National Center of Excellence in Advanced Automotive Manufacturing Creating a New Kind of Technical Worker

Transcription

1 National Center of Excellence in Advanced Automotive Manufacturing Creating a New Kind of Technical Worker

2 The State of U.S. Manufacturing This presentation is a compilation of materials from multiple sources Prepared by The AMTEC Team 2014 Dr. Katherine Manley, Dr. Stanley Chase, Craig Hopkins, Danine Tomlin-Executive Director

3 Emily Stover Derocco, President National Association of Manufacturers Manufacturing Institute Feb 2011

4 Emily Stover DeRocco, President National Association of Manufacturers Manufacturing Institute Feb 2011 And of those that do make it, most don t aspire to work in manufacturing! And parents, teachers & counselors don t advocate this either!

5 The Growing Skills Gap 5% percent of manufacturing jobs are unfilled due to a lack of qualified candidates. 83% of manufacturers expect shortages to get worse in the next three to five years for skilled production.* 74% say shortages have a significant impact on their ability to expand operations or improve productivity.** Manufacturers report a need for over 600,000 skilled workers in the U.S.

6 AMTEC National Center of Excellence in Advanced Automotive Manufacturing Model & Project History

7 Organizational Structure

8 AMTEC Leadership Danine Tomlin, NSF Principal Investigator & Executive Director AMTEC Strategy Board Keith Davis Toyota Motor Manufacturing & Engineering Willy Kaulfersch Ford Motor Company Joe Welgan Nissan North America Byron Carter General Motors Patti Campbell United Auto Workers

9 AMTEC/KCTCS Organizational Structure National Science Foundation NVC KCTCS Chancellor Strategy Board Principal Investigator (PI) 3 rd Part Eval Partner Presidents Project Staff

10 Sponsor AMTEC Leadership Team Organizational Structure AMTEC Project Staff (Goal Champions) Goal 1 Team Goal 2 Team Goal 3 Team Goal 4 Team Further detail resides in AMTEC SharePoint Document: AMTEC Organization Structure Detail

11 A Big Collaboration

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13 History of AMTEC 2005 KCTCS original proposal to NSF To develop an automotive collaborative successfully awarded April, 2005 Flagship Meeting 27 college representatives and 28 business representatives from Michigan, Ohio, Indiana, Tennessee, Texas and South Carolina, to determine interest in the establishment of a National Automotive Center resulting in the establishment of AMTEC Planning Grant The purpose was to determine if colleges would come together to benefit the development of the future automotive workforce AMTEC was awarded a 2 year $3 million ATE Project that was extended through 2009 September 2009 AMTEC was awarded a 4 year $5.5 million ATE National Center of Excellence in Advanced Automotive Manufacturing.

14 Background - Our Original Goal To help industry meet the following challenges: Develop current workforce standards for Multi-skilled Maintenance Technicians Develop competency measurement tools Prepare the workforce to be globally competitive Increase workforce productivity Develop a pipeline for the future workforce

15 Goal 1 AMTEC 2 National Center Goals Implement industry-led, advanced curriculum and certificates to increase student exposure to criticalthinking and problem-solving skills. Goal 2 Institutionalize the AMTEC Career Pathway model with current AMTEC colleges and their secondary school and industry partners Goal 3 Expand the AMTEC instructional and industryendorsed collaborative model for the partners to grow, sustain, and replicate within other industry sectors Goal 4 Drive performance improvement through the use of performance measures that systematically align AMTEC organizational direction and resources

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17 Standards and Curriculum Development

18 Gaining Consensus 1. We used a method called a DACUM with DELPHI 2. We realize that good education and training is good for all of us; it s good for our workers and our students; it s good for the United States! 3. We compete with our products 4. AMTEC s training is on common, core technology and processes for manufacturing - not proprietary technology or specialized processes

19 AMTEC curriculum is based on a model with three major pieces: AMTEC Skills Standards Module/Courses Content AMTEC Assessments 19

20 Making a Difference Consensus & Continuous Improvement Sector Consensus on Standards Industry Endorsed Standards Global Benchmarking & Continuous Improvements American Association of Community Colleges Annual Convention

21 Dr. Manley, asked Toyota Craftsmen: what do you do all day? Identified 26 Core Duties & 170 tasks

22 DACUM/Delphi Consensus The Result: From Original 26 Duties, 170 Tasks Consented to 20 Duties, 110 Tasks Business Educators DACUM Delphi Data 22

23 Instructional Design Experts worked with the Partners to Define 12 Courses

24 AMTEC Assessments 100 Standards Aligned to Standards 2 versions Hands on and Cognitive Developed by Industry 13 courses (topics) Aligned to Subset of Standards 13 tests Developed by Industry 57 modules Aligned to Student Learning Outcomes 57 pre- and 57 post-tests Developed by Faculty

25 AMTEC Products Technical Standards Industry Validated Multi-Skilled Maintenance Online Curriculum 13 courses 57 modules Diagnostic Assessments 2 Comprehensive Assessments 13 End-of-Course (topic) assessments 57 Module Level Pre and Post tests

26 The AMTEC Instructional Simulation System American Association of Community Colleges Annual Convention

27 Six Characteristics of Promising Career Pathway Models 1. Employer Engagement 2. Institutional and Instructional transformation 3. Wrap around support services 4. Partnerships 5. Continuous Improvement 6. Sustainability

28 Emerging AMTEC Multiple Pathways

29 STUDENT VOICES

30 Student Voices I feel like I am more respected by being in the program (peers and parents). I know what and where I am going with my life while most of my friends do not. Most of my friends don t have a clue about their futures. I do. I feel like there is a lot of pressure for me to do good in the program. We, the students and teachers, are like a family we help one another. I feel like the hands on training is the most important part of the program. My internship was awesome, I applied what I learned in classes. I know that I am successful because I am happy with my life.

31 INDUSTRY VOICES

32 Industry Voices We understand that these programs produce our future workers. We are very satisfied with the graduates and have no problem letting other companies know. Our Industry is constantly changing so education must do the same. We need to attract those students that are not going college. Right? For us soft skills and basic skills are still necessary for job success. If things are bad now, wait until our valued skilled workers retire and it will be sooner rather than later. We found that the young men and women that we hired are amazing, all they needed was an opportunity. Our industry does not understand education but we try to help in anyway we can.

33 QUESTIONS/REFLECTIONS THANK YOU

34 Lesson #1 Industry will support programs if you close the loop with industry Listen to Industry Develop the Curriculum and Assessment THEN ASK INDUSTRY TO REVIEW Be willing to revise

35 Lesson #2 Most faculty are not instructional designers Difficulty in turning standards into curriculum Not familiar with effective online development tools

36 Changes Developers Content From Community College Faculty SME s to Almost exclusive reliance on existing web content from multiple sources to Online Authoring SME s AMTEC developed and owned

37 Online Tools Use cutting edge technology, such as Softchalk Moodle Open Source

38 Lesson #3 Most colleges are struggling to implement open-entry/open exit Flipped classroom strategies Fractional credit

39 AMTEC Implementation Key Elements Program (degrees, cert s, equipment, curricula) Faculty & staff development & certification Delivery Systems (local portals, credit for modules) Company(s) & College Partnerships Change process for continuous improvement