Special Projects:Energy Initiatives

Virginia Energy Workforce Consortium: Virginia ResourcesVCCS ConferenceDecember 8, 2011Chris Applegate, Chair

Virginia Resources Summary ReportAt 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.

Example3

Example

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 creditsBUS 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 creditsBUS 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 creditCST 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

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.

Troops to Energy Jobs ProgramUpdate

Connecting Veterans To Rewarding Energy CareersManaged by the CEWD and will be built out over the next year and a half to 2 yearsModel focuses on the needs of three stakeholder groups: Veterans, Educators, and EmployersDominion is 1 of 5 Top Military Employers chosen to serve as a pilot company for Troops to Energy JobsThis unique partnership will develop and utilize a clearly defined system of competencies and industry-recognized credentials that are linked to employment opportunities and advancementWill provide a variety of employment entry points for Veterans, including internships and career pathways to higher-skilled energy jobs, as well as ongoing workforce development programs9Virginia 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.

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 17th Career Cluster known as Energy. Developed and presented a 17th Cluster project plan. The Governors Energy Office has offered assistance to help coordinate with the Dept of Education.VEWC inclusion by Governors Energy Conference

Adopting a 17th Energy Career Cluster

12Why a 17th Career Cluster in Energy?This is a grassroots state by state effortEnergy jobs hidden among other clustersThe Nation has a focus on a clean energy economy50% of the energy workforce will retire in the next 5-10 years

Energy Jobs Career Cluster MapPower, Structural and Technical Systems:Engineering SpecialistEquipment Maintenance TechnicianWelder

Agriculture, Food and Natural ResourcesProduction, processing, marketing, distribution, financing & development of agricultural commodities including natural resources such as coal, natural gas and renewablesConstruction:PipefitterPipelayerLineworkerElectrical & Power Transmission InstallersMaintenance Operations:ElectricianBoilermakerPipefitterPipelayerSubstation TechnicianI & C TechnicianE & I TechnicianEngineering and Technology:Electrical EngineerPower Systems EngineerMechanical EngineerNuclear EngineerScience and Math:Nuclear ChemistNuclear TechnicianCareer ClustersA 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 MathematicsPlanning, managing, and providing technical services

Architecture and ConstructionDesigning, planning, managing, building and maintaining the built environment

ClustersPathways

Manufacturing Production Process Development:Electrical and Electronics TechnicianEngineering and related TechnicianPower Generating & Reactor Plant OperatorMaintenance, Installation & Repair BoilermakerPipefitterManufacturingPlanning, managing, and performing the processing of materials into the intermediate or final productsRecommended additions

14*Distribute copies of the career cluster map included separately in the toolkit.Go through the Energy Jobs Career Cluster map very briefly. Explain that energy jobs fall into four of the sixteen career clusters. Do not go into any details of the energy jobs.

Example

Example

Plant OperatorElectrical TechnicianMechanical TechnicianInstrument & Control TechnicianAlternate Fuel TechniciansLineworkerSubstation TechnicianEngineeringTechnicianRelayTechnicianNatural Gas TechnologyBusiness FundamentalsTeamworkFollowingDirectionsPlanning, Organizing & SchedulingProblem SolvingDecision MakingEthicsEmployability &EntrepreneurshipSkillsWorking with BasicHand & Power Tools& TechnologyMathematicsLocating,Reading & Using InformationWritingListeningSpeakingEngineering & TechnologyCritical & Analytical ThinkingScienceInformation TechnologyInterpersonal SkillsIntegrityProfessionalismReputationMotivationDependability & ReliabilitySelf- DevelopmentFlexibility & AdaptabilityAbility To LearnNon-Nuclear Generation(Coal, Natural Gas, Oil, Hydro, Solar, Wind, Biofuel, Geothermal)Nuclear GenerationElectric Transmission &DistributionGas Transmission & DistributionTier 5 Industry-Specific Technical CompetenciesSafety AwarenessIndustry Principles & ConceptsEnvironmentalLaws &RegulationsQuality Control & Continuous ImprovementTroubleshootingTier 4 Industry-Wide Technical CompetenciesTier 3 Workplace CompetenciesTier 2 Academic CompetenciesTier 1 Personal Effectiveness CompetenciesTier 6-8 Occupation-Specific CompetenciesThe Energy Industry has a Competency Model (Generation, Transmission & Distribution)

20August 15, 2012Chris Applegate

National Forum: State Energy Workforce Consortia21Arlington County InitiativeRenato-Use existing cover slide of Arlington Community Energy Plan here-see clips

Arlington CEP HistoryApril 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 AreasNational Association of Regional CouncilsNorthern Virginia Regional CommissionMetropolitan Washington Council of GovernmentsVerband Region Stuttgart, Germany

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.

Specific CEP NOVA future stepsAnalyze 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.

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.

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.

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.

Transatlantic Study Tour of German Vocational TrainingIn the Fields of Renewable Energy, and ClimateFriendly TechnologiesMarch 17-23rd, 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. 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.

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.

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.

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.

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.