment system. Gateways vice president for workforce

solutions, Dr. Angie Taylor, represents Gateway on the NKWIB.

13Partners for Competitive Workforce websitehttp://www.competitiveworkforce.com/index.html 14Northern Kentucky Workforce Investment Board websitehttp://www.nkcareercenter.org/
http://www.competitiveworkforce.com/index.htmlhttp://www.competitiveworkforce.com/index.htmlhttp://www.competitiveworkforce.com/index.htmlhttp://www.nkcareercenter.org/http://www.nkcareercenter.org/http://www.nkcareercenter.org/http://www.nkcareercenter.org/http://www.competitiveworkforce.com/index.html


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Gateway is an active participant in the Northern Kentucky Chamber of Commerce, including the Chambers

recently formed Impact Committee, a focused effort to assist manufacturing members with talent development.

The college is an active member of the Eur opean American Chamber of Commerceand is becoming more active

with the Cincinnati USA Regional Chamber. Gateways presidentserves as an ex-officio member of the

Nor thern Kentucky Tr i -County Economic Development Corporation (Tr i-ED)and participates in employer

recruitment activities as a training partner. Gateway is an active participant in the Economic Competi tiveness

Workforce Group of Vision 2015 and the Northern Kentucky Education Council, including the Councils six

action teams. Each of these connections provides specific and general information regarding needs of individualemployers in the region.

Development of Customized Training

In addition to the above connection points, the colleges Workforce Solutions Division exists to meet specific

company training needs and delivers cost-effective customized training and assessment services designed to

improve the performance and efficiency of the companies served. In addition to customized training for

employers, the Division offers open enrollment courses, continuing education courses to assist in maintaining

licensure requirements, provides pre-hire training and credentials, and new-hire training such as boot camps to

help new employees gain necessary skills to be effective workers.

OCCUPATIONAL PROJECTIONS

One of the more challenging aspects of aligning training with employer needs is in the area of job projections. Inorder to project employer needs and identify the colleges contributionin filling the talent pipeline, Gateway staffreview a variety of sources to understand current and future market conditions. No single source of informationprovides an accurate and complete picture on which to base decisions for the colleges program goals.The initialsources that are regularly reviewed include the US Department of Labor: US Bureau of L abor Statistics15and the

Kentucky Department f or Workforce Development, Off ice of Employment and Traini ng16. Due to Gatewaysgeographical position in the Cincinnati MSA, another source of data includes the Ohio Department of Jobs andFamil y Services17. In addition to the initial, or primary, sources of occupational information reviewed regularly byGateway staff, other specialized reports or regional information sources are reviewed as they become available.

Examples of other sources include the 2020 Jobs Outl ook report previously identified, and data provided bycommunity partners such as PCW, who conduct regional economic analyses with national sources such asEconomic Modeling Specialists, Intl. (EMSI).

Table 1,Projections for Occupations Related to Gateway Manufacturing Programs, shows a comparison of 10-year occupational projections for select occupations in manufacturing-related fields across the United States,Kentucky, Northern Kentucky Area Development District, and the Cincinnati MSA (as reported in the 2020 JobsOutlook Report). There are significant variations in the projected growth of manufacturing occupations, dependingupon which geographical region and which jobs classification system is used. The college attempts to matchoccupations to existing Gateway programs by comparison of Classification of Instructional Programs (CIP) code18,based on student academic plan/major. It is important to note that the occupations provided in Table 1 may not beall inclusive of the skill sets students learn in Gateways traditionalmanufacturing programs (i.e. certificates,

15US Department of Labor: US Bureau of Labor Statistics website ishttp://www.bls.gov16Kentucky Department for Workforce Development, Office of Employment and Training website is http://www.oet.ky.gov17Ohio Department of Jobs and Family Services website ishttp://www.jfs.ohio.gov18The purpose of the Classification of Instructional Programs (CIP) is to provide a taxonomic scheme that will support the accurate tracking,assessment, and reporting of fields of study and program completions activity. CIP was originally developed by the U.S. Department ofEducation's National Center for Education Statistics (NCES) in 1980, with revisions occurring in 1985 and 1990. The 2000 edition (CIP-2000) is the third revision of the taxonomy and presents an updated taxonomy of instructional program classifications and descriptions.http://nces.ed.gov/pubs2002/cip2000
http://www.bls.gov/http://www.bls.gov/http://www.bls.gov/http://www.oet.ky.gov/http://www.oet.ky.gov/http://www.oet.ky.gov/http://www.jfs.ohio.gov/http://www.jfs.ohio.gov/http://www.jfs.ohio.gov/http://nces.ed.gov/pubs2002/cip2000http://nces.ed.gov/pubs2002/cip2000http://nces.ed.gov/pubs2002/cip2000http://www.jfs.ohio.gov/http://www.oet.ky.gov/http://www.bls.gov/


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diplomas, and degrees). The table provides the most consistent comparison of occupations to Gatewaymanufacturing programs, based on the CIP code match as well as input from the manufacturing program faculty.

Table 1 - Projections for Occupations Related to Gateway Manufacturing Programs

Gateway Academic ProgramOccupation

UnitedStates

Projection

through202210

Kentucky

Projection

through

202011

NKADD

Projection

through

202011

2020 Johs

Outlook6

All Occupations NA 12.4% 12.7% 11%Computer Aided Drafting and Design Architectural and civil drafters 0.7% 2.4% 3.8% 23%

Computerized Manufacturing and Machining Machinists 8.8% 8.8% 14.9% -10%

Electrical Technology Electrical and electronicengineering technicians

0.0% 2.0% 2.7% -18%

Electricians 19.7% 15.2% 19.8% 3%

Energy Technology Environmental engineeringtechnicians

18.4% 16.0% 29.6% 44%

Industrial Maintenance Technology Industrial machinery mechanics 18.9% 20.2% 21.9% 42%

Manufacturing Engineering Technology Industrial engineering technicians -3.2% 3.4% 22.4% 2%

Mechanical engineeringtechnicians

4.6% 2.9% 2.2%

Welding Technology Welders, cutters, solders, andbrazers

5.8% 12.6% 10.1% 8.6%

It should be noted that a projected change in openings includes both job openings for replacement and new openingsdue to growth in the field. A job with negative growth may also have projected openings each year; however, insuch a case there are no newopenings projected for that occupation, and it may indicate that not all replacementsare being refilled. For all occupations listed in Table 2, it is projected that there will be 442 annual openings withinthe Cincinnati MSA region between now and 2020.

Table 2 - Projections for Occupations Related to Gateway Manufacturing Programs

Gateway Academic

Program

OccupationEmployment

2010

Employment

2020

Number

Change

Percent

Change

Replacement

Projection

Total Job

Openings

Annua

Job

Openin

All Occupations 963,290 1,069,405 106,115 11% 232,517 338,632 33,86

Computer Aided Draftingand Design

Architectural and civil drafters 620 764 144 23% 120 264 26

ComputerizedManufacturing andMachining

Machinists 4,500 4,070 -430 -10% 826 396 40

Electrical Technology Electrical and electronicengineering technicians

720 590 -130 -18% 138 7


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(2) to understand perceptions and attitudes toward employment in the manufacturing sector. The results, providedin the NKIP Strategic Manufactur ing Ski ll Pipeli ne Business Plan, included feedback from 39 manufacturingemployers. Based on this research, the NKIP study projected that between 2012 and 2022 there will be a need tofill 6,249 jobs in 16 manufacturing occupations within the Northern Kentucky region. With the 2020 Jobs Outl ookreport projecting 338,632 job openings in the Cincinnati MSA between 2010 and 2020, the 6,249 job openingsprojected in manufacturing by the NKIP study would represent 1.8% of total job openings in the region. Projectionsprovided within the NKIP study forecasts that the 6,249 job openings will be in the following 16 broad occupations:

Table 3NKIP Projected Job Openings

DEMAND LEVEL TITLE GROWTH ESTIMATE

High Demand

Manufacturing Technicians 2,671

Machine Maintenance Specialist 695

Electronic Technician and Repairer 532

Welders 453

Engineer-Process/Manufacturing 326

Engineer-Design 330

Some Demand

Machinists 281

Machine Tool Operator 260

Industrial Electricians 180

Applications Engineer 120

Near Stable

Metal Fabricators 96

Engineering Technician 94CNC Press Brake Set-Up and Operators 71

CAD Drafters 53

Finishers 49

Hydraulic Pneumatic 38

TOTAL DEMAND 6,249

Source: NKIP Strategic Manufacturing Skill Pipeline Business Plan

Each of the 16 occupations contains a number of more specific job titles. For example, the broad category ofManufacturing Techniciansincludes 10 sample job titles, however those titles do not match job titles used by theUS Department of Labor. Using the sample job titleProduction Operator, a search for matching titles19resulted in8 relevant occupational titles. These include: mixing and blending machine setters, operators, and tenders; chemicalequipment operators and tenders; crushing, grinding, and polishing machine setters, operators, and tenders;

cooling and freezing equipment operators and tenders; multiple machine tool setters, operators, and tenders, metaland plastic; office machine operators; wellhead pumpers; and first-line supervisors of production and operatingworkers.

Without a direct match between the NKIP and Department of Labor job titles, it is not possible to perform a direct,concise match. An analysis of the NKIP study and the 2020 Jobs Outlook data from the US Department of Labor,referenced in Table 4, indicates the following:

According to the NKIP study, the Manufacturing Technician occupational category accounts for 43% ofthe projected 6,249 job openings, and requires 6 months of training beyond high school

Of the occupations aligned to Gateway programs in Table 4, 55% of the 9 positions require an educationbeyond high school, and of the total number of annual openings (442) only 11% (47) require an educationbeyond high school

Nearly all of the engineer-related positions identified with the Department of Labor require a bachelorsdegree

19http://www.onetonline.org
http://www.onetonline.org/http://www.onetonline.org/http://www.onetonline.org/http://www.onetonline.org/


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Table 4Education, Work Experience and Training Required for Projected Openings in Manufacturing, Related to Gateway Manufacturing

Programs

Gateway AcademicProgram

Occupation

Projected Annual

Openings through2020 (Cincinnati

MSA)

Typical EducationNeeded for Entry

Work

Experience inRelated

Occupation

Typical On the

Job Training

Needed to Attain

Competency inOccupation

Computer Aided Draftingand Design

Architectural and civil drafters26

Associates Degree None None

Computerized

Manufacturing andMachining

Machinists

40High School Diplomaor Equivalent None

Long-term on-the-job training

Electrical Technology

Electrical and electronicengineering technicians


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Located just outside the Cincinnati MSA, Bluegrass Community and Technical College in Georgetown (53 milesfrom Florence), Jefferson Community and Technical College in Carrollton (43 miles from Florence), and MaysvilleCommunity and Technical College (64 miles from Florence), all part of the Kentucky Community and TechnicalCollege System, provide education and/or training in advanced manufacturing. Bluegrass offers an advancedmanufacturing technician program; Jefferson offers engineering technology and industrial chemical technology;and Maysville offers programs in applied engineering technology, electrical technology, industrial maintenance,computerized manufacturing and machining, and welding.

Beyond the associate degree, students in the region have multiple choices for pursuing postsecondary education.Northern Kentucky University offers a bachelors degree in mechanical and manufacturing engineering technology,and both Miami University and the University of Cincinnati offer bachelor and master degrees in variousengineering fields. In addition, Morehead State University offers transfer programs online for all Gatewaymanufacturing graduates.


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RESPONDING TO EMPLOYER NEEDS IN ADVANCED MANUFACTURING

The talent pipeline metaphor often used in reference to the regions collective effort to meet employer needs could

be better conveyed as a talent highway. Rather than a pipeline that often represents a closed system with a single

starting point and ending point, a highway represents multiple entry and exit points, various speeds, and greater

opportunity for personalization of the learning environment.

As one of the key contributors to the manufacturing talent highway for the region, Gateway provides education andtraining through two primary options: traditional technical programs and customized workforce training. Within

these options, the college focuses on three primary populations of prospective talent: high school students and/or

recent hi gh school graduates, older adults, and current workers. Within these three primary populations, the

college focuses recruitment efforts on special populations including veterans, women, and seniors as well as

in cumbent workersand under-employed, unemployed, and displaced workers.

Individuals from these categories move on and off the talent highway depending on their life circumstances, and

utilize multiple options in technical programs as well as customized training. Likewise, changes in supply and

demand within the manufacturing industry result in variations in the training needs of regional employers. Gateway

provides a variety of options for education and training, both for college credit and without college credit. Trend

data on the numbers of individuals served through education and training programs, as well as data on the numbers

of graduates and credentials awarded, provide an overview of the impact Gateways technical and customizedworkforce programming is making within the regions manufacturing industry.

EDUCATION AND TRAINING PROGRAMS

As shown in Table 6, for each of the past four years Gateway has served more than 1,100 individuals per year in

credit-based education and training options. The downward trend in overall numbers served is due in part to the

decrease in the unemployment rate in the region. The unemployment rate for the Cincinnati MSA dropped from

8.6% in 2011 to 7.1% in 2013, and in the first half of 2014 the rate dropped to 5.8%, the lowest since 2008. In

addition, changes in dual credit and articulated credit options for regional school districts resulted in a significant

decline in the number of high school students who took advantage of dual credit opportunities beginning in 2012-

2013. Details on the enrollment numbers provided are located in Appendix C.

Table 6Numbers Served in Manufacturing-Related Education and Training Offered for College Credit

Credit Education/Training 2010-2011 2011-2012 2012-2013 2013-2014

Technical Program Enrollment20 438 439 479 542

Non-Credential/Non-Degree21 23 23 23 13

High School Dual Credit 228 239 37 37

Workforce Technical Skills Training 411 244 283 325

Workforce Performance Skills Training 98 591 597 290

TOTAL 1,198 1,536 1,419 1,207

Gateway currently offers seven (7) technical programs and associated credentials within the areas of manufacturing,

as shown in Table 7. A comprehensive list of manufacturing programs, program descriptions, and credit hours

required is located in Appendix D.

20Technical Program Enrollment shown in this chart represents an unduplicated number of students enrolled in technical programs in a givenyear that includes summer, fall, and spring semesters21Gateway serves a number of students each year who come to the college to take one or more courses without the intention of obtaining acredential. These students do not declare an academic program/major, but instead are classified as non-credential/non-degree-seekingstudents.


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Table 7Manufacturing Programs and Associated Credentials

PROGRAM CERTIFICATES* DIPLOMAS** ASSOCIATESDEGREES***

Computer AidedDrafting & Design

Drafter AssistantComputer Assisted DrafterDetailer

Computer Aided Drafting & Design General OccupationalTechnical Studies(GOTS)

Computerized

Manufacturing &Machining

Exploratory Machining IMachine Tool Operator IMachine Tool Operator II

CNC MachinistMachinist

General OccupationalTechnical Studies(GOTS)

Electrical Technology Electrical Motor Control Level I

Electrical Motor Control Level IIResidential Electricity Level IResidential Electricity Level IIVoice and Data Wiring Installer Level IVoice and Data Wiring Installer Level IIElectrician Trainee Level IElectrician Trainee Level II

Industrial Electrician Track

Construction Electrician Track

General Occupational

Technical Students(GOTS)

Energy Technologies Energy Efficiency and AnalysisEnergy Efficiency Electrical Controls TechnicianEnergy Utility TechnicianOutside Plan TechnicianSolar/Photovoltaic TechnologiesWind Systems Technologies

N/A Associate in AppliedScience

IndustrialMaintenance

Technology

Industrial Maintenance Electrical MechanicIndustrial Maintenance Machinists MechanicIndustrial Maintenance Mechanic Level I

Industrial Maintenance Mechanic Level II

Industrial Maintenance Technician Associate in AppliedScience

Manufacturing

Engineering

Technology

Fundamentals of MechatronicsIntegrated Manufacturing TechnologiesOperations ManagementQuality Control

N/A Associate in AppliedScience

Welding Technology Arc WelderProduction Line WelderTack Welder

Combination Welder General OccupationalTechnical Studies(GOTS)

* Certificate is defined as a credential that requires completion of an academic program in less than one academic year, or designed for completion in less

than 30 semester credit hours, by a student enrolled full-time.** Diploma is defined as a program of study that requires completion of an academic program in at least one but fewer than two full-time equivalent

academic years, or is designed for completion in at least 30 but fewer than 60 semester credit hours, by a student enrolled full-time.*** Associates Degree is defined as an award that normally requires at least 60 semester credit hours or equivalent.

Technical Program Enrollment

Enrollment in technical programs22

related to advancedmanufacturing has increased significantly each year over thelast 10 years, with the opening and continued expansion of theBoone Campus. The Bank of Kentucky Classroom andTraining Center opened for classes in January 2006 and theCenter for Advanced Manufacturing opened in the fall of 2010.

From fall 2006 through fall 2010, enrollment inmanufacturing programs increased 146%

From fall 2010 through fall 2013, enrollment inmanufacturing programs increased 28%

Overall, from 2004 through 2014, enrollment inmanufacturing programs has increased by 190% infall terms (149 in fall 2004 to 432 in fall 2013) and215% in spring terms (136 in spring 2005 to 429 inspring 2014). See Appendix Cfor detailed enrollmenttrend information.

22Enrollment in technical programs is calculated based on students declared program of study, or academic major.

0

50

100

150

200

250

300

350

400

450

500

20042005200620072008200920102011201220132014

Manufacturing Technical Program

Enrollment

Fall Spring


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Workforce Training

In addition to traditional technical programs, the colleges Workforce Solutions Division offers employers avariety of courses and customized training options in both technical skills and performance skills. Dependingupon the needs of the employer, courses may be offered for college credit if the requested curriculum can belinked to one or more of the required courses in a traditional manufacturing program, or may be offered as non-credit training. Technical skills training addresses the development of specific skill sets in defined areas, such as

TIG welding, while performance skills training addresses soft skills needed in supervision and leadership.

Table 8For-Credit Workforce Training

CREDIT TRAINING 2010-2011 2011-2012 2012-2013 2013-2014

Technical Skills 411 244 283 325

Performance Skills 98 591 597 290

TOTAL 509 835 880 615The numbers provided for credit training each year represent an unduplicated number of individuals served.

Table 9Non-Credit Workforce Training

NON-CREDIT TRAINING 2010-2011 2011-2012 2012-2013 2013-2014

Performance Skills 28 35 95 222

Safety and Technical Skills 95 44 28 36

TOTAL 123 79 123 258

Clock Hours 102 52 113 193Number of Companies 4 5 8 9The numbers provided for non-credit training include duplicated individuals served.

College Support for Training with Companies

Gateway goes beyond the development and delivery of education and training courses and programs to supportregional manufacturing employers. Two of the most successful examples of this support include funding to assistemployers with the cost of providing training to their employees and an apprenticeship program that blends on-the-job training and academic coursework.

Gateway offers companies a very unique support program through KCTCS-TRAINS (formerly known as KYWINS). Part of the Kentucky Skills Network, KCTCS-TRAINS is a partnership of the Cabinet for EconomicDevelopment, Kentucky Career Center (Education & Workforce Development Cabinet), Labor Cabinet and

KCTCS. Through KCTCS-TRAINS Kentucky companies can apply for funding to assist with the cost of providingworkforce training and assessment services to current, as well as potential, employees. KCTCS-TRAINS funds aredistributed on a project basis and require a company cash match of 50%. Workforce Solutions staff work with thecompany to prepare the KCTCS-TRAINS application, and once approved, work with the company to execute thetraining plan. Between 2010-2011 and 2013-2014, Gateway provided training to 38 manufacturing companiesthrough the KCTCS-TRAINS program, totaling $2,437,100.These funds represent a substantial investment inthe support of the regions manufacturing industry.

Apprenticeship has reemerged as the training model of choice in advanced manufacturing, as both students andemployees experience the benefits of on-the-job training and academic coursework. Apprentices typically workfull-time for their company and attend Gateway part-time. Companies provide tuition reimbursement and fundingfor course materials. From 2011-2012 through early 2014-2015 the number of apprentices have increased 226%,

with more than 100 active apprentices as of September 2014.


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GRADUATES AND CREDENTIALS

Increasingly, national experts are identifying student success in postsecondary education more broadly than degreeattainment, especially within the community college. Manufacturing employers are in agreement, many placinghigher emphasis on specific skill attainment and performance. While degree attainment remains an importantdefining educational milestone, additional measures of success include: completion of a shorter-term credentialsuch as a certificate or diploma; transfer to a 4-year college/university to pursue a bachelors degree; placement into

employment; and participation in and completion of technical skill-based and/or soft skill-based coursework ortraining23.

Credential Completion

For the 10-year period of 2004-2005 through 2013-2014, Gateway has awarded 1,135 credentialsto 466 studentsin manufacturing programs, including 740 certificates, 144 diplomas, and 251 associates degrees. Sixty-fivepercent of the total credentials awarded have been at the certificate level. Certificates are designed to providespecific training of value to employers, and are stackable so students can continue working on additionalcertificates, a diploma, or an associates degree. Students with certificates are employable and many stop out, orleave their program upon completion of one or more certificates. For those students who continue to pursue theirassociates degree, the 3-year graduation rate for Gateway graduates has consistently exceeded the rates for regionalpeer institutions, as well as the overall rate for 2-year, public institutions. See Appendix Efor a full explanation of

graduation rates.

In 2013-2014 Gateway awarded a record number of credentials to a record number of graduates in manufacturingprograms. Eighty-eight (88) graduates received a total of 257 credentials, including 193 certificates, 22 diplomas,

and 42 associates degrees. Appendix Fcontains a detailed chart that shows the number of credentials that wereawarded in each credential level (certificate, diploma, degree) for each manufacturing program; however, keyoutcomes of credentials awarded within manufacturing programs from 2004-2005 to 2013-2014 have included:

Total number of credentials awarded has increased394% Total number of individual graduates has increased95% Annual number of certificates awarded increased by 485%

Annual number of diplomas awarded increased by 267% Annual number of associates degrees awarded increased by 223%

Skill-Based Coursework or Training

While increasing the number of individuals who complete associate degrees or other credentials is certainly animportant focus, it is important to understand that preparing more individuals for active contribution on themanufacturing talent highway is not limited to those who complete a credential. For many students, completing acourse or training program is their goal rather than completing a credential. The retention and success rates ofstudents in credit-bearing manufacturing courses have continued at the highest levels. An average of the past threefall semesters shows that 96%of students were retained in their manufacturing courses, and of those retained, 95%successfully passed their courses. The average of the past three spring semesters shows very similar performancewith 97%of students retained in their manufacturing courses and 94%successfully passing their courses.

23http://www.burning-glass.com/media/4737/Moving_the_Goalposts.pdf
http://www.burning-glass.com/media/4737/Moving_the_Goalposts.pdfhttp://www.burning-glass.com/media/4737/Moving_the_Goalposts.pdfhttp://www.burning-glass.com/media/4737/Moving_the_Goalposts.pdf


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PROJECTIONS

ENROLLMENT

Enrollment projections for technical programs estimate that from 2013-2014 to 2018-2019 fall enrollment couldincrease as much as 67%along the trend continued from 2009-2010, and as much as 79%along a more aggressivetrend that takes into account increased retention rates and strategic efforts around marketing and recruitment.Similarly, projections for spring enrollment indicate a possible increase of 54%for the continued trend and 65%

for a more aggressive trend.

The greatest potential for significant growth is within the high school dual creditpopulation. The continued trendfrom 2012-2013 and 2013-2014 going forward would indicate between 2013-2014 and 2018-2019 enrollment fromdual credit high school would increase by 67%. Two additional projections have been calculated for dual credithigh school students to include the expansion of the Certified Production Technician (CPT) certification program,ramping up to serve 200 students per year by 2018-2019 (bringing potential enrollment to 262), and the developmentand implementation of the Northern Kentucky School for Science, Engineering, Mathematics and AdvancedTechnology (SEMAT) (see Appendix G), also ramping up to serve 200 students per year by 2018-2019 (bringingpotential enrollment to 462).

304338

306345

432 483534

590655

727

304338

306345

432

483550

619701

778

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

Continued Trend Aggressive

228 239

37 37 41 45 51 56 62

228 239

37 37 61

85

131

196

262228 239

37 37

61

135

231

346

462

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

Continued Trend Aggressive A Aggressive B


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The expansion of the CPT to high school students could produce a 608%increase in high school enrollment by2018-2019, and the additional of students enrolled in SEMAT, beginning with 50 students in 2015-2016, couldproduce an overall 1149%increase in enrollment of high school students into manufacturing programs.

COMPLETION

Projections for completion include total credentials awarded and the number of individual graduates expected toearn those credentials. It is estimated that between 2013-2014 and 2018-2019 the total annual number of credentialsawarded will increase by 83% if the existing trend continues, and by as much as 93%for a more aggressive trend.In relation, it is expected that during that same period the annual number of graduates will increase 103%with thecontinuing trend and by as much as 124%in a more aggressive trend.

It is important to note that the projections for the number of graduates only includes students who complete a

traditional certificate, diploma, or associates degree in a manufacturing-related program. Additional students who

complete training and preparation for industry certifications, such as the Certified Production Technician (CPT) are

not included in this number.

Appendix Hcontains a detailed breakdown of projections, by program.

49

81 87

40

8897

113

131

153

179

49

81 87

40

88107

124144

168

197

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

Continued Trend Aggressive


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CHALLENGES AND OPPORTUNITIES

Gateway acknowledges that the single most important challenge facing the manufacturing industry and its training

partners is the need to increase the pool of qualified talent for advanced manufacturing. While Gateway has been,

and continues to respond to the needs of regional employers, further increasing the pool of qualified talent calls for

the evaluation of additional challenges that provide a rich array of opportunities for collective consideration and

action. Partners for a Competitive Workforce (PCW), noted on page 5, offers a regional organizational structure for

the collective impact that is needed.

AWARENESS AND RECRUITMENT

CHALLENGE 1: Building Awareness of Advanced Manufacturing Industry

Perhaps the largest roadblock to filling the pool of qualified talent needed by manufacturing employers is the general

negative perception of advanced manufacturing. Nearly every major study released on the industry clearly

articulates this pervasive issue, and despite national marketing efforts such as the National Association of

Manufacturers Dream It, Do It campaign, changing the perception continues to be a challenge, especially with

high school and traditional-aged college students, parents, and high school counselors. Building awareness of the

importance of the manufacturing industry to our region, and the tremendous career potential within that industry,must be introduced at an early age in the pipeline. The National Science and Technology Council discussed the

changing manufacturing workforce, emphasizing that in order to be responsive to the skill demands of advanced

manufacturing employers, education and training programs must span from cradle-to-career. The critical

challenge is how to expand awareness activities to more students in grades K-12 throughout the region, and

how to make a larger collective impact on resolving the negative perception of the advanced manufacturing

industry.

Each year Gateway holds Science, Technology, Engineering, and Mathematics (STEM) days for high school

students, designed to introduce them to STEM careers with a special emphasis on advanced manufacturing. Students

participate in hands-on activities, learn about labor market trends and dual credit opportunities, and visit regional

manufacturing partners. In 2012-2013 Gateway partnered with seven regional manufacturing employers to host 12

schools and 320 students for STEM days. In 2013-2014 there was a significant growth in interest as the collegepartnered with 10 employers to host 21 schools and 631 students. The post-event survey given in 2013-2014

provided an indication that a positive impact was made on the students in attendance: 78% indicated they would

like to know more about manufacturing programs at Gateway; 75% indicated that they were interested in a

manufacturing career; 97% indicated that they are aware of the opportunities and careers in manufacturing in

Northern Kentucky

Increasing awareness of career opportunities in manufacturing is critical, but it is also vitally important thatincreasing numbers of high school students enroll in some form of postsecondary education either while they are inhigh school or following graduation. Increasing dual credit programs in advanced manufacturing can provide animmediate, positive impact in growing the talent pipeline from high schools in NKY. Specifically, the CertifiedProduction Technician (CPT) certificate should be available to students in the Area Technology Centers as part of

an advanced manufacturing dual credit program at Gateway. The CPT is a nationally recognized certificate throughthe Manufacturing Skills Standards Council (MSSC), for which Gateway provides training and assessment. TheCPT is recognized as proof of entry level skills needed for 42-45% of the positions in the industry. The total costof the CPT course, certification exams, and associated materials is $2,250 per student. A coordinated regional

effort is needed to secure a recurring financial commitment to produce and sustain 200 CPT slots annually,

at a total cost of $450,000 per year.


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Given the shifting landscape of educational needs, with the majority of projected annual openings in manufacturingrequiring a high school education, the region has a prime opportunity to evaluate the high school pipeline inan innovative approach to meeting the dynamic needs of regional employers.

OPPORTUNITY 1: Coordinated Regional Campaign to Change Perceptions of Advanced Manufacturing

As outlined in the NKIP study, and bolstered by many regional groups, a coordinated and long-term marketing and

recruitment plan for the region is needed. Union, non-union, and industry training programs could also add value

to any marketing initiative. The NKIP study provides one framework for a marketing campaign. The work of PCWprovides a strong Tri-State approach as well as an organizational structure that could lead the efforts to change the

perception of advanced manufacturing careers. A coordinated marketing effort must bring sufficient resources

to mount a sustained 5- to 7-year marketing campaign directed at overcoming the negative perception of

advanced manufacturing careers. No such coordinated effort across the Tri-State or Northern Kentucky region

has emerged. The branding expertise in the region is an asset that should be marshalled as part of this effort. The

high cost of paid advertising in the Cincinnati MSA also indicates the need for a coordinated effort that would pool

available funds.

Gateway will continue to devote marketing resources to shine a light on advanced manufacturing as part of the

collegesoverall information campaign. Since 2007 the college has attracted over $4.1 million in grants to support

advanced manufacturing programs, including $127,000 for direct marketing and over $246,600 for recruitment

staff. The targeted populations of these grant projects have included high school students and graduates,underemployed and unemployed or displaced workers, veterans and women.

SUPPORT FOR EDUCATION AND TRAINING

CHALLENGE 2: Student Risk Factors Impacting Completion

There are numerous factors that place community college

students at risk of not completing their educational goals.

These factors can affect their progression toward their

education goal, and can prevent or delay them from

completion of a credential. As part of the application for

admission to the college, students are asked to complete an

Entering Student Survey that provides the college with

information on the students plans for work, their family

composition, income, etc. Most recent survey data indicates

that:

86% of applicants plan to work while they areattending college

26%plan to work 40 hours per week while attendingcollege

53%are the first person in their immediate family to

attend college 75%have a household income of less than $25,000

The challenges identified by students at the time of their

application to the college run parallel to the challenges they

face when making the decision to withdraw from college.

According to the information attained by surveying students

0% 10% 20% 30%

2011

2012

2013

2014

2011 2012 2013 2014

Spring 18% 18% 26%

Fall 16% 19% 19%

Students Who Plan to Work 40 hrs/Week

While in College

75% 80% 85% 90%

2011

2012

2013

2014

2011 2012 2013 2014

Spring 80% 84% 86%

Fall 84% 87% 88%

Students Who Plan to Work While in College


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who leave Gateway prior to the attainment of their educational goals, student departure is most commonly

predicated by the following factors: personal issues, shi f t changes at work , i l lness, oremployment. Students with

this profile do not enter a pipeline at one end, continue to flow unimpeded through the pipeline and come out the

other end. Instead, they travel the talent highway, moving on and off as life dictates.

Retaining greater numbers of students through the completion of an educational credential requires a holistic

approach to providing wrap-around services that addresses both academic and non-academic barriers.

OPPORTUNITY 2: Coordinated Regional Approach to Support Students in Advanced Manufacturing

Scholarships & F inancial Support

Many resources in the region exist that can serve as enticements for students to enter and complete a program in

advanced manufacturing. Unfortunately, those resources are scattered and uncoordinated. For example the

educational institutions may have scholarships devoted the advanced manufacturing careers but they generally are

linked to STEM programs and may go unrecognized by students and counselors. In order to compete for students

in high schools it is necessary to be able to award more scholarship aid to recruit and retain students for

specific advanced manufacturing programs.

Work Based Experiences

Many reports on advanced manufacturing recommend an increase in paid internships, cooperative education and

apprenticeships (See Appendix A). Numerous programs exist but are uncoordinated. For instance, Gateway has

recognized strong success in apprenticeship programs. The initiative has grown from 31 in 2011-2012 to over 100

in the current year, with more companies asking to join the initiative. Apprentices work at the company with good

starting salaries and benefits and attend college on a part-time basis over a 4-year timeframe. Gateway can lend its

expertise to develop other apprenticeship approaches including a consortium model and building partnerships

among union, non-union, industry and college apprenticeship programs. Expanding work-based learning models

into high school partnerships is an opportunity to introduce pre-apprentice programs or other hands-on

opportunities for students to increase employability upon high school graduation.

Cincinnati State and UC have long been national models for cooperative education. While other institutions in the

region, including Gateway, have internship and cooperative education courses, most are offered as elective

courses and have relatively little success in attracting students. A coordinated effort that builds on the co-op,

internship and apprenticeship expertise in the region will yield a cost effective and more impactful result

than an uncoordinated, institution-by-institution approach.

Worker Training Programs

The largest component of any talent pool is the incumbent workforce that is under prepared and/or underemployed.

Worker training programs offered through the Workforce Investment Boards, Kentucky Career Centers, and others

are spread across the targeted industry sectors. If a larger proportion of training dollars could be directed to

supporting individuals into advanced manufacturing, those limited funds could be leveraged to produce a greater

collective impact. For instance, establishing a pool of funds that can be used in addition to federal financial aid and

scholarships that reduce the need for loans could be beneficial. Any regional initiative designed to increase the

talent pool for advanced manufacturing must take into account that most students are and will be working, mostwill be attending on a part-time basis and most do not know where the many resources are located that can assist

them matriculate to a certificate, diploma or degree program. Resources that help attract and retain students

must be more coordinated throughout the region.


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COLLECTIVE CAPACITY THROUGH PARTNERSHIP

CHALLENGE 3: Tracking of Students through the Education Pipeline

The management of information needed for tracking students through the education pipeline from high

school to postsecondary to employment is decentralized across multiple institutions, agencies, and also

crosses state lines.Written agreements between institutions and/or agencies for the sharing of student-level data

are minimal and in most cases, non-existent. The sharing of data across state lines adds another level of challenge

due to the fact that the local region is a tri-state region.

Various sources of information on occupational projections provide an inconsistent picture of the true numbers

required to meet the needs of employers, and the data available on the employment of graduates presents significant

challenges in the region. The employment of Gateway graduates is tracked each spring for technical reporting and

employment status is self-reported by the graduate. The accuracy of the employment information is questionable

because it depends on the student providing truthful information about employment status. KCTCS does a graduate

employment data match with the Kentucky Unemployment Insurance office but the college only receives an

aggregate number/percentage of graduates that are employed. The college does not receive graduate-level, nor

program-level employment data. Additionally, Kentuckys Unemployment Insurance office only provides

information for graduate employment in Kentucky. Therefore, if a Gateway graduate is employed in Ohio or

Indiana, the data are not available to the college.

OPPORTUNITY 3: Regional Framework for Measuring Impact

A substantial opportunity exists within the region to create a framework that measures the overall impact of

recruitment, education, and training efforts on meeting the needs of the advanced manufacturing employers. The

creation and implementation of shared data agreements across institutions, agencies, and state lines would

have a significant impact on recognizing the regional needs, determining best practices for meeting those needs,

and measuring the return on investment for the deployment of resources. The creation of a shared data system

and corresponding dashboard that provides real-time information to all partnerswould establish the region

as a leader in responsiveness to employer needs and overall economic development. Partners for a Competitive

Workforce (PCW) has received grant funds to develop an alignment of data systems from K-12, higher education,

and state workforce systems.

CHALLENGE 4: Expanding Capacity for Education and Training

Technical programs in STEM and advanced manufacturing have very high production costs per student.These costs are not covered by public tuition revenues and declining state resources, nor can they be sustainedthrough external grant revenue. This is especially true in the hiring of new faculty, and the acquisition of equipmentand training resources.

The biggest capacity issue for Gateway is the ability to employ more faculty members in STEM and advanced

manufacturing programs. While the number of faculty positions in advanced manufacturing programs hasincreased over the years, sustainable resources needed to further expand course offerings in technical programs isnot available given the mission of the college to address the needs of regional employers in other industry sectorssuch as healthcare, information technology, logistics, energy and business/finance. For every new 12-month faculty

member added in the advanced manufacturing programs an additional 10 courses could be offered each year withbetween 18 to 25 students enrolled (depending on the program). The general cost of each additional full-time, 12-month faculty member, including salary and benefits, is approximately $72,500. Supporting increased numbers ofstudents in manufacturing programs also requires additional faculty to meet general education requirements, which

support the soft skills needed by employers.

With additional faculty and staff Gateway would expand education and training opportunities to include anexpansion in boot camp or accelerated programs that condense training time and provide targeted skill


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development; expansion of online technical courses and training to provide access anywhere, anytime; expansionof open labs where students can gain more hands-on access to equipment outside of traditional class time; andincrease contact and partnership development with secondary schools, career centers, and industry partners.

OPPORTUNITY 4: Non-Traditional Resource Development

The development of non-traditional resources to support education and training needs is a tremendous

opportunity for the region.Gateway has been fortunate to be able to use capital funding associated with the new

buildings to purchase state-of-the art trainers and teaching technology. Several large federal grants were securedwhich enabled the college to purchase new and upgraded equipment. Since 2007 over $1.2 million for the purchaseof equipment has been secured via federal grants and over $2 million through the construction of the two buildingson the Boone Campus. Some companies have provided deep discounts to the college for purchasing equipment.Still others provide equipment that rotates out when a new model is available, usually at little or no cost to thecollege. Securing funds to meet the capital renewal needs will require creative use of grants, private gifts

and industry partnerships.

The BIG and BOLD Approach

The Nor thern Kentucky School for Science, Engineer ing, Mathematics and Advanced Technology--

SEMAT

The region has made many positive and valiant efforts to address the talent pipeline for advanced manufacturing.The efforts of individual organizations, colleges and universities, industry associations and companies have resultedin incremental changes in perceptions of advanced manufacturing. More students are considering these career fieldsand more are enrolled. However, these typically have been crisis-oriented, short-term and incremental edgesolutions. Clearly the pace of the change must increase dramatically. Tinkering around the edge with activitiesaimed at changing student, parent and high school counselors perceptions through advertising, media campaignsand small one-off programs will not produce a sustained pipeline of skilled talent worthy of recruitment byindustry. What is needed is a BIG and BOLD idea that will rival those historically successful in other sectors.

Gateway Community and Technical College, in collaboration with the regions public/parochial schools and

industry partners, proposes to create an on-campus high school focusing on science, mathematics, and advancedtechnology (manufacturing) for selected high school juniors and seniors. The program will be located on the Boone

Campus of Gateway and will make use of the colleges Center for Advanced Manufacturing where there existsspace capacity during the day. Students will spend their junior and senior years taking a specialized and rigorouscurriculum which will satisfy their respective high school graduation requirements, as well as earning college creditup to an Associates Degree. The School for Science, Engineering, Math, and Advanced Technology(SEMAT) willselect up to 250 students in a competitive application process. Business and industry partners will provide studentswith internships and post-graduate cooperative education opportunities during the summers post-graduationemployment. Special programs for students in their freshman and sophomore years will augment the program andserve as recruitment for the School. While all students will be certified as college and career ready , students inthe advanced technology track will achieve an additional certification as apprenticeship ready upon graduationfrom high school.

The Immediate Need

To launch the School for Science, Engineering, Mathematics, and Advanced Technology, a year of seriouscollaborative planning is required. The college will employ a consultant who will bring together a blue ribbon

advisory taskforce of school, college, and business/industry CEOs to advise on designof the program specifics.The deliverables of the planning process will be:


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1.

Form the Schools Steering Committee headed jointly by the college president, a local superintendent andan industry CEO and comprised of individuals of influence and affluence.

2.

Complete curriculum design and the readiness to be implemented;3.

Obtain necessary accreditations or other licenses to operate;4.

Identify outcome measures;5.

Develop recruitment strategies for students, parents and faculty;6.

Recruit needed business/industry partners; and,

7.

Execute a sustainability plan for the program funding through the creation of the SEMAT EndowmentPrograms.

The college needs a $150,000 planning grant to initiate the planning if the School is to be launched in 2015-

2016(an ambitious schedule). The funds will be used to hire a consultant/expert in creating this type of school,provide stipends to faculty and other curriculum content experts, engage school accreditation experts, conduct focusgroups and generally support the planning committee work including visits to similar programs in the nation.Conceptual details for The Schoolcan be found in Appendix G.

SUMMARY OF CHALLENGES AND OPPORTUNITIES

The following summary of challenges and opportunities can ignite further dialogue across the tri-state region thatcould lead to a comprehensive strategy to attract and retain individuals in the high-tech, high-wage careers foundin advanced manufacturing.

1.

A substantial and sustained comprehensive marketing and recruitment campaign that uses the brandingexpertise in the region must be planned and executed across the tri-state. The purpose of the coordinatedeffort will be to transform the perception of advanced manufacturing into a highly valued and sought-aftercareer for the identified target populations.

2.

Dual credit programs that provide pathways to postsecondary education or direct entry-level positionsneed to be increased. Recurring funds are needed that would provide 200 slots annually for high schoolstudents to obtain the Certified Production Technician (CPT) certificate. The CPT is a nationallyrecognized, industry standard certification that indicates entry-level preparation for nearly half of the

manufacturing jobs available today.3.

A coordinated regional approach that supports students through programs designed to produce entry- andmiddle-level employees must be developed and implemented. Emphasis on coordinated scholarships andwork-based experiences needs to be better coordinated among providers, funders, and employers.

4.

The creation of the School for Science, Engineering, Math and Advanced Technology (SEMAT)is a BIGand BOLD concept that will transform advanced manufacturing into a desired career field for high schoolstudents. The School will rival other magnet schools in the nation and region and will advance the talentpipeline exponentially.

5.

Partners for a Competitive Workforce (PCW) offers the region a nationally recognized organizationalstructure and the regional expertise needed to address workforce needs in the manufacturing industry andbeyond. Leveraging this existing resource can serve as a springboard to regional, collective efforts.


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23

APPENDICES


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APPENDIX A

RESOURCES ON ADVANCED MANUFACTURING

Accenture. (2014, May 13) Combating the skills shortage in U.S. manufacturing. Retrieved from

http://www.accenture.com/us-en/Pages/insight-combating-skills-shortage-us-manufacturing-

infographic.aspx

Burning Glass Technologies (2014, September 11). Moving the goalposts: How demand for a bachelors

degree is reshaping the workforce. Retrieved fromhttp://www.burning-

glass.com/media/4737/Moving_the_Goalposts.pdf

De Freytas-Tamura, K. (2014, January 18). Britain scrambles to fill skills gap. New York Times. Retrieved

from http://www.nytimes.com/2014/01/18/business/international/britain-scrambles-to-fill-skills-

gap.html?_r=0

Davidson, A. (2012, November 20). Skills don't pay the bills. New York Times Magazine, MM16-MM17.

Retrieved fromhttp://www.nytimes.com/2012/11/25/magazine/skills-dont-pay-the-

bills.html?pagewanted=all&_r=0

Davidson, P. (2012, October 15). Study says shortage of skilled workers not that severe. USA Today.Retrieved from http://www.usatoday.com/story/money/business/2012/10/14/jobs-skills-gap-

study/1630359/

Fehrenback, P. (2013, August 28). Report: Fears of tear-term skills gap are exaggerated. Industry Week.

Retrieved from http://www.industryweek.com/workforce/bridging-skills-gap-best-practices-finding-

keeping-and-growing-talent-0

McCormack, R. (2013, April 19). MIT drills into the manufacturing skills shortage and finds that it doesn't really

exist.Manufacturing and Technology News,20(5).

Morin, N., & Stahl, J. (2013, September 16). Looking for Shortages of Skilled Labor in the

Manufacturing Sector.FEDS Notes. Retrieved from

http://www.federalreserve.gov/econresdata/notes/feds-notes/2013/looking-for-shortages-of-killed-labor-in-the-manufacturing-sector-20130926.html

Osterman, P. & Weaver, A. (2014, March 26). Why claims of skills shortages in manufacturing are

overblown. Economic Policy Institute Report. Retrieved from http://www.epi.org/publication/claims-

skills-shortages-manufacturing-overblown/

Shapiro, G. (2014, February 10). How to fix the high-skill labor shortage. U.S. News and World Report.

Retrieved fromhttp://www.usnews.com/opinion/articles/2014/02/10/apprentice-programs-can-help-fix-the-

high-skill-labor-shortage

SHRM Foundation. (2013, April 10). Current issues in hr: Closing the manufacturing skills gap. Current

Issues in HR. Retrieved fromhttp://www.shrm.org/about/foundation/products/documents/4-

13%20skills%20gap%20briefing.pdf

Sirkin, H. (2014, January 14). The coming shortage of skilled manufacturing workers. Bloomberg

Business Week. Retrieved from http://www.businessweek.com/articles/2013-01-14/the-coming-shortage-

of-skilled-manufacturing-workers

Williams, J. (2014, August 21). How manufacturing can solve its own talent shortage crises. Industry

Week. Retrieved from http://www.industryweek.com/recruiting-retention/how-manufacturing-ca n-solve-

its-own-talent-shortage-crisis
http://www.accenture.com/us-en/Pages/insight-combating-skills-shortage-us-manufacturing-http://www.burning-glass.com/media/4737/Moving_the_Goalposts.pdfhttp://www.burning-glass.com/media/4737/Moving_the_Goalposts.pdfhttp://www.nytimes.com/2014/01/18/business/international/britain-scrambles-to-fill-skills-gap.html?_r=0http://www.nytimes.com/2014/01/18/business/international/britain-scrambles-to-fill-skills-gap.html?_r=0http://www.nytimes.com/2012/11/25/magazine/skills-dont-pay-the-http://www.industryweek.com/workforce/bridging-skills-gap-best-practices-http://www.federalreserve.gov/econresdata/notes/feds-notes/2013/looking-for-shortages-of-http://www.usnews.com/opinion/articles/2014/02/10/apprentice-programs-can-help-fix-the-high-skill-labor-shortagehttp://www.usnews.com/opinion/articles/2014/02/10/apprentice-programs-can-help-fix-the-high-skill-labor-shortagehttp://www.shrm.org/about/foundation/products/documents/4-13%20skills%20gap%20briefing.pdfhttp://www.shrm.org/about/foundation/products/documents/4-13%20skills%20gap%20briefing.pdfhttp://ttp//www.businessweek.com/articles/2013-01-14/the-coming-shttp://ttp//www.industryweek.com/recruiting-retention/how-manufacturing-chttp://ttp//www.industryweek.com/recruiting-retention/how-manufacturing-chttp://ttp//www.businessweek.com/articles/2013-01-14/the-coming-shttp://www.shrm.org/about/foundation/products/documents/4-13%20skills%20gap%20briefing.pdfhttp://www.shrm.org/about/foundation/products/documents/4-13%20skills%20gap%20briefing.pdfhttp://www.usnews.com/opinion/articles/2014/02/10/apprentice-programs-can-help-fix-the-high-skill-labor-shortagehttp://www.usnews.com/opinion/articles/2014/02/10/apprentice-programs-can-help-fix-the-high-skill-labor-shortagehttp://www.federalreserve.gov/econresdata/notes/feds-notes/2013/looking-for-shortages-of-http://www.industryweek.com/workforce/bridging-skills-gap-best-practices-http://www.nytimes.com/2012/11/25/magazine/skills-dont-pay-the-http://www.nytimes.com/2014/01/18/business/international/britain-scrambles-to-fill-skills-gap.html?_r=0http://www.nytimes.com/2014/01/18/business/international/britain-scrambles-to-fill-skills-gap.html?_r=0http://www.burning-glass.com/media/4737/Moving_the_Goalposts.pdfhttp://www.burning-glass.com/media/4737/Moving_the_Goalposts.pdfhttp://www.accenture.com/us-en/Pages/insight-combating-skills-shortage-us-manufacturing-


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APPENDIX B

Advanced Manufacturing Firms Represented on GCTC Program Advisory Committees & Networks

Acramold

Aero Tech

Anderson Manufacturing

ATech Training

Balluff

Belcan Corporation

Berenfield

Burdine Anderson Inc.

Celanese

Complete Cabling Systems

Cummins

DESMA USA, Inc.

Duke Energy

Duro Bag

Eagle Manufacturing/Linamar

Edgewood Universal

Ellison Surface Technologies

Emerson Industrial Automation

Emerson Power Transmission

1stElectrical Service

Fischer Special Manufacturing

Fives

Gallatin Steel

Glier's Goetta

GrayBar

Hahn Automation

HK Systems

Ideal Industries

IPSCO (formerly Newport Steel)

Itron

Johnson Controls

R.A. Jones & Company

Kastle Electronics

Kellogg's SnacksLincoln Electric

L'Oreal

Mach III Clutch

Mauer

Mazak

Messier-Bugatti

Metalex Manufacturing Inc.

Meyer Tool Inc.

MISWACO

Mubea

Nor-Comm

Omni Technologies, Inc.

Perfetti

Progress Rail Services

Richards Industries

RM Welding

Rotek, Inc.

Sandvik Coromant

Schwans

Sheffer Cylinder

Skilcraft

SLB

Snap-On Industrial

SWECO

TK Engineering

Toyota

Tri State Plastics

USA Messier-Bugatti

Valassis

VDV Works

Wagstaff

Waltex, Inc.

Welding Alloys USA

Winelectric

ZF Steering Systems

Zoomtown

Zumbiel Packaging


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Associations/Companies/Consultants Related to Advanced Manufacturing Represented on

GCTC Program Advisory Committees and Networks

BICSI (Building Industry Consulting Service International)

Children's Hospital

Cincinnati Bell

CVG Airport

Local 212 IBEW

Multi-Craft

NJATC (National Joint Apprenticeship Training Committee)

Northern Kentucky Chamber of Commerce

Northern Kentucky Workforce Investment Board

Partners for a Competitive Workforce

US Bank

RR Jordan Consulting

Educational/Training Partners Represented on GCTC Program Advisory Committees and

Networks

Boone County Area Technology Center

Campbell County ATC

Campbell County High School

Cincinnati YWCA

Covington Independent Schools

Dayton Schools

Erlanger-Elsmere Schools

4C for Children

Grant County Schools

Kenton County Schools

Kentucky Tech

Northern Kentucky Education Collaborative

Northern Kentucky University

The Women's Fund for the Greater Cincinnati Foundation

University of Cincinnati

8/11/2019 GCTC Manufacturing Repor

Documents

GCTC Manufacturing Report to the Community