VCCS Conference December 8, 2011 Chris Applegate, Chair
Slide 2
Virginia Resources Summary Report At the Virginia Energy
Workforce Consortium meeting on May 13, 2001, Chris Applegate
discussed a mapping activity in process. This activity was
concerned with matching the Center for Energy Workforce
Developments (CEWD) educational and credential requirements with
the Virginia Community College System (VCCS) educational resources.
The mapping activity used the following resources: CEWD Pathways,
CEWD Stackable Credentials, CEWD Core Competencies, CEWD Career
Clusters; the VCCS 7,000 course master list; and National CTE
Career Cluster list. The mapping was among and between the
aforementioned resources focusing upon CEWD Energy Core Competency
Tiers I, II, III, and IV. We delineated and divided VCCS Courses
across Tiers I-IV into two content groups. One content group is
listed as Energy Related, while the second content group is listed
as Soft Skills Related. In addition, we identified which Community
Colleges offer the courses within both content groups. Initially
the Energy Related course matrix was constructed based upon CEWDs
three (Architecture & Construction; Manufacturing; and
STEM-Science, Technology, Engineering, and Math) Career Clusters
coupled with the CEWD Energy Core Competencies. We added a fourth
Career Cluster known as Information Technology. This fourth cluster
is important and particularly pertinent to the Smart Grid. (An
effort is underway to create a single Energy Cluster) The two
Course content groups were mapped by each of the four CTE Career
Clusters for Energy Related and Soft Skills Related VCCS courses.
Based upon this initial mapping analysis, we are pleased to report,
the Virginia Community College System available course content
meets CEWD Career Cluster requirements contained in CEWDs Stackable
Credentials and Core Competency Models Tiers I-IV. A remapping
effort has been completed as of October 2011. Energy Efficiency
(EE) courses were previously listed (below) as of June 2011. The EE
Matrix will be considered separately by the VEWC based upon pending
VEWC Charter revisions early next year.
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Example
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VCCS Soft Skills Course Descriptions re CEWD Energy Competency
Model Tiers I-IV BUS 110 Business Protocol Presents basic business
etiquette, customs and protocol for individuals desiring to succeed
in the global business environment. Presents information on new
manners relating to diversity, plurality, family values, sexual
freedom, substance abuse, hiring and firing practices. Discusses
dress, language, communication traditions, socializing, traveling
and meeting protocol. Lecture 3 hours per week. 3 credits BUS 117
Leadership Development Covers interpersonal relations in
hierarchical structures. Examines the dynamics of teamwork,
motivation, handling change and conflict and how to achieve
positive results through others. Lecture 3 hours per week. 3
credits BUS 118 Concepts of Supervision Teaches the five functions
of management: planning, organizing, staffing, directing and
controlling. Includes instruction in leadership skills,
problem-solving and decision-making, effective communications,
dealing with conflict and employee relations, time management,
delegation, and motivation. Lecture 3-4 hours per week. 3-4 credits
BUS 149 Workplace Ethics Provides a broad overview of ethics in the
modern day business world including workforce skill building and
self awareness through group discussions. Discusses workplace
topics such as diversity, substance abuse, hiring, firing,
workplace practices, appropriate dress, communication, business
ethics, and interviewing. Lecture 1 hour per week. 1 credit CST 105
Oral Communication Studies effective communication with emphasis on
speaking and listening. Lecture 2-3 hours per week. 2-3 credits CST
110 Introduction to Communication Examines the elements affecting
speech communication at the individual, small group, and public
communication levels with emphasis on practice of communication at
each level. Lecture 2-3 hours per week. 2-3 credits Example
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Virginia Resources (continued) Analyze opportunities with
Career Coaches in promoting Energy Pathways/careers. Analyze
opportunities with Wizard.org in promoting Energy careers. Analyze
Veterans Energy education & employment opportunities. A
nationwide Troops to Energy Jobs was adopted. STEM Consultation
offered to Higher Education Commission in June 2012.
Slide 9
Connecting Veterans To Rewarding Energy Careers Troops to
Energy Jobs Program Update
Slide 10
Virginia Resources (continued) Analyze VCCS curriculum, career
studies certificates, and degrees versus individual utility hiring
requirements. Analyze four year/ graduate college-university degree
awards versus national and state utility hiring requirements.
Analyze Career and Technical Education (CTE) secondary education
opportunities.
Slide 11
Virginia Resources (continued) Analyze CTE Career Clusters as
they relate to the Energy Industry. Motioned and resolved to the
VEWC a statewide initiative to adopt a 17 th Career Cluster known
as Energy. Developed and presented a 17 th Cluster project plan.
The Governors Energy Office has offered assistance to help
coordinate with the Dept of Education. VEWC inclusion by Governors
Energy Conference
Slide 12
Adopting a 17 th Energy Career Cluster
Slide 13
Why a 17 th Career Cluster in Energy? This is a grassroots
state by state effort Energy jobs hidden among other clusters The
Nation has a focus on a clean energy economy 50% of the energy
workforce will retire in the next 5-10 years
Slide 14
Energy Jobs Career Cluster Map Power, Structural and Technical
Systems: Engineering Specialist Equipment Maintenance Technician
Welder Agriculture, Food and Natural Resources Production,
processing, marketing, distribution, financing & development of
agricultural commodities including natural resources such as coal,
natural gas and renewables Construction: Pipefitter Pipelayer
Lineworker Electrical & Power Transmission Installers
Maintenance Operations: Electrician Boilermaker Pipefitter
Pipelayer Substation Technician I & C Technician E & I
Technician Engineering and Technology: Electrical Engineer Power
Systems Engineer Mechanical Engineer Nuclear Engineer Science and
Math: Nuclear Chemist Nuclear Technician Career Clusters A grouping
of occupations and broad industries based on commonalities. The
sixteen career clusters provide an organizing tool for schools,
small learning communities, academies and magnet schools. Science,
Technology, Engineering and Mathematics Planning, managing, and
providing technical services Architecture and Construction
Designing, planning, managing, building and maintaining the built
environment Clusters Pathways Manufacturing Production Process
Development: Electrical and Electronics Technician Engineering and
related Technician Power Generating & Reactor Plant Operator
Maintenance, Installation & Repair Boilermaker Pipefitter
Manufacturing Planning, managing, and performing the processing of
materials into the intermediate or final products Recommended
additions
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Example
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Plant Operator Electrical Technician Mechanical Technician
Instrument & Control Technician Alternate Fuel Technicians
Lineworker Substation Technician Engineering Technician Relay
Technician Natural Gas Technology Business Fundamentals Teamwor k
Following Directions Planning, Organizing & Scheduling Problem
Solving Decision Making Ethics Employability & Entrepreneurship
Skills Working with Basic Hand & Power Tools & Technology
Mathematics Locating, Reading & Using Information Writing
Listening Speaking Engineering & Technology Critical &
Analytical Thinking Science Information Technology Interperson al
Skills Integrity Professionalism ReputationMotivation Dependabilit
y & Reliability Self- Developmen t Flexibility &
Adaptabilit y Ability To Learn Non-Nuclear Generation (Coal,
Natural Gas, Oil, Hydro, Solar, Wind, Biofuel, Geothermal) Nuclear
Generation Electric Transmission & Distribution Gas
Transmission & Distribution Tier 5 Industry-Specific Technical
Competencies Safety Awareness Industry Principles & Concepts
Environmental Laws & Regulations Quality Control &
Continuous Improvement Troubleshooting Tier 4 Industry-Wide
Technical Competencies Tier 3 Workplace Competencies Tier 2
Academic Competencies Tier 1 Personal Effectiveness Competencies
Tier 6-8 Occupation-Specific Competencies The Energy Industry has a
Competency Model (Generation, Transmission & Distribution)
Slide 21
National Forum: State Energy Workforce Consortia August 15,
2012 Chris Applegate
Slide 22
Renato- Use existing cover slide of Arlington Community Energy
Plan here-see clips
Slide 23
Arlington CEP History April 10, 2008: Declaration of
Cooperation Between Metropolitan Regions and Areas of the United
States and Europe. Declaration Purpose: Promote and exchange
innovative strategies about climate friendly technologies and
developments. Declaration Parties: Network of European Regions and
Areas National Association of Regional Councils Northern Virginia
Regional Commission Metropolitan Washington Council of Governments
Verband Region Stuttgart, Germany
Slide 24
Arlington CEP History (continued) January 1, 2010: County Board
commissioned a Taskforce to develop recommendations for a long
range Community Energy Plan. May 2011: CEP Taskforce recommends to
the County Board comprehensive 40 year CEP. The Board approved the
CEP and appointed a Community Energy Advisory Group (CEAG) to
develop an Implementation Plan by November 2012. Chris Applegate is
a CEAG member.
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Specific CEP NOVA future steps Analyze occupational outcomes
arising from the CEP. Assess occupational competency models versus
available VCCS curriculum (i.e., credentialing). Recommend
curriculum additions as necessary. Ensure educational awards will
satisfy CEP occupational requirements.
Slide 35
Specific CEP NOVA future steps (continued) Develop experiential
understanding of the German Energy Planning & Implementation
model. Initiate Transatlantic Study Tour of German Vocational
Training. March 2012- Done: Study Tour Executive Summary follows.
Initiate NOVA faculty discussions regarding Energy Curriculum/
Awards.
Slide 36
Specific CEP NOVA future steps (continued) Initiate &
coordinate pertinent Faculty Symposiums with an overarching goal of
developing an Energy & Sustainability Program. The program will
support Arlingtons CEP and become scalable to National Science
Foundation grant opportunities. (Student Excellence & Access).
Coordinate and strengthen relationship with VW automotive
technology & German light rail vendors regarding the CEP
transportation plan.
Slide 37
Specific CEP NOVA future steps (continued) Modify articulation
agreements as necessary regarding Energy Programs. (e.g., George
Washington University is presently developing Energy Curriculum
Programs). Maintain awareness pertinent to Energy Programs and the
Smart Grid for curriculum opportunities. Maintain Passive Haus
& Solar Decathlon (DOE) awareness regarding energy efficiency.
Germanys worldwide energy efficiency company, Rehau is available to
advise and assist as necessary.
Slide 38
Transatlantic Study Tour of German Vocational Training In the
Fields of Renewable Energy, and ClimateFriendly Technologies March
17-23 rd, 2012 (Berlin, Wolfsburg, Erlangen and Stuttgart)
Executive Summary Following its established method of
problem-focused, goal-oriented and geographic-specific transfers of
innovations between Germany and the US, the Northern Virginia
Regional Commission (NVRC) partnered with the Friedrich Ebert
Foundation, the Northern Virginia Community College, the Center for
American Progress, the BlueGreen Alliance, and German businesses
VW, Rehau, Siemens and EnBW, for a one-week peer-to-peer policy
exchange to study German vocational training and its promotion of
economic development and sustainable energy management best
practices. On March 18-23, 2012, the five-member delegation met
with senior experts representing German federal, state and local
governments, unions, utilities, corporations and academic
institutions involved with the German education and vocational
training system.
Slide 39
This work is part of larger efforts to address the Northern
Virginia regions workforce challenges needed to support a vibrant,
competitive regional economy. NVRC, George Mason University and the
Northern Virginia Community College estimate that 650,000 new
workers will be needed in the next decade (approx) to fill new and
replacement jobs from population growth and baby-boomer
retirements. The participants observed: The ways that German
secondary and post-secondary education system seamlessly links to
business, labor, and government. This linkage occurs so
successfully that German Industries enjoy a workforce that is
continuously available. The workforce in Germany also is agile
enough to support workforce challenges that emanate from rapidly
changing technologies and global competition.
Slide 40
There is an exceptional breadth and depth of cooperation among
the governmental, educational, business and labor sectors that
supports the Dual System of vocational training. The German
vocational training system (secondary to post-secondary) and its
stakeholders (governmental officials, union leaders, elected
officials at the state and local levels, corporations, chambers of
commerce) value the vocational training systems consensus basis.
There are multiple lessons from the German vocational training
system with potential application in the US in general and Northern
Virginia in particular. The success of the German vocational
training model confirms the critical importance of strong
relationships between education and industry. If the US education
system understands the occupational requirements industry expects,
the likelihood of a suitable workforce becomes more realistic. In
this case, industry could provide the knowledge, skills, and
abilities or core competencies required for all occupations.
Education could then map its curriculum, programs, and degrees to
industry requirements a process often referred to as credentialing.
The outcomes can be a sufficiently trained workforce at all levels
of sophistication. Germany, for example, has 345 approved
occupations.
Slide 41
Presently, the Virginia Community College System has started a
credentialing initiative as part of a cooperative national energy
industry consortium. This initiative began through the Virginia
Energy Workforce Consortium (VEWC) and has direct ties to the
Northern Virginia Community Energy Planning programs, which were
informed also by the German model. The Virginia Community College
systems will explore more formal cooperation between the Energy
Industry and the Secondary Education systems across the
Commonwealth. This includes the VEWC and efforts to further
institutionalize the Energy Industry as its own Industry
Cluster.
Slide 42
Northern Virginia can seek opportunities to improve secondary
science, technology, engineering and mathematics (STEM) outcomes.
An example of corporate/industry support can be Exxon-Mobil, one of
the largest energy companies in the world with roots in Northern
Virginia. ExxonMobil has launched such a strategy to improve
outcomes, but this will require financial support for
implementation. Northern Virginia Community College has established
the Pathway to the Baccalaureate (P2B) program to help students
navigate from high school to community college or related
vocational training and ultimately to a four-year university.
Northern Virginia Community College can explore pertinent
opportunities for follow-up and cooperation among and between
German corporations and education. This could include disciplines
such as architecture & construction; STEM; information
technology; manufacturing; and energy. Also, there may be
opportunities for international articulation agreements. One
specific example discussed during the exchange is Germanys
experiences with design standards for passive housing, for both new
and renovated construction.
Slide 43
The German vocational training system incorporates the voices
of business and workers and is supported by the coordination of
government. The effect is inclusion of short- term business and
long-term worker interests. This strengthens the entire system for
all involved. While this structure is unlikely to be copied to the
US, it provides a useful benchmark that can inform the development
of vocational training efforts in the US.