Workforce Review and Analysis: Manufacturing Sector

February 2013

Houston Community College Office of Workforce Instruction

In Partnership with the HCC Foundation

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Table of Contents

INTRODUCTION ............................................................................................................................................. 3

The Manufacturing Sector ........................................................................................................................ 4

Purpose of this Report ............................................................................................................................... 5

SUMMARY OF LITERATURE REVIEW ............................................................................................................. 5

Manufacturing Industry: Historical Trends ............................................................................................... 6

TRENDS IN MANUFACTURING ...................................................................................................................... 7

Manufacturing Outlook: Texas and Houston ............................................................................................ 7

Training Requirements ............................................................................................................................ 10

Embedding Industry Certifications into College Workforce Training Programs ..................................... 11

HOUSTON COMMUNITY COLLEGE WORKFORCE INSTRUCTION: ............................................................... 13

WHERE ARE WE? ......................................................................................................................................... 13

EMPLOYER ENGAGEMENT AND SKILLS SUMMIT ........................................................................................ 14

Additional Data Collection and Analysis ................................................................................................. 16

RECOMMENDATIONS FOR FUTURE ACTION ............................................................................................... 16

Career and Work Readiness Essential for Manufacturing Sector ........................................................... 17

Industry Certifications ............................................................................................................................. 17

Equipment and Facilities ......................................................................................................................... 19

Accreditations and Professional Development ....................................................................................... 20

Workforce Dual Credit Partnerships and Career Pathways .................................................................... 20

Grants and Employer Partnerships ......................................................................................................... 21

SUMMARY ................................................................................................................................................... 21

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INTRODUCTION

In mid-2011, the Instructional Leadership department of Houston

Community College (HCC) initiated a review of the workforce needs in the

Greater Houston Area in an effort to review and analyze the alignment

and relevancy of workforce training programs offered by the college.

Since one of the key initiatives in HCC’s 2012-2015 Strategic Plan is to

respond to the needs of business and industry for skilled workers, HCC

decided that a comprehensive review of our workforce programs was

needed to determine the currency of the college’s programs related to

the changes that have taken place in the local, regional, and national

economy during the last 10 to 15 years. The research imperative is to

ensure that we develop and follow a strategic blueprint, aligned with

HCC’S overall strategic plan, to sustain and direct HCC workforce program

development that is responsive to both the Greater Houston Area’s and

the state’s labor market needs. The overall objective will be to move from

analysis to transformation of our workforce programs that will position

HCC as the leading institution in workforce and economic development.

Throughout the assessment process, the seven driving questions of the review are:

1. What are the major workforce trends and labor market statistics for the Greater

Houston Area by industry cluster?

2. Is the current program content reflective of the current industry occupation skills,

knowledge, and industry certification requirements relevant to employers when making

hiring decisions?

3. Is the right mix of workforce programs offered at the right campuses based on proximity

of industry sectors using labor market and industry data?

4. What is the capacity of the programs (facilities, equipment, and faculty expertise and

resources)?

5. Are there programs with potential for growth?

82% of manufacturers report a moderate-to-serious skills gap in skilled production

69% of manufacturers expect the skills shortage in skilled production to worsen in the next 3-5 years

74% of manufacturers report that this skills gap has negatively impacted their company’s ability to expand operations

5% of all jobs in manufacturing are unfilled due to lack of qualified workers

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6. How can HCC increase the engagement of business and industry as active partners in

the strategic planning of its workforce programs?

7. How does the organizational structure in place support innovation, industry

engagement, constant evaluation, and growth?

The following analysis, based on the answers to the above questions, identifies the gaps

between what is currently offered at HCC, the capacity and structure in place, and then

determine specific strategies for enhancement of the programs as needed.

Our first step was to determine the high-growth, high-demand industry sectors in the Greater

Houston Area. They are: Energy, Manufacturing, and Trades; Transportation and Logistics;

Health Care; Information Technology; Business and Personal Services; Public Safety; and

Biotechnology. HCC has now started to conduct focused strategic workforce development

forums called “Workforce Skills Summits,” each focused on a particular industry sector. In

these forums, we engaged economic development leaders and employers in a discussion about

the workforce skills and knowledge that employers seek when making hiring decisions.

The Manufacturing Sector

What remains a lasting perception in the manufacturing industry is that machine and welding

jobs were labeled “blue collar” work and historically have been associated with low wages and

low job growth opportunities. The former “blue collar” work in this sector has been

transformed due to the influence of technology, the complexity of products, faster production

cycles, increased demand for customization, and distribution requirements of products

manufactured.

The new manufacturing jobs now require a higher-skilled, professional technician who has the

ability to think critically and solve quality issues during production. The traditional view of

“blue collar workers” has transitioned to the need for a variety of professional technicians

trained in multiple aspects of production and expected to actively engage in higher work-

applied reasoning, in a diversified work environment, with a demand for quicker production

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outcomes. These professional technical jobs may be considered mid-level skill jobs, and

increasingly wages for technicians holding these jobs outperform those of individuals with four-

year degrees (Carnavale, 2009).

The Greater Houston Partnership lists Houston as the country's #1 city for manufacturing plants

and jobs. Yet, manufacturing employers are continuously challenged to find qualified skilled

workers – even in times of high unemployment – mostly because there is a skills gap between

the available workforce and the skills sets they must have to be productive in today’s

manufacturing industry workplace. Recognizing that access to qualified individuals with high-

quality education, training, and skills set is critical to manufacturers’ capacity for innovation and

business success, HCC held its first “ Manufacturing Skills Summit” on September 28, 2012.

Purpose of this Report

This report is a summary of the literature review research related to manufacturing as well as

the results and feedback learned during the summit from the panelists and employers who

participated in the summit and who also completed a brief survey during the event. The report

includes a brief section regarding the most recognized manufacturing workforce needs research

of the past five years, a review of the current HCC manufacturing-related programs offered, a

summary of the Skills Summit outcomes, and lastly, recommendations for future action. A

similar report format will follow each of the Skills Summit events.

SUMMARY OF LITERATURE REVIEW

In spite of the recent recession, Houston’s economy has maintained a steady growth (Forbes, L.,

2010). The energy, health care, oil and gas, and technology sectors – combined with strong

transportation and distribution infrastructure and top educational institutions – have helped

Houston weather the recession better than most cities. Moreover, these factors have

influenced the increased immigration of people from other U.S. cities to Houston seeking jobs,

a high standard of living, and opportunities (University of Texas, 2011; Scheneider, A., 2012).

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The Greater Houston Partnership lists Houston as the #1

manufacturing city in the U.S. Employers in this sector,

however, continue to express that the most difficult

challenge they face is finding qualified skilled workers for

the number of unfilled vacancies they currently hold.

This challenge – to recruit qualified workers in

manufacturing – holds as true across the U.S. as it does in

Houston. The “2011 Skills Gap Report” by the National

Manufacturing Institute (NMI) in collaboration with

Deloitte Consulting LLP, substantiated the talent challenge

that U.S. manufacturers face and warns of even greater

skilled worker shortages in the near future.

Manufacturing Industry: Historical Trends Though the industry is experiencing an upturn in demand, many Americans still remember the

large number of jobs lost by the manufacturing sector in the 80’s and 90’s. Employers, faced

with increased labor costs driven by union contracts, moved production overseas seeking

higher production, union-free environments, and lower labor costs. In addition, technology

applications in manufacturing also implied fewer people were needed in production. The flat

world economy and the subsequent increased global competition also impacted American

exports as computer, textile, and fabric industries faced increased competition from foreign

markets (U.S. Bureau of Labor Statistics, 2000). As a result, many American jobs were lost to

China and India.

But the world has significantly changed between 1980 and 2010. Thirty years later, a large

number of baby boomers are at retirement age and technology advances have changed the

manufacturing process, mostly resulting in increased productivity (Hurt, 2012). Local and global

demand for products is now highly influenced by complex logistics and distribution algorithms

that have led to the expectation of a faster and individualized consumer experience. Wages

“Manufacturers in the United States have a talent problem. Just as manufacturing grows more complex and innovation drives the industry, companies can no longer find workers with the skills today’s jobs demand. This deficit in talent available to manufacturers poses a direct threat to the future prosperity and security of the United States.”

-- Roadmap to Education Reform for Manufacturing, NIM (2012).

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have increased globally as have the cost of transporting goods (due to oil and gas prices),

changing the competitive imperatives for this sector.

Respondents to the 2011 NMI Skills Gap Survey overwhelmingly (74%) indicated that the

greatest need they faced was the shortage of skilled production jobs which required a variety of

technicians, including machinists, operators, craft workers, and distributors (National

Manufacturing Institute, 2011). These shortages present a critical challenge to their

companies’ performance and ability to compete not only locally, but globally (National

Manufacturing Institute, 2011). Due to the shortages, production capacity limits their ability for

expansion, innovation, and productivity improvements (National Manufacturing Institute,

2011).

TRENDS IN MANUFACTURING

There is a slow but steady growth taking

place in U.S. manufacturing. A recent

report published by Industry Week

indicates that according to the

Association for Manufacturing

Technology, U.S. manufacturing

technology orders totaled $667.47

million in September 2012. This total reflected an increase of 40.7% from August 2012 and up

13.4% when compared with the total of $588.80 million reported for September 2011. Overall

year-to-date orders are also up totaling $4,282.11 million, a 5.6% compared with 2011

(Hessman, T., 2012).

Manufacturing Outlook: Texas and Houston

As part of our workforce review and analysis, Houston Community College commissioned

Economic Modeling Specialists Intl. (EMSI) to produce an economic and labor market analysis of

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the manufacturing sectors within the HCC service area across Greater Houston. The following

section and tables included here are direct references from this report.

In the HCC service area, the manufacturing sector directly accounts for 214,144 jobs. These

jobs ripple out through the economy to produce another 248,407 jobs. In effect, the

manufacturing sector is responsible for supporting 462,551 jobs in the HCC service area, or

15% of all employment (EMSI, 2012).

Manufacturing Change Comparison: HCCS Service Area, Texas, and the U.S. (Source: EMSI, 2012 report)

Region 2012 Jobs 2017 Jobs % Change

Houston CCS 214,144 209,299 2.3%

State 923,373 898,468 2.7%

Nation 12,619,769 11,793,353 6.5%

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Below are the largest sub-sectors within manufacturing, as measured by number of workers employed in 2012, with details on earnings per worker.

.

Meanwhile, the following are projected to be the fastest-growing sub-sectors within manufacturing, as measured by the number of new jobs (“Change” within the table) from 2012 to 2017.

Description 2012 Jobs

2017 Jobs Change %

Change

2012 Average

Earnings Oil and Gas Field Machinery and Equipment Manufacturing

34,772 36,084 1,312 4% $126,131

Plate Work Manufacturing 4,064 4,838 774 19% $73,752 Guided Missile and Space Vehicle Manufacturing

1,408 1,961 553 39% $149,688

Fabricated Pipe and Pipe Fitting Manufacturing 4,727 5,178 451 10% $77,070

Instruments and Related Products Manufacturing for Measuring, Displaying, and Controlling Industrial Process Variables

3,333 3,769 436 13% $87,931

Industrial Valve Manufacturing 5,119 5,495 376 7% $89,169 Industrial Gas Manufacturing 2,329 2,679 350 15% $156,996 Plastics Bag and Pouch Manufacturing 1,027 1,370 343 33% $59,178

Sign Manufacturing 1,725 2,010 285 17% $51,588 Other Concrete Product Manufacturing 1,031 1,300 269 26% $47,902

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Training Requirements

Jobs with growth opportunity and a good median hourly wage are also accessible with some workforce training. The following are the jobs in these sectors that require a postsecondary non-degree award:

SOC Code

Description 2012 Jobs

2017 Jobs

Change % Change

Openings Annual Openings

Median Hourly Wage

17-3011 Architectural and Civil Drafters

2,605 2,516 (89) (3%) 255 51 $24.44

17-3013 Mechanical Drafters 2,233 2,307 74 3% 291 58 $26.83

49-2094

Electrical and Electronics Repairers, Commercial and Industrial Equipment

1,326 1,355 29 2% 194 39 $26.29

49-2097

Electronic Home Entertainment Equipment Installers and Repairers

580 658 78 13% 148 30 $15.16

49-2098 Security and Fire Alarm Systems Installers

1,641 1,908 267 16% 469 94 $20.00

49-3011 Aircraft Mechanics and Service Technicians 2,461 2,837 376 15% 747 149 $26.39

49-3023 Automotive Service Technicians and Mechanics

13,107 13,712 605 5% 2,300 460 $15.05

49-3031 Bus and Truck Mechanics and Diesel Engine Specialists

5,181 5,373 192 4% 755 151 $20.01

49-3042 Mobile Heavy Equipment Mechanics, Except Engines

4,491 4,998 507 11% 1,090 218 $18.06

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The following are the jobs that require only short term and on-the-job training:

Embedding Industry Certifications into College Workforce Training Programs

The need to increase competitive capacity is critical for manufacturers in the U.S. Product

innovation in manufacturing leads to increased competitiveness, higher wages, and creation of

high growth jobs, while also increasing indirect jobs. Industry leaders of the National

Association of Manufacturers (NAM) have been wrestling with the skills gaps and, as a result,

have developed a skills certification system. The system provides benchmark standardized

SOC Code Description

2012 Jobs

2017 Jobs Change

% Change Openings

Annual Openings

Median Hourly Wage

49-9021

Heating, Air Conditioning, and Refrigeration Mechanics and Installers

6,280 7,205 925 15% 1,481 296 $19.72

49-9071 Maintenance and Repair Workers, General

24,280 25,854 1,574 6% 3,807 761 $16.73

51-2022 Electrical and Electronic Equipment Assemblers

3,431 3,325 (106) (3%) 266 53 $13.68

51-2092 Team Assemblers 14,326 14,439 113 1% 1,609 322 $12.10

51-4121 Welders, Cutters, Solderers, and Brazers

14,627 15,127 500 3% 2,451 490 $18.40

53-3031 Driver/Sales Workers 6,647 7,240 593 9% 1,254 251 $11.78

53-3033 Light Truck or Delivery Services Drivers 12,968 13,586 618 5% 1,908 382 $14.49

53-7051 Industrial Truck and Tractor Operators

9,389 9,668 279 3% 1,608 322 $13.62

53-7061 Cleaners of Vehicles and Equipment

8,235 8,426 191 2% 1,420 284 $9.90

53-7062 Laborers and Freight, Stock, and Material Movers, Hand

44,743 46,818 2,075 5% 9,227 1,845 $11.72

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assessments of the critical workplace traits and occupational skills an individual needs to

operate in the advanced manufacturing workplace driven by productivity and flexibility.

Employers endorsed the skills certification system, agreeing that it confirms both technical and

non-technical skills. Aware of the critiques of some information technology credentials, the

NAM-endorsed system is based on both theory and hands-on demonstration of skills which

provides the employers an independent assurance that an individual has both the “book

smarts” and the “street smarts” to function in today’s high-paced and complex manufacturing

environment. The industry endorsed this system as a way to assess skills of incoming workers

as well as advance incumbent workers in the plants.

The NAM-endorsed Manufacturing Skills Certification System includes a series of stackable

industry credentials which are applicable to all sectors in the manufacturing industry. The

system integrates a competency-based learning pathway model that is standards-based,

performance-based, and proficiency-based. Furthermore, the certifications provide the

individual with nationally industry recognized credentials validating skills for high-quality,

middle-class manufacturing jobs.

These industry-recognized credentials validate the skills and competencies needed to be

productive and successful in entry-level positions in any manufacturing environment. The

credentialing partners that comprise the Skills Certification System are American College

Testing (ACT), the American Welding Society (AWS), the Manufacturing Skill Standards Council

(MSSC), the National Institute of Metalworking Skills (NIMS), and the Society of Manufacturing

Engineers (SME).

An emerging trend is integrating entry-level certifications into the college workforce training

programs curriculum. From the educational perspective, the additional benefit of the system is

that it provides a lifelong learning approach with multiple points of re-entry into education and

work leading to career and higher education advancement. Many community college students

are adults who first come to the college in need of relevant workplace skills to open doors to

job vacancies for which they can’t otherwise qualify. The NAM-endorsed system provides a

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career ladder pathway and a guide to community college workforce professionals to align

short-term and long-term certificates and degrees with skills that are relevant to the industry.

HOUSTON COMMUNITY COLLEGE WORKFORCE INSTRUCTION: WHERE ARE WE? HCC’s workforce instructional programs focus on Houston’s high-growth, high-demand industry

clusters sectors: Energy, Health Care, Manufacturing, Transportation and Global Supply Chain &

Logistics, Information Technology, Business, Hospitality, and Personal Services. More than 70

credit workforce programs offer Associate in Applied Science degrees, and certificates are

offered throughout the Greater Houston Area and through HCC’s Distance Learning program.

In addition, the HCC Corporate College works directly with employers to develop customized

training solutions based on skills and knowledge need assessments and a company’s strategic

goals. The School of Continuing Education offers fast track entry-level Marketable Skills

Achievement Awards in more than 20 areas which also serve as a college-entry pathway. The

HCC Apprenticeship Program is a partnership between HCC and the Apprenticeship and

Training Association of Texas (ATAT). The HCC Apprenticeship Program provides a three- to five-

year job training system for skilled trade and craft workers.

In 2011-2012, HCC awarded more than 3,731 workforce degrees and certificates. More than

41% of HCC enrollment is comprised of workforce degree or certificate-seeking students, and

the number continues to grow annually. Just over 54% of these students are female and 46%

are male. As of Fall 2011, there were 11,662 students enrolled in workforce coursework at HCC.

As part of our continuing efforts to evolve with the region’s workforce needs, we have launched

several new programs in recent years.

• The new Advanced Manufacturing Technology Institute at HCC Central College hosts

machining and advanced manufacturing engineering technology programs and is an

Authorized Training Center (ATC) for Engineering Geometry Systems.

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• Through a unique partnership with Goldman Sachs, the HCC Center for

Entrepreneurship offers a practical business management education program to help

small business owners develop the skills they need to grow their companies.

• The Division of Science and Engineering Technologies at HCC’s Northeast College

provides high-tech career and technical education related to planning, managing, and

providing applied STEM technical services for oil and gas, manufacturing, construction,

chemical, petroleum, renewable and sustainable energy companies.

• Through partnerships with industry leaders (such as Microsoft, CISCO, CompTia, Intuit,

and others), HCC’s Digital Simulation and Gaming, Computer Science, Business

Technology, and Accounting programs offer training that leads to industry certification

in addition to college credentials.

• The Certified Logistics Associate was added last year at HCC Southeast College in

response to the needs of distribution centers and the expansion of the Port of Houston.

• HCC Southwest College offers the technical training necessary for students considering

a Drafting/Design career in the fields of architecture, construction, manufacturing, and

engineering. The program provides a strong academic and technical base to give the

graduate the needed skills and knowledge for immediate employment and the

foundation for professional growth.

HCC is also planning an alignment assessment for the HCC manufacturing-related workforce

training programs in reviewing the programs with the results of this report. Similar outlines will

be used for other workforce programs as part of the industry cluster reviews.

EMPLOYER ENGAGEMENT AND SKILLS SUMMIT

The HCC Manufacturing Skills Summit Breakfast was held September 28, 2012, at Brady’s

Landing in southeast Houston, a hub for local manufacturing activity. John Higgins, President

and CEO of NEUTEX Advanced Energy, delivered the keynote for the event. During his

presentation, Mr. Higgins indicated that NEUTEX had recently relocated to the U.S., returning to

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Houston from China. Increased shipping costs, quality control issues due to lower standards,

constant travel costs, increased tariffs, and contraband search costs were motivating factors in

the company’s decision to return to the U.S. In addition, the company realized they were

helping in the development of a middle class in China, instead of helping to build and maintain

it right here in Houston. Mr. Higgins explained that NEUTEX moved to Houston because the

quality of production is better, people are more efficient, and the city possesses a great logistics

distribution location supported by a strong transportation infrastructure system.

Overall, nearly 130 people attended the Skills Summit, including employers representing the

various sectors of the local manufacturing industry. Other panelists for the event included the

following individuals and organizations:

• Tom Pauken, Commissioner Representing Employers for the Texas Workforce Commission; • Cally Graves, Senior Industry Liaison, Houston Galveston Area Council; • John Higgins, President and CEO, NEUTEX Advanced Energy Group; • Jeff Applegate, President, Blackwell Plastics and also president of GHMA; • Ron Lehman from Texas Manufacturing Assistance Center; • Craig Richard, Chief Economic Development Officer, Greater Houston Partnership; and • Kevin Helm, Supply Chain Manager, Oceaneering International.

This event was the first in a series of skills summits focused on the workforce and skills needs

for high-demand, high-growth industries in the Houston area and how HCC’s curriculum can

continue to be enhanced to meet the needs of the emerging labor force. This summit was

hosted by HCC in partnership with the Texas Manufacturing Assistance Center, Texas Workforce

Commission, Houston-Galveston Area Council, and the Greater Houston Manufacturing

Association.

The summit is the final step the workforce programs use to initiate curriculum changes and

continue to align workforce education curriculum with relevant skills training objectives for

each industry cluster. These findings will help guide us in enhancing the relevancy of all (SCH

and CE) related programs and corresponding credentialing opportunities for our students.

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Additional Data Collection and Analysis

Parallel to the research and skills summit planning, an assessment of facilities and equipment

was conducted for the largest concentration of manufacturing-related training program

classroom facilities at HCC Central College. Review of facilities and capacity at HCC NE College’s

Welding lab and HCC SE College Welding, and other related programs, is also under

development.

With increased calls from employers to the HCC Corporate College for customized training, one

action item that has already been implemented is the launch of plans to develop a new

Advanced Manufacturing Technology Institute (AMTI). AMTI is a collaboration between HCC

Corporate College, HCC Central, HCC NE College, HCC SE College and HCC’s School of Continuing

Education to help prepare future manufacturing career professionals and upgrade incumbent

worker skills.

During the 2012-2013 fiscal year, an update of the facilities as well as repairs and upgrading of

HCC’s 60 welding booths and related equipment began. In addition, upgrades and repairs to the

machinery housed in the Machining and Advanced Manufacturing labs at Central College were

initiated. Advanced CNC machines are also used at SW College as part of the drafting program.

NCCER credentialing for all faculty in these programs has also been completed, together with

the immersion of the NCCER curriculum to the courses to commence industry credentialing of

students in the program in the 2012-2013 fiscal year. Additional faculty training and

credentialing is under assessment based on the information presented in this report.

RECOMMENDATIONS FOR FUTURE ACTION The information below reflects the findings, survey feedback, and comments followed by

implications for curriculum and specific action items. A district-wide Manufacturing Curriculum

Enhancement Task Force has been organized which includes instructional deans and program

faculty to review current alignment of curriculum based on research data and the skills summit

event. The Task Force will be focused on developing an action plan and timeline to implement

necessary enhancements within 12 months or less.

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Career and Work Readiness Essential for Manufacturing Sector

HCC will review its curriculum to ensure that we continue to emphasize the development of

these skills in our workforce students:

• Basic Applied Math: Qualified manufacturing workers must have the ability to

perform work-related basic arithmetic and technical math calculations (not college

algebra) and apply them to work-related situations (division, multiplication,

percentages, fractions).

• Work Habits: Qualified manufacturing workers must possess behavioral work skills

such as reliability, the ability to work in teams, and the ability to communicate

effectively with a diversified group of co-workers and supervisors.

• Problem Solving: Qualified workers must be trained and demonstrate problem solving

and critical thinking skills.

• Reading and Basic Work Information Analytical Skills: Qualified workers must

demonstrate the ability to locate, synthesize, and apply workplace document

information that is presented in graphics and in text.

Industry Certifications

The integration of technology and the demand for high productivity that dominate the

advanced manufacturing sector increasingly require a higher-skilled, safe, and trained

manufacturing workforce. Manufacturing skills gaps researchers and HCC Skills Summit

employer attendees indicated that industry certifications add validation of the skills and

competencies that entry-level workers need to be productive and successful in any

manufacturing environment.

a. The Manufacturing Skills Certification System endorsed by the National Association of

Manufacturers (NAM) is a series of credentials applicable across all sectors in the

manufacturing economy. It can be used for new-hire screening and assessment as well

as to enhance current worker skill sets. The NAM-endorsed system directly addresses

the deficits in manufacturing education and training that are limiting the pool of

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qualified candidates for U.S. manufacturing jobs. Certifications are valuable to

employers since they are designed to measure a minimum standard of competencies

identified by employers as critical when making hiring decisions. HCC’s machining and

manufacturing programs will pursue meeting the requirements of the Manufacturing

Skills Certification.

b. The American Welding Society (AWS) Certified Welder (CW) program test is used in

the structural steel, petroleum pipeline, sheet metal, and chemical refinery welding

industries. HCC will incorporate the CWS certification preparation for the Basic

Welding Level 1 Certificate. The AWS Accredited Test Facility program establishes

minimum requirements for test facilities, their personnel, and equipment to qualify

for accreditation to test and qualify welders. HCC will assess the necessary

requirements to establish an AWS Testing Facility where HCC students can test prior to

completing the program, allowing them to earn a Level 1 Certificate and AWS Certified

Welder certificate upon completion of their HCC education and increase

employability.

c. Skills Summit Survey respondents supported NIMS certifications as relevant

credentials used for hiring and screening of new personnel. Specific certifications

included: Machining Level I & II, Metal Forming Level 1, and Stamping Level 2-3. The

National Institute for Metalworking Skills (NIMS) credential is the metalworking

industry’s only skills certificate that is based on national standards developed under

procedures accredited by the American National Standards Institute. The NIMS

credential is used by the industry to recruit, hire, place, and promote skilled

candidates at all levels of employment. The NIMS credential is used by education and

training institutions as performance benchmarks, often as part of graduation or

degree requirements, and/or as the basis for advanced credit. Therefore, the

Machining Program will assess the alignment of the NIMS certifications for different

levels of HCC’s machining curriculum.

d. The Skills Summit Survey respondents also acknowledged the Manufacturing Skills

Standard Council (MSSC) Certified Production Technician (CPT) as a relevant

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certification for their industry. The CPT certification allows individuals to validate

mastery of the core competencies of manufacturing production at the front line

(entry-level through front-line supervisor). The CPT program consists of five individual

certificate modules: Safety; Quality Practices and Measurement; Manufacturing

Processes and Production; Maintenance Awareness; and Green Production. HCC

Manufacturing Technology program faculty will assess the alignment of the CPT skills

to the courses in the Associate in Applied Science degree in Manufacturing.

e. OSHA’s General Industry Outreach Safety training is also a fundamental certification

for an entry-level worker’s general awareness on recognizing and preventing hazards

in a general industry setting. The Task Force will assess NCCER OSHA training content

and identify what additional alignments are needed (if any) and make

recommendations regarding the 10-Hour General Industry certification.

f. With a large number of adults seeking to obtain new skills or upgrade existing skills,

online education delivery options will be assessed to determine courses which could

be offered via distance education. Convenient and accessibility of instruction will be

assessed by the Task Force as another vehicle to expand access to training and

relevant education.

In summary, industry certifications are valuable to employers since they are designed to

measure a minimum standard of competencies that have been identified by employers as

critical when making hiring decisions. Specific relevant industry certifications noted included:

• OSHA - 10-hour General Industry Card • AWS - Certified Welder • NIMS - Machining Level I & II, Metal Forming Level 1, and Stamping Level 2-3 • MSSC - Certified Production Technician

Equipment and Facilities

In partnership with the district inventory control, the Task Force will also develop an

assessment of the manufacturing-related instructional programs current equipment, and make

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recommendations for the replacement, repairs, or addition of equipment to meet the needs of

the industry.

Following a new industry cluster approach for workforce program curriculum and equipment

and facilities development, a Center for Manufacturing Excellence will be developed in

collaboration with all college sites and with credit and non-credit departments. The objective

of the Center for Excellence will be to leverage HCC’s district-wide resources and expertise to

meet the various areas of relevant manufacturing training without unnecessary duplication. In

addition, program facilities capacity and need for improvement, as well as planning of new

college expansions, will be reviewed by the Task Force to provide further recommendations.

Accreditations and Professional Development

The Office of the Associate Vice Chancellor of Workforce Instruction will coordinate the process

of relevant third-party accreditations and faculty professional development and certifications

for all manufacturing-related programs. The welding program facility at Central College will

pursue approval as an American Welding Society Testing Site. The machining and

manufacturing programs will pursue meeting the requirements of the Manufacturing Skills

Certification System endorsed by the National Association of Manufacturers and also the

National Institute for Metalworking Skills. Professional development objectives for faculty will

focus on standards from AWS, MSSC, NAM, and NIMS.

Workforce Dual Credit Partnerships and Career Pathways

Through curriculum enhancement and increased instructional capacity, the college will

continue to expand workforce career pathways partnerships with local school districts to

provide high schools students the opportunity to earn a college certificate while completing

their high school diploma. Current dual credit partnerships, such as the Houston Innovative

Learning Zone Schools with HISD, provide pathways to college for many students who seek

alternative academic pathways to college that will allow them to also quickly qualify for

employment and earn industry credentials.

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Grants and Employer Partnerships

Once the accreditations and industry certifications are embedded into the curriculum, HCC will

also increase its capacity to deliver relevant employer contract training projects. In addition,

federal, state, and private foundation grant opportunities will be assessed to help support the

continual upgrading of the curriculum, faculty professional development, and student industry

certifications options. Through the new industry cluster organizations, an Industry Advisory

Committee will also be developed to continue to provide a more global perspective of industry

trends and HCC’s manufacturing programs relevance to meeting employer needs.

SUMMARY Almost one-third of new job openings between 2010 and 2020 are going to require professional

technical skills, as baby boomers retire and new jobs are created. Manufacturing is essential

and very important to the economic development of both our region and state. Modern

manufacturing is experiencing a renaissance and technology has transformed the workplace

and the necessary skills sets for manufacturing workers.

Industry credentials have become a third-party benchmark of the learning objectives of the

traditional academic education and training. As a result, Houston Community College is in the

process of updating our curriculum to provide students in these programs the necessary

educational foundation for success and long-term career pathways. HCC also has the

opportunity to add relevant industry certifications as part of the completion of their

professional certificate and/or associate degree program. Furthermore, the college has

committed to make necessary facilities and equipment enhancements to build additional

capacity to meet the high demand for graduates of these programs by regional employers.

HCC is ideally positioned to provide both applied career and technical preparation as well as the

applied mathematics, basic technology skills, critical thinking, work readiness, problem solving,

and teamwork competencies that the new millennium workplace demands. The integration of

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relevant, focused, and applied academic learning and workforce readiness offered by HCC can

lead to both further education and job skills, resulting in better prepared graduates and

successful employees.

Active employer engagement and partnerships in the form of additional internship and co-op

experiences, equipment donation, and/or faculty resources will also be a focus of HCC

workforce instruction developments. These opportunities will provide students with applied

experience in supervised formats while giving employers a closer view of the pipeline of future

trained and skilled staff. In addition, internship programs provide employers a real opportunity

to provide direct feedback to instructional leaders of the learning outcomes achieved by the

students and/or the need to enhance curriculum.

As the community college of Houston, and for Houston, HCC has been offering workforce

training doing for decades, providing the educational means for individuals to enter the

workforce. The new focus on high-growth, high-demand workforce training such as

manufacturing will serve the citizens and regional economic development well.

In summary, the summit feedback provided direct employer feedback that the college is

incorporating into its curriculum. HCC workforce efforts are committed to enhance employer

engagement, align curriculum to relevant industry certifications, build collaborative career and

technical education pathways with the local schools districts, and offer a system of stackable

workforce certificates towards associates degrees with articulations to four year universities to

meet the manufacturing workforce needs and provide students successful job and career

opportunities.