Workforce Development and Human Capital Management Aligning Resources and Strategies Richard Holman, CPT Manager, Energy Workforce Initiatives Center for Advanced Energy Studies Idaho National Laboratory and Deputy Director Energy Systems Technology and Education Center Idaho State University CEWD Northwest Regional Meeting Portland, Oregon July 29, 2009

First, let me say… We are all in the education, training, and development business now!

Our Premise: Workforce development is a complex, dynamic process shaped by: Technology, Economics, Education, Regulation, Demographics, Politics, Competition, Public Perception

The Implications Cross ALL Market Sectors Workforce Shortages

INL – A Strong Education Focus National Laboratory Network University Network Nuclear Industry Network Idaho University Consortium National University Consortium INL will become: The pre-eminent internationally-recognized nuclear energy R&D Laboratory CAES advances secure sustainable energy solutions for our Nation by expanding energy-related educational opportunities at the Idaho universities, creating new energy research and policy capabilities, and delivering technological innovations to foster technology-based economic development across the intermountain region. A multi-program national laboratory with world-class nuclear capabilities A major center for national and homeland security technology development and demonstration

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

INL Energy Workforce Initiatives Program Focus Focus on Professional/Technical Education (2 & 4 year) National Scope – Regional Implementation Diversity, Diversity, Diversity Industry, Government, Academia and Community-based Organization Partnerships Education, Employment and Economic Development INL ROLE - “Advocate - Facilitate – Focus – Enable” Develop once – Deploy many Achieve fidelity by aligning mission and goals Leverage regional, State and national resources

Human Capital Management Assets Connecting the Investment Dots Knowledge Management Human Performance Change Management Workforce Development Human Resources Training Operations Maintenance Safety Education

Human Capital Program Alignment Synchronizing Management, Method and Means Knowledge Management Human Performance Change Management Workforce Development Human Capital Management Current existing internal efforts

Aligning with Department of Labor E3 Effort HCM is Integral to All & Essential to Economic Development Human Capital Management Education Employment Economic Development Who do we need? When do we need them? Where will they come from? Why do we need them? What will we invest? Did our investment pay off? Why or why not? Who is accountable?

A National Crisis Source: US Department of Labor While over two-thirds of new jobs will be knowledge-based IN THE NEXT DECADE of potential workforce will not be college bound of all workers will need retraining 75%

Demographics and Shortages Source: Employment Policy Foundation analysis and projections of Census/BLS and BEA data. Millions of People Expected Labor Force and Labor Force Demand The Lines Are Crossing: A Growing Shortage of Workers Shifting Demographics are the wake- up call to demand robust Workforce Planning and Re-engineering of the Workforce Pipeline. The Crossover Point

Changing Workforce Demographics Nuclear family from 80% to 50% of households in past half century 86 million adults are single; 42% of work force is unmarried; 30% of homes have only one person Women in age bracket 25 to 34 have an average 20 percent higher educational achievement than men at all levels Women make up 50% total work force One in five Americans speaks a language other than English at home Between 2000 and 2020 Hispanics will account for 46% of population growth and will represent 18% of total population In 1980, 82% of work force was white, non-Hispanic. By 2050 it will be 53%

Source: Based in part on “Meeting the Challenges of Tomorrow's Workplace,” CEO Magazine, 2005 Four generations are being asked to coexist Today’s Workforce… A Melting Pot of Generations Traditionalist BoomerGeneration XGeneration Y Born Born Born Born  Conformity  Stability  Upward mobility  Security  Economic success  Personal and social expression  Idealism  Health and wellness  Youth  Free agency and independence  Street-smarts  Friendship  Cynicism  Hope about future  Collaboration  Social activism  Tolerance for diversity  Family centricity

US STEM Talent Pool Compared Only 7 out of year olds in the US is considered STEM literate

All Engineering Bachelors All Engineering Technology NSF Science and Engineering Indicators, 2006 Appendix 2-10 Flat Degree Production

Students favor the social sciences

Key Segments in Decline Age of Workers Percent Growth in U.S. Workforce by Age: Source: U.S. Census Bureau

Limiting Factors in Energy Workforce Growth A Dynamic Interaction - It’s More Than Engineers Infrastructure Competition U.S. Energy Build (all) Foreign Energy Build Katrina Rebuild Inter-sector competition Intra-sector competition Vendor competition Government ramp-up International Factors Graduate stay rates H1B Visa Gaming U.S. Worker Imports Technology Complexity Digital Control Systems Carbon Capture Technology Power Conditioning Infrastructure Security New Energy Technology Regulatory Requirements CFR considerations NRC Work Load Limits EPACT requirements Workforce Exodus Retirements Non-retirement Attrition Worker Pool Education K-12 Policy issues

1946 PL Employment Act 1953 PL Small Business Act 1958 PL Small Business Administration extension 1961 PL Area Redevelopment Act 1962 PL Manpower Development and Training Act 1963 PL Amendments to National Defense Education Act 1964 PL Economic Opportunity Act 1965 PL Amendments to Vocational Rehabilitation Act 1973 PL Comprehensive Employment and Training Act 1976 PL Overhaul of vocational education programs 1978 PL Full Employment and Balanced Growth Act 1982 PL Job Training Partnership Act Can We Legislate Improvement?

A Cycle of Legislation and Stagnation…

A Cycle that persists to this day…

Drivers for Energy Workforce Development While challenging under present conditions, in a growth scenario, it may be impossible to staff existing energy facilities let alone staff new ones. Current education and training approaches and infrastructure may be among the most significant barriers in responding to this national challenge at all levels. New approaches, partnerships and learning systems must be proposed and implemented. Renewables and Efficiency are now a primary focus not an also ran. Integration of energy-related assets including DOE

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

Our Mission Cultivate the people, educational resources and applied research capabilities necessary to improve the local, regional and national availability of trained workers to support the construction, operation, and maintenance of current and future energy facilities and their allied occupations.

ESTEC educational programs have been designed specifically with a focus on energy sector careers at the technician level. ESTEC provides outreach and opportunity to a diverse population. ESTEC is a regional economic asset to attract energy product vendors/suppliers/utilities. A Vision – ESTEC is nationally recognized by industry, educators and government as a focal point for energy systems-related education, training and applied technology. ESTEC Summary

The Energy Systems Technology and Education Center – A Working Model A unique partnership of regional, state, national and international industry, learning institutions, social service agencies, government and DOE Laboratory, including an alliance with CAES. Funded by a $2M U.S. Department of Labor Community-based Job Training Grant and $600K National Science Foundation Grant and $1.1M Idaho Public Works Renovation Funding. Asset Value - $30+ M. Integrate education, employment and economic development. Deliver ABET-accredited and nationally standardized Engineering Technology AAS and BS degrees in energy systems operations and maintenance. Goal – Re-populate the energy technician pipeline. Address the unique needs of unemployed, underemployed and under- represented populations. Goal – Improved Workforce Diversity. Provide education programs for K-12 students, teachers, parents and counselors. Goal – Energy Career Awareness. Applied Industrial Energy Research Program. Goal – Sustain the Center.

Our Progress at ESTEC Industry-recognized focus on engineering technician education and training for the energy market sector. Three initial maintenance-oriented degree programs: –Instrumentation and Control Engineering Technology (2007) –Electrical Engineering Technology (2008) –Mechanical Engineering Technology (2009) ABET accreditation in process for I&C Program Graduated first class of 14. Placed 100%. Fall 2008 enrollment NOW in only 18 months Glowing on-site review by U.S. Department of Labor. Building renovation complete. Partnered with other educational institutions across the U.S. ALSO partnered with tribal entities in the Western U.S. (Crow, Navajo, Shoshone Bannock).

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

Our “Recipe” for Improving the Workforce Outlook: Actively Link Industry, Education, Government and Social Services Inform K-12 Programs – both content and approach Create career awareness as early as 6th grade Strengthen STEM curricula application (Jr. High) Expand Tech Prep Programs (Sr. High) Link Education Programs – 2 (HS) + 2 (AAS) + 2 (BS) Engage Parents, Teachers, Counselors and Students

Engage the unemployed, underemployed and under- represented populations by providing: –Preparatory and remedial assistance, other support –Internships and scholarships –Assurances of employment for successful candidates Retrain/ready those already in the workforce to fill more senior management and technical positions. Our “Recipe” for Improving the Workforce Outlook: Actively Link Industry, Education, Government and Social Services

Future Strategic Direction National Science Foundation Center of Excellence Grant-October –Joint proposal with multiple educational and industry parties –Phase 1 creates ESTEC West and ESTEC East with ESTEC North and South as Phase 2 –Technical Advisors include EPRI, CORD and CEWD Extend the ESTEC curricula and concept: –Navajo Technical Institute –Crow Nation Coal to Liquid Plant Montana State University-Billings, Northern, Great Falls Little Big Horn College –Link Idaho Technical Schools (Boise State, CSI, EITC) Regional consolidation of a Wind Technician Program (WA, OR, MT, ID, Crow Nation) Donated Wind Turbines being moved to Idaho State and College of Southern Idaho

Future Strategic Direction Proposing a Nuclear Operations Technician/Nuclear Engineering Technology Curriculum: –Nuclear focus will support regional staffing for: Advanced Test Reactor/User Facility Next Generation Nuclear Plant (NGNP) AREVA Uranium Enrichment Facility International Isotopes Flourinel Extraction Process Other regional nuclear potential (UT, WA, etc.) NEI Standardized Nuclear Curriculum (ESTEC I&C AAS) Emerging linkage to National and Homeland Security

Measuring Success REAL working national partnerships with industry, academia and community-based organizations Substantive increases in student diversity INL is at the important tables consulting on key workforce education and development issues Recognition by the US Department of Labor Inter- and Intra- institution collaboration and sharing Trained 150 teachers in application of energy topics Monetary and in-kind contributions from all partners INL is facilitating success regionally and nationally

Instrumentation and Control Competency Model A 9 Tier Competency Model has been developed The nine tiers are divided into three major areas –Foundational Competencies –Industry Related Competencies –Occupation Related Competencies

The first 5 Tiers of the Energy Competency Model have been completed Tier 1 Personal Effectiveness Competencies are essential for all life roles and not restricted to those needed in the workplace.. Tier 2 Foundation Academic Competencies are generally learned in school; they include cognitive functions and thinking styles and apply in varying degrees to all industries and occupations in manufacturing. Tier 3 Workplace Competencies cover knowledge, skills and personal traits generally applicable to a larger number of occupations and industries in manufacturing. Tier 4 Industry-Wide Technical Competencies cover the technical competencies that cut across all sectors of manufacturing and are necessary for developing an “agile” (what labor might call “high performance’) workforce rather than following a singe occupational career ladder. Tier 5 Industry-Sector Technical Competencies refer to an additional sub-set of knowledge and skills needed to perform in a specific industry, such as food processing, plastics, etc.

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

The remaining tiers to be completed are: Tier 6 Occupation Specific Knowledge Areas is a further refinement of knowledge and skills needed for an occupation or group of occupations in certain industries and would be seen as further occupational training specific to certain jobs in certain industries. Tier 7 Occupation Specific Technical Competencies are the technical skills required for a specific occupation. These match most closely to apprenticeship and journey level credentials as well as certain specialty skills such as metalworking. Training aimed at increasing or broadening the skills of such workers would relate to this tier. Tier 8 Occupation Specific Requirements are additional occupation-specific requirements needed for work in a particular occupation. Tier 9 Management Competencies are the knowledge and skills needed to be a competent manager in a specific industry or firm.

Energy Competency Tier Model for Skilled Technician Positions in Energy Efficiency, Energy Generation and Energy Transmission and Distribution Tier 6–8 Job Specific Skills Tier 4–5 Industry Fundamentals Tier 1–3 Basic Training Occupation-Specific Requirements Occupation-Specific Technical Occupation-Specific Knowledge Industry-Specific Technical Industry-Wide Technical Workplace Requirements Academic Requirements Personal Effectiveness

Development of Tier 6-8 To develop Tier 6 through 8 for Instrumentation and Control Technicians ESTEC has drawn on industry resources from utilities that operate/maintain Nuclear, Hydro, Fossil and Renewable generation resources. The process is iterative and ongoing. Industry feedback is critical for the success of the project. WE NEED YOUR ASSISTANCE. PLEASE SEE HANDOUT…

Please Contribute ESTEC needs additional contributors to review and vet the curriculum Please assist us in our ongoing effort to develop I&C competencies and curriculum