THE BOOT CAMP MODEL Transforming lives through strategic partnerships. Deborah Davidson Vice President of Business & Workforce Solutions Gateway Technical College

Southeast Wisconsin  Gateway and the Southeast Workforce Development Area serve three counties Racine, Kenosha and Walworth  Tri-county population 466,000  15% of jobs in WI are manufacturing  21% of jobs in Southeast WI  16 technical colleges in Wisconsin  Gateway enrollment- 23,000 students, 5,500 FTE

History of Boot Camp Program  Started in 2004  260+ openings for CNC machine operators in southeastern WI  Visits with employers  Charted the skills  Analyzed the results for entry- level position  Examined existing curriculum  Validated the curriculum

History of Boot Camps (cont’d)  Measure student’s skill development in the program and their ability to learn  Pre-test and post-test – NOCTI Precision Machining  Determine the speed of delivery – new model  Set the standards and expectations

Developing the Mission & Model To engage under-skilled and unemployed/under-employed participants the model includes:  Participant Screening  Assessment  Skill development  Concentrated rigorous academic program  Case management  High expectations and standards  Ongoing employer support and involvement

Workforce Development Considerations  New philosophy  Staffing for dedicated case management  Communication model  Integration and coordination  Teachable moments  “Lombardi Time”

Workforce Development Center Role  Compile application packets  Conduct interviews and orientation  Coordinate industry tours  Assessment of basic skills  Resume writing  Interviewing and soft skills  Market and promote boot camps  Job placement assistance  Case management

Gateway Technical College Considerations  New structure  Class scheduling  Available staff  Shared equipment and facility  Challenging the system  Role of coordinator  Communication model

Gateway Technical College Role  Structure and schedule Boot Camps using workplace- simulated model  Identify and provide instructors for classes  Provide facilities for instruction  Provide academic tutors  Assess student learning  Provide academic transcript of credits earned

Employer/Industry Role  Assist with validation of curriculum  Provide speakers for orientation sessions  Provide opportunities for facility tours  Provide personnel for mock interviews and/or lab assistants  Donate supplies/equipment  Attend completion ceremony and interview applicants for open positions  Connect with completers on future open positions

Developing the Roles Employers Workforce Development Centers

Boot Camp Program Structure  14 weeks/5 days a week  8 hours per day  520-hour program  Simulate work environment  Strict attendance requirements  Mandatory tutoring

Putting the Model into Action  Advertise and recruit  Establish high expectations  Educate applicants  Screen-in, screen-out  Probationary period

Demographics *Data: Racine County Workforce Development Center 2011-Current

Case Manager  Value-added approach starts with enrollment/orientation  Case manager  Identify and assist students with barriers to success  Track attendance  Address retention and termination  Assumes many roles

Working the Model  Day-to-day communication  Grading and tutoring practices  Cohort benefits  Student study groups

Boot Camp Curriculum  CNC Intro/Support Equipment Basics (1 credit)  CNC Machine Tool Operation (4 credits)  CNC Offsets and Operations (1 credit)  Gauging/Inspection (2 credits)  Lean Six Sigma Yellow Belt (2 credits)  Workplace Safety MSSC (1 credit)  Blueprint Reading (2 credits)  Applied Mathematics 1 (2 credits)  Speaking Principles (1credit)

Boot Camp Scheduling Process

Classroom and Curriculum  Instructors meeting, classroom management and collaboration  Classroom rules  Attendance and punctuality  Cell phones  Employee handbook  Tests and quizzes  Engagement and discussions Boot Camp Review

Marketing the Skills of the Boot Camp Participants

Boot Camp Funding  Tuition and fee based  Workforce Investment Act funds  Trade Adjust Act  Various grants  Federal financial aid  Employer-funded  Self-pay  SC Johnson donation

Program Strengths  Strong support from Workforce Development Partners Develop a qualified applicant pool Coordinate employment interviews Provide placement services  Employer support  Instructors  Employment Consultant/Case Manager

Program Challenges  Finding qualified applicants  Continued funding  Campus resources  Accelerated timelines  Internal and external paradigm shift in program delivery

Process Improvement  Employer feedback leads to continuous improvement and added certifications  Changing scheduling to accommodate high school students in a Boot Camp  New facility and equipment for programs – SC Johnson iMET Center

Program Value to Employers  Employees with technical and soft skills  Involvement with training  Improved employee retention  Value of NOCTI as a standard for skills assessment  Value of Manufacturing Skills Standards Council (MSSC) credentialing  Value of Lean Six Sigma Yellow Belt certification

Lessons Learned  Need for status meetings and oversight  Value of the case manager  Necessity of student study skills and tutoring  Ability to be flexible with scheduling, equipment, and resources  Applying the model to other areas such as welding/fabrication and machine repair

Boot Camp Statistics ResultsTotal # Boot Camps Total # Completing Program CNC22313 Industrial Machine Repair442 Welding & Weld/Fab10114 Cumulative Completion Rate: 81% CNC Boot Camp #18 Completion Ceremony

 Completion Rate 81%  Employed following completion 92%  Employed in CNC following completion92% Wage Data  Average Starting Wage $12.44  Average wage after 6 months $13.27  Wage Ranges Low $10.00……………………………High $18.79 CNC Boot Camps 11-20

Career Pathways Career Pathways Boot Camps leads into campus programs CNC Set-up (advanced standing) CNC Production Technician One-year Diploma & / or Machining Apprenticeship Industrial Machine Repair Industrial Mechanical Technician Associate’s Degree & / or Maintenance Mechanic Apprenticeship Welding/Fabrication Welding One-Year Diploma Program & / or Metal Fabricator Apprenticeship

 “I am a single mother of two who had financial difficulties but perseverance pays off. I, unfortunately, also have a criminal record but the past is the past and goals can still be achieved. It is difficult but hard work and good work ethic as well as honesty will help achieve your goals.”  “I have an opportunity to make the dream of having a career into a reality…I have a purpose in life.”  “I no longer feel like I am at the end of the road with my career, but at the beginning...This experience has opened up dozens of other directions in which I could take my career.”  “When things are not going so well in one's personal life that’s the day you have to go to class and give it 200% on that day.”

Links  CNC Boot Camp GE&list=PL4CDDA8BF156AE5D0 GE&list=PL4CDDA8BF156AE5D0  Youth CNC Final Videohttp:// EoE&list=UUSTJuXboxNlVV7UvS3T8EMQ Videohttp:// EoE&list=UUSTJuXboxNlVV7UvS3T8EMQ  Racine & Me - CNC Boot Camp u0&list=PL44243F7D E u0&list=PL44243F7D E

Thank you! Visit the Boot Camp website to learn more: solutions/boot-campswww.gtc.edu/business-workforce- solutions/boot-camps Deborah Davidson: