CEWD Report - State of the Energy Workforce

State of the Energy Workforce Skilled Utility Technicians and Engineers 2014

The Center for Energy Workforce Development (CEWD) is a non-profit consortium of electric, natural gas, and nuclear energy utilities and their associations. The national trade associations that are members of CEWD are the Edison Electric Institute, the American Gas Association, the Nuclear Energy Institute, and the National Rural Electric Cooperative Association. CEWD represents the first partnership between utilities, their associations, contractors, and unions to focus on the need to build a skilled workforce pipeline that will meet future industry needs.

Thank you to our members.

CEWD’s mission is simple: to build the alliances, processes, and tools to develop tomorrow’s energy workforce.

The information in this report reflects the work of CEWD, our members, and alliances to achieve that mission. The data, programs, and concepts were developed specifically for utilities in the creation of a qualified, diverse pipeline of skilled utility technicians and engineers. Although the concepts and models can be applied to other energy positions and other industries like manufacturing and construction, the work of CEWD is focused solely on direct hires to utilities.

2

Table of Contents Page 5 Chapter 1: Introduction • The Energy Industry Today • Challenges in Filling the Workforce Gaps

Page 11 Chapter 2: Strategy and Core Initiatives

Section 1: A Blueprint for Building Our Workforce .......................................................Page 12 • There are several essential questions that drive the strategic development of a structure for workforce development in the energy industry.

• Drawing on the premise that the industry can accomplish more by working together than separately, CEWD has formed key partnerships at the state and national levels.

• Four strategic pillars of workforce development and workforce planning have formed the basis for the work of CEWD and state initiatives.

Section 2: Get Into Energy Career Pathways (GIECP) Model ....................................Page 15 A model formulated to fill the gap by hiring the right number of workers with the right skills at the right time.

Examples of the GIECP Model in Action: • GIECP for Low-Income Young Adults • Troops to Energy Jobs • Arizona Sun Corridor GIE Consortium TAACCCT Grant

3

Section 6: Structure and Support .............. Page 60 Organize energy industry workforce development efforts to maximize the effectiveness of national, state, and individual company initiatives.

• State Energy Workforce Consortia • The Business Case for a Consortium • Building Sustainability in the Great Lakes States

Section 3: Career Awareness ...................... Page 22 Create career awareness among targeted populations of the critical need for a skilled energy workforce and the opportunities for education that can lead to entry-level employment.

• Get Into Energy (GIE) • getintoenergy.com • The Brand at Work • Building Awareness with Diverse Populations • Tailored Career Support and Coaching

Page 65 Chapter 3: Other

Workforce Development Efforts

Section 4: Education ...................................... Page 32 Implement clearly defined education solutions that link industry-recognized competencies and credentials to employment opportunities and advancement in the energy industry.

• Developing Common Competencies, Curricula, and Credentials • Competency Model • Credentialing • Educational Pathways for Skilled Utility Technicians • The Education Implementation Strategy • Promising Practices

Initiatives underway by the nuclear energy industry and IEEE are important steps to building a skilled workforce for the future.

• Nuclear Energy Institute (NEI) Updates • IEEE Power and Energy Society Engineering Initiatives

Page 70 Chapter 4: Summary and

Recommendations The weak economy slowed projected retirements and provided time to test and learn from each other. Moving forward, CEWD and its members are better prepared than ever to apply our alliances, processes, and tools to develop tomorrow’s energy workforce.

Section 5: Workforce Planning .................. Page 50 Balance the supply and demand to create a qualified and diverse energy workforce.

• Strategic Workforce Planning • Key Findings of the 2013 Survey • The Cluster Effect • Workforce Evaluation and Metrics

Page 74 Chapter 5: Resources

4

• CEWD Resources • CEWD Forums, Products & Tools • CEWD Members, Partnerships, and Alliances

Chapter 1 In This Chapter:

The Energy Industry Today • Expecting economic growth to continue trending upward in the coming years,

the industry stands poised for expansion.

• Growth of natural gas, shale, renewable

energy, and nuclear construction means more jobs.

Challenges in Filling the Workforce Gaps • In the next five years, an estimated 36% of the skilled workforce may need to be replaced due to retirement or attrition.

By 2023, the percentage is almost 50%.

• Replacement of workers is less likely to

occur in waves and more likely to occur in clusters.

• The need remains for a qualified, diverse workforce to build America’s cleanenergy future.

5

State of the Energy Workforce

The Energy Industry Today Much has changed since the Center for Energy Workforce Development was formed in March 2006. At that time, we were in the middle of a construction boom, with an aging workforce poised for retirement and a distinct lack of interest in energy jobs among the younger generation of potential new workers.

In 2013, after nearly a decade of slow-to-no growth, the economy showed signs of recovery, and economic experts agree that the trend will continue. The even better news is that the energy industry used those years of stagnant growth to strengthen talent pipelines, develop career-ready education pathways, and build greater state and national talent alliances. As the U.S. economy stands poised to grow, the U.S. energy industry stands better prepared to replace an aging workforce and meet the requirements for talent that will come with expansion.

Looking at the generation mix and its implications on the energy workforce, generation from natural gas is predicted to equal that of coal-fired generation by 2035. However, coal-fired generation will continue to play a significant role in the generation mix through the middle of this century.

Additionally, it’s anticipated that several new nuclear power facilities will be permitted and become operational in the coming decades.

“Coal-�ired electricity generation has traditionally been the largest component of electricity generation, representing 37% of total generation in 2012. By 2035, however, natural gas generation is projected to surpass coal generation. Coal and natural gas each represent 34% of total generation in 2035, but by 2040 the coal share drops to 32%, and the natural gas share increases to 35%.”

U.S. Energy Information Administration Annual Energy Outlook 2014 Early Release Overview December 2013

Additionally, EEI members report plans to invest at least $51.1 billion in transmission through 2023. These investments supply an array of benefits, including providing reliable electricity service to customers, relieving congestion, facilitating wholesale market competition, and supporting a diverse generation portfolio.

The message for workforce development is clear: qualified and skilled utility technicians and engineers will continue to be in high demand in all types of energy generation, transmission, and distribution jobs. Moreover, the foundational skills needed by this generation of new workers are the same, whether the job is ultimately in a plant, on a transmission line, or in a trench. Students who want to work in the energy industry will be well served to focus on gaining core foundational skills that are transferable and applicable to a wide array of skilled technician jobs.

Center for Energy Workforce Development 6

www.cewd.org

State of the Energy Workforce

But a significant challenge remains for the energy industry: keeping the talent pipeline filled and assuring those who are in it move successfully into employment.

To meet the challenge, students must have an interest in energy and meet the qualifications to enter programs desired by the industry; they must be prepared to enroll in and complete the most appropriate educational programs for the industry; and they must be prepared to enter energy jobs as competitive, viable job applicants when and where the need arises.

Student Path to Success

Preparation to enter education: Interest to Acceptance into program

Education: Enrollment to Completion of credential with Labor Market Value

Preparation to enter an energy job: Screening to Selection

Career in Energy

Energy and Education Partnerships

For all of its simplicity, each stepping stone in the pathway requires significant planning, collaboration, and execution, and the energy industry can’t do it alone.

Center for Energy Workforce Development 7

www.cewd.org

State of the Energy Workforce

Challenges in Filling the Workforce Gaps The Electric and Natural Gas Utility industry across the country is facing workforce shortages as aging skilled workers approach retirement and fewer qualified candidates are available to replace them. Some of those workers who were approaching retirement age in the initial CEWD studies stayed on to ride out the economic downturn. The delay in retirements is now expected to catch up with the industry more quickly. The most recent Energy Workforce Demand Survey conducted

by CEWD with its membership predicts that 55% of the energy industry workforce may need to be replaced in the next 10 years due to retirement and non-retirement attrition.

In addition to the need to potentially replace more than half of the workforce, utilities continue to face challenges attracting applicants who can pass the background checks, drug screening, and pre-employment tests necessary for employment in the industry. Companies must screen larger numbers of candidates to find qualified, diverse replacements for transitioning workers. Overall, when the data is combined nationwide, a pass rate of 50% on pre-employment tests is typical.

“More than 60% of employers rate graduates’ skills in grammar, spelling, writing, and basic math as only ‘fair’ or ‘poor.’ One study estimated the cost of remedial training in reading, writing, and mathematics to a single state’s employers at nearly $40 million a year.”

These challenges are exacerbated further by what has been termed “the cluster effect”—workers can no longer be expected to leave the workforce in waves. Instead, the industry must prepare for clusters of retirement and attrition brought about by an aging workforce and industry game changers, including changes in regulation, introduction of new energy technology, etc., which adds yet another dimension to filling the workforce gap.

Ready or Not: Creating a High School Diploma That Counts, The American Diploma Project Center for Energy Workforce Development 8

www.cewd.org

State of the Energy Workforce

Still, the most critical jobs that need to be replaced continue to be engineers and four skilled technician categories: • Lineworkers • Generation, Transmission, and Distribution Technicians • Natural Gas Technicians • Plant / Field Operators for all types of generation The technician positions require some postsecondary education but less than a bachelor’s degree, with engineering positions requiring at least a bachelor’s degree.

Candidates for all the positions require extensive on-the-job training to become proficient enough to replace the experienced workforce of today.

According to Complete College America, 41% of those who start college are not ready for credit-bearing work. Fewer than three out of ten students who start at community colleges full-time graduate with an associate’s degree in three years. Reasons are many, but some of them include: inadequate academic preparation, poorly designed and delivered remediation, broken credit transfer policies, confusing financial aid programs, a culture that rewards enrollment instead of completion, and a system too often out of touch with the needs of today’s college student.

“A growing number in today’s schools are ‘nontraditional students’ for whom the traditional day-time, classroom method of teaching simply doesn’t work. When that’s the only way to earn a credential or degree, many students feel defeated and either drop out or never enroll, because circumstances in their lives make being a ‘traditional’ student impossible.

Ignoring this growing population isn’t an option. That’s why industry, education, and the workforce system have to work together to develop innovative solutions.”

Stephanie Briggs Manager, Talent Acquisition and Development Washington Gas

The education pipeline is leaking: • 8,300 high school students drop out each day— that’s more than 3 million a year. Only 59% of high school students in America’s 50 largest cities graduate. (Statistic Brain, April 2013) • The U.S. Department of Education reports that students from low-income families are six times more likely to drop out of high school than students from high-income families.

— 46% of those who enter a U.S. college fail to graduate within six years (American Dream 2.0) — only 37% of African American students graduate within six years (American Dream 2.0) — only 42% of Hispanic students graduate within six years (American Dream 2.0)

Center for Energy Workforce Development 9

www.cewd.org

State of the Energy Workforce

According to the Institute of Education Sciences, only 30% of first-time full-time degree/certificate-seeking students at two-year institutions complete a credential within 150% of normal time.

With energy companies’ largest percentage of new hires falling into the 18-26 age range and nearly one in five of these young adults living at or below the poverty level, the pipeline of potential applicants for energy jobs is continuing to dwindle.

“The need to invest in better education and to focus on completion of degrees has never been stronger. There is a large number of folks—some 37 million in the United States— who have some prior college credits but no credential. The proportion of Americans obtaining associate’s degrees or higher has been slipping. The Georgetown Center for Higher Education and the Workforce advises us that by 2018, just �ive years from now, two-thirds of all jobs will require some type of postsecondary credential.”

These trends, coupled with an emerging lack of basic skills in America’s high school graduates, has led to the growing challenge of finding sufficient numbers of qualified job applicants industry-wide. So, as the economic picture began to brighten in 2013, the need for a qualified diverse workforce to build America’s clean-energy future has never been clearer.

Electric and Natural Gas Utilities across the country have made progress in many ways since CEWD was formed, by openly sharing practices, tools, curriculum, and systems. This report will cover progress, successes, and promising practices at the national, state, and local level.

Holly Zanville Strategy Director, Lumina Foundation 2013 National Energy Education Network Meeting

Aging Workforce

+

Skills Gaps

+

Growth and New Technology

=

Need for

Center for Energy Workforce Development 10

www.cewd.org

Chapter 2

Strategy and Core Initiatives In This Chapter:

Section 1 A Blueprint for Building Our Workforce • There are several essential questions that drive the strategic development of a structure for workforce development in the energy industry.

• Drawing on the premise that the industry can

accomplish more by working together than separately, CEWD has formed key partnerships at the state and national levels.

• Four strategic pillars of workforce development and workforce planning have formed the basis for the work of CEWD and state initiatives.

Section 2 Get Into Energy Career Pathways (GIECP) Model • Summary of the GIECP Model

• GIECP for Low-Income Young Adults • Troops to Energy Jobs

• Arizona Sun Corridor GIE Consortium TAACCCT Grant

Section 3 Career Awareness Section 4 Education Section 5 Workforce Planning Section 6 Structure and Support 11

State of the Energy Workforce

Section 1: A Blueprint for Building Our Workforce From an industry perspective, the goal is simple and clear: We need to hire the right number of people at the right time with the right skills to be successful in the job. Reaching the goal is a bit more complex. And the questions that must be answered to create a viable workforce plan can be daunting.

The strategic development of a structure for workforce development in the energy industry is based on the idea that we can accomplish more by working together than we can do separately.

• What jobs will be available and when?

• How many workers will be needed, where will they be needed, and when will they be needed?

• How much time will be required to educate them?

• How many future workers are already in the education pipeline and how many more need some degree of education?

• What skills do workers need and does it differ from company to company and region to region?

• Are there other jobs the students might be qualified for from their training?

• Are there other industries that will be competing for the same talent?

• Are students and applicants aware of our jobs and the requirements?

• Do different groups of potential applicants need different types of information and support?

As the industry formed CEWD in 2006, these were the questions that drove the strategic development of a structure for workforce development in the energy industry, driven by the idea that we can accomplish more by working together than we can separately.

Center for Energy Workforce Development 12

www.cewd.org

State of the Energy Workforce Since its inception, CEWD has created partnerships at the national and state level that pull together educators, government agencies, and the industry to leverage resources and practices that reduce the time and effort required by an individual company to work on pipeline solutions. At the state level, CEWD has facilitated the creation of State Energy Workforce Consortia that focus on the needs of individual states in developing an energy workforce tailored to the economic, demographic, and specific workforce requirements for that state. More than two-thirds of the United States are represented by consortia in various stages of planning and implementation.

The consortia have been instrumental in implementing regional solutions to industry issues. (See Structure and Support section of this report on page 60.)

States have different workforce challenges, depending on the fuel mix, energy policy, structure of the utilities, growth, and number of current training programs. There is also a significant difference in the requirements for workforce development depending on the types of jobs most prevalent in the energy companies.

So, where are the common threads?

Center for Energy Workforce Development 13

www.cewd.org

State of the Energy Workforce Four strategic pillars of workforce development serve as the organizing and planning framework for CEWD and State Energy Consortia and will be described in detail in this report.

Career Awareness Create awareness among targeted populations of the critical need for a skilled energy workforce and the opportunities for education that can lead to entry-level employment.

Education Implement clearly defined education solutions that link industryrecognized competencies and credentials to employment opportunities and advancement in the energy industry.

Workforce Planning Balance the supply and demand for a qualified and diverse energy workforce.

Structure and Support Organize and manage state and regional Energy Workforce Consortia to maximize their positive impact on national, state, and individual company initiatives.

Center for Energy Workforce Development 14

www.cewd.org

Section 2: Get Into Energy Career Pathways (GIECP) Model Summary of the Get Into Energy Career Pathways Model • Get Into Energy Outreach and Career Coaching

• Career Pathways Curriculum and Stackable Credentials

• Employer Collaboration and Support

Get Into Energy Career Pathways for Low-Income Young Adults

Troops to Energy Jobs

Arizona Sun Corridor Get Into Energy Consortium TAACCCT Grant

15

State of the Energy Workforce

Summary of the Get Into Energy Career Pathways Model Due to the projected growth in demand in both current and future energy jobs, the industry believes that it is critical to launch new efforts to bring younger, skilled, and more diverse workers into the energy industry. To facilitate this effort, CEWD has developed a common framework for energy workforce development that incorporates the four strategic pillars: The Get Into Energy Career Pathways (GIECP) model.

The GIECP model has been adapted for multiple potential employment audiences— high school students, military, women, transitioning workers, low-income young adults—and for job categories such as technicians and engineers.

Center for Energy Workforce Development 16

www.cewd.org

State of the Energy Workforce The pathways model focuses on the needs of three stakeholder groups: students and potential applicants, educators, and employers.

Get Into Energy Outreach and Career Coaching Purpose: Provide outreach and support to students and potential applicants • Targeted Career Awareness Campaigns: Outreach using the Get Into Energy brand and website, along with a variety of other materials, to encourage and communicate energy career pathways • Career and Education Advising and Guidance: An established model for advising and guiding those interested in pursuing energy careers, offering information on education and employment opportunities to a specific target population, and helping to navigate to a career in energy Stackable Credentials and Career Pathways Purpose: Provide a career pathway that helps students enter an educational track, complete their education, and enter an energy job • Stackable Credentials: A clearly defined system of competencies and industry-recognized credentials that are linked to employment opportunities and advancement • Common Curriculum: Curriculum that teaches specific, industry-supported competencies that provide the foundation for multiple career pathways and industries • Education Network: A network of high schools and postsecondary institutions, including community and technical colleges and four-year institutions, with career pathways programs for the energy industry and strong articulation between and among high schools and postsecondary institutions, including the providers of online approaches to degree and certificate programs Collaboration and Support Purpose: Involve multiple employers, via State Energy Workforce Consortia, in each stage of the student’s path to success: entry into education, completion of education, and entry into the job market • State Energy Workforce Consortia: A model for employer collaboration with education and government to develop a qualified workforce pipeline that balances employer demand and educational supply • Employer Involvement: Ways to support students and applicants, including career awareness activities, mentoring, internship and apprenticeship programs, and career pathways to higher skilled jobs in energy

Center for Energy Workforce Development 17

www.cewd.org

State of the Energy Workforce The GIECP model supports an education system that integrates Science, Technology, Engineering, and Math (STEM) education with real-world problemsolving and incorporates relevant hands-on learning into the STEM curriculum.

The collaboration between business and education in the GIECP model directly aligns the skills and competencies needed to be successful in energy careers.

The credentials are integrated into credit-based curriculum that allows students to accumulate credit from the beginning and accelerates the path to progressively earn more significant credentials.

The Pathways model ensures that students receive the right level of training in industry requirements to prepare them for success. The model strengthens the connections between employers and postsecondary institutions by creating a clearly aligned education pathway that directly connects the skills and credentials that are defined by the industry to the demand for skilled utility technicians and engineers. Curriculum, whether online or instructor-led, must support the needs of the industry in order to have certificates and degrees that will have value, both for the students and for the employers that hire them.

CEWD has successfully implemented the GIECP model through pilots with two populations, low-income young adults (LIYAs) and military veterans, through the Troops to Energy Jobs initiative, and is providing technical assistance to the Arizona Sun Corridor Get Into Energy Consortium as it applies a three-year TAACCCT grant to implement the GIECP model for trade-affected, transitioning adult workers.

Center for Energy Workforce Development 18

www.cewd.org

State of the Energy Workforce

Get Into Energy Career Pathways for Low-Income Young Adults CEWD partnered with many organizations on this initiative:

CEWD was awarded a three-year grant by the Bill & Melinda Gates Foundation in August 2010 to pilot specific components of the Get Into Energy Career Pathways (GIECP) model with the low-income young adult (LIYA) populations in nine states. The grant funded the development and implementation of a student support system and industry-recognized postsecondary credentials.

State Energy Workforce Consortia representing Ohio, North and South Carolina, Washington, Georgia, Florida, California, Indiana, and Minnesota enrolled more than 1,000 LIYAs in their programs.

Students worked to earn “stackable credentials” that focus on the foundational skills necessary to be successful in a variety of positions in energy. Following a pathways system of education that included boot camps, apprenticeships, certificate programs, and the opportunity to earn associate’s degrees, nearly 200 LIYAs were hired into electric and natural gas utility jobs. Others were referred to jobs in construction and manufacturing.

Recommendations from the project: • Establish the business case and ensure responsibilities of industry, education, and support organizations are understood and then reinforced as students transition into the workplace.

• Recruit LIYAs into specific programs of study so that academic, financial, and support requirements are clear.

• Hire career coaches who can stay with the student from interest to post-hire and are passionate about meeting the needs of this population.

• Meet LIYAs where they are; needs for financial, education, and support services are different for each person.

• Establish a defined path between education programs, credentials, specific jobs, and career paths so students can move in and out of education without losing momentum.

Center for Energy Workforce Development 19

www.cewd.org

State of the Energy Workforce

Troops to Energy Jobs There is no better way to honor our nation’s returning veterans than to provide them with the training and support needed to transition successfully to civilian life. The U.S. Department of Veterans Affairs estimates that approximately 190,000 to 200,000 active duty personnel will separate from the military in the next 25 years. Combine those numbers with retirement and attrition projections in the energy industry over the next five years, and hiring qualified veterans becomes much more than simply the right thing to do.

In 2011, CEWD partnered with American Electric Power, Arizona Public Service, Dominion Resources, National Grid, Pacific Gas & Electric Company, and Southern Company to develop a national model, Troops to Energy Jobs, for quickly connecting qualified veterans to careers in energy.

The cornerstone of the initiative, which completed its pilot phase in 2013, is the Troops to Energy Jobs National Template that guides employers through four key phases—Prepare, Build, Implement, and Measure—which help them prepare internally to hire veterans. The Troops to Energy Jobs website (www.troopstoenergyjobs.com) guides veterans through a unique Roadmap to a Career in Energy, including access to virtual career coaching and a job posting site (www.troopstoenergy.jobs) that is updated daily.

START HERE EXPLORE

PROMISING ENERGY JOBS

CONTINUE YOUR EDUCATION GET SUPPORT

=

TO PREPARE FOR YOUR EDUCATION

TRANSLATE

YOUR MILITARY SKILLS AND EXPERIENCE TO PROMISING ENERGY JOBS

READY NOW CANDIDATES

FIND SCHOOLS THAT ARE MILITARYFRIENDLY AND MEET YOUR NEEDS

GET SUPPORT

GO TO SCHOOL

AND GUIDANCE TO HELP WITH YOUR JOB SEARCH

PREPARE

FOR APPLYING TO A PROMISING ENERGY CAREER

LOCATE & APPLY FOR AN ENERGY JOB

The National Template aligns with and complements the Troops to Energy Jobs Roadmap (found at www.troopstoenergyjobs.com) created by CEWD to provide veterans with step-by-step advice on how to transfer their military training to new energy careers.

Together, these tools allow companies to: • Make it easier for veterans to find jobs at the company and translate their skills and training.

• Accelerate the time it takes veterans to earn required credentials or degrees.

• Provide full value for military training and experience when hiring.

• Create a military-friendly environment within the company.

• Increase the number of veterans who are recruited, hired, and retained.

YOUR NEW CAREER IN ENERGY!

Center for Energy Workforce Development 20

www.cewd.org

State of the Energy Workforce

Arizona Sun Corridor Get Into Energy Consortium TAACCCT Grant Arizona’s Sun Corridor is one of 10 defined mega-regions in the United States and is projected to grow to more than 9 million people by 2040. The population growth will increase the demand for electricity at a time when Arizona’s industry partners are projecting a 55% turnover in their workforces in the next decade, due to retirements and other attrition.

In 2012, a consortium of five Arizona community colleges and the Arizona Energy Workforce Consortium partnered to form the Arizona Sun Corridor Get Into Energy Consortium (ASC-GIEC). The ASC-GIEC applied for and was awarded a three-year, $13.5 million grant from the Department of Labor to implement the GIECP model focused on the trade-affected, transitioning adult population in Arizona. The five partner colleges are implementing common energy curriculum to help transitioning adults prepare for energy-related degree programs offered by the colleges, making it easier for students to complete their education and receive education that is consistent with the needs and expectations of Arizona’s industry partners.

CEWD’s role in the grant is to serve as technical experts in the application of the GIECP model to this population and to document, package, and distribute the knowledge and tools developed as part of the grant to other member companies.

Additionally, CEWD has developed a career coaching process for transitioning adults, validated the Core Technical Framework, helped the schools develop a common approach for prior learning assessment, created an Energy Industry Fundamentals (EIF) Community of Practice, and begun development of a national knowledge capture system that will be used to share information collected during the grant period.

Center for Energy Workforce Development 21

www.cewd.org

Section 3: Career Awareness

Get Into Energy (GIE) getintoenergy.com • Youth

• Engineers • Military

• Transitioning Workers • Women Objective: Create awareness among targeted populations of the critical need for a skilled energy workforce and the opportunities for education that can lead to entry-level employment Value to Students: • Clear expectations and understanding of requirements • Tailored career support Value to Educators: • Industry support for student activities • Relevance for curriculum

• getintoenergy.jobs

• Get Into Energy Materials

The Brand at Work

• Careers in Energy Week • National Alliances

Building Awareness with Diverse Populations • Latinos

• African American Youth • Women

Tailored Career Support and Coaching

Value to Employers: • Reduction in time and money to recruit • Increased retention 22

State of the Energy Workforce As the number of retirements grow across the energy industry, increasing awareness of careers in energy has never been more important. And as CEWD has responded to its members’ needs and developed a greater variety of career awareness products and materials, the Get Into Energy brand has remained a solid and strong core for all information that is career-awareness-related. But additional sites, appealing to specific populations, and additional tools for member companies have joined the stalwart www.getintoenergy.com site.

Get Into Energy (GIE) Raising awareness on a national, regional, and local level of the career opportunities that are available in the energy industry is a major focus for energy workforce development. Initial surveys in 2006 showed little awareness among high school students of the types of jobs offered or the skills required to enter energy careers.

Toward this end, in 2006, CEWD launched a national brand—Get Into Energy (GIE)—which has become increasingly visible and is now used in web-based and print materials in national, state, and company initiatives.

www.getintoenergy.com Get Into Energy features a number of sites geared toward speci�ic groups:

The GIE materials provide potential applicants with information about the types of energy careers that are available and also a realistic picture of the requirements for entry-level jobs, including education, physical abilities, pre-employment testing, background, and drug screening. Career guidance aids students in making the right career choice earlier in the process.

· Youth · Military · Engineers · Transitioning Workers · Women

Many of the materials can be branded by state consortia or individual industry partners, giving local energy workforce efforts greater visibility and reinforcing CEWD’s approach: Industry Solutions – Regional Implementation.

Center for Energy Workforce Development 23

www.cewd.org

State of the Energy Workforce

getintoenergy.com The Get Into Energy website (www.getintoenergy.com) was created to raise awareness of jobs in the energy industry. Energy jobs offer good pay and benefits, are widely available and generally immune from outsourcing, and provide a valuable service to the community. This public site, which can be reached from the CEWD site as well as from state consortia or individual companies, was updated in 2013 to include individual links to important career information designed for five distinct populations: Youth, Engineers, Military, Transitioning Workers, and Women. Additionally, the site now includes a tab to connect with getintoenergy.jobs, the job search tool provided through DirectEmployers.

Youth The Youth tab of getintoenergy.com is designed to introduce young people to career possibilities in the energy industry.

Features include: • Career Quiz to help youth determine which energy career would suit them best, based on individual preferences and skills • Training and Job Locator that allows youth to find the nearest technical schools and colleges, apprenticeships, and employers • Overview of the skills needed for specific energy jobs, such as lineworker, technician, and power plant operator Engineers The Engineering tab describes the types of engineers that are employed by the energy industry.

Features include: • Podcasts and videos about career opportunities and interviews with engineers • A resources page with important career-related links • Outline of the different types of engineers (e.g. nuclear and mechanical) and how they fit into the industry • Link to the Training and Job Locator Center for Energy Workforce Development 24

www.cewd.org

State of the Energy Workforce Military Clicking the Military tab on the Get Into Energy website transports veterans to www.troopstoenergyjobs.com, created in 2013 to help them make a successful transition to a career in energy. The Troops to Energy Jobs Roadmap guides veterans step-by-step in exploring energy careers, transferring military training to a new energy job, identifying any additional education and credentials the veteran may need, and supporting veterans in their job search.

Links on www.troopstoenergyjobs.com include: • Troops to Energy Jobs Roadmap tool • How to get support from a virtual career coach • Training and Job Locator that allows veterans to find the nearest technical schools and colleges, apprenticeships, and employers • Overview of the skills needed for specific energy jobs, such as lineworker, technician, and power plant operator Transitioning Workers The Transitioning Workers tab was created for workers or youth transitioning into the energy field from another career.

Features include: • A special section for young adults, which guides those who are interested into energy career pathways pilot programs underway in eight states • A section that allows a transitioning worker to input his or her current or previous job to identify how skills they’ve already learned may match up with those needed for energy jobs Women The Women tab on getintoenergy.com provides resources for women who are considering a career in energy. Energy companies are stepping up their efforts to diversify their workforce by appealing more to women who are interested in nontraditional jobs. As companies focus on women as a key demographic for their future workforce, CEWD is creating tools and resources to help women and energy companies find each other. One such program is the Women in Sustainable Employment (WISE) Pathways Initiative, led by CEWD in partnership with Hard Hatted Women. (See page 30 for more information about WISE Pathways.)

Center for Energy Workforce Development 25

www.cewd.org

State of the Energy Workforce getintoenergy.jobs In 2013, a jobs microsite was created as a part of the Troops to Energy Jobs pilot that enables veterans to search for available energy jobs posted by CEWD members. As a certified member of DirectEmployers, CEWD is able to provide daily posts of available jobs, and the microsite is now available, with its own tab on the getintoenergy.com website, to all energy jobseekers.

Jobseekers can search for posted jobs by company, country, state, city, and job title.

Get Into Energy Materials CEWD continues to develop and update Get Into Energy branded materials, including posters and brochures that provide information on energy careers. The material is tailored to the different jobseeker audiences CEWD serves, and some of the materials can be customized to include state consortia and energy company logos and brands.

Many members use the materials at career fairs and at local schools to help promote both the energy industry as well as the potential for building a career at their company.

Center for Energy Workforce Development 26

www.cewd.org

State of the Energy Workforce

The Brand at Work The true measure of functionality for any brand is how broadly it’s used. The Get Into Energy brand has proven to be very functional for CEWD members.

Every state energy workforce consortium has a state-specific logo that incorporates the GIE brand.

These state logos are appearing more frequently as states work with their education and community partners to raise awareness among middle school and high school students about the availability and merits of energy careers.

Careers in Energy Week Career awareness—or, more precisely, the lack of career awareness—is a common theme in state energy consortia meetings across the country. There is overwhelming agreement that jobseekers, students, and parents have low awareness of the availability of high-quality energy jobs and what’s needed to land them. More disturbing are the generalized perceptions that jobs in the energy industry are boring or dirty or offer no opportunity for advancement.

In an effort to help the industry change those perceptions, CEWD introduced Careers In Energy Week in October 2010 as a common week each year that energy companies and their state consortia partners can build awareness of the industry and its career opportunities.

Careers in Energy Week 2013 demonstrated that the interest in showcasing the industry as a desirable employer is growing. Energy companies and state consortia representing 14 states—more than ever before—sponsored activities that ran the gamut, from video contests and classroom visits to state proclamations and press releases. Consistent with its theme of “Industry Solutions - Regional Implementation,” CEWD supported state-focused career awareness with a new Careers in Energy Week poster and brochure, as well as playing cards, coloring booklets, and other materials that could be branded by the state consortium.

Center for Energy Workforce Development 27

www.cewd.org

State of the Energy Workforce In Illinois, for example, the Illinois Energy Workforce Consortium partnered with Illinois State University to conduct targeted outreach to the Urbana School District during Careers in Energy Week 2013. “Get Into Energy Illinois” was proudly displayed on t-shirts distributed to middle school students, who participated in ISU-led workshops about energy production and career pathways. To see more examples of how states recognized Careers in Energy Week, go to www.cewd.org.

National Alliances Other ways CEWD is putting the brand to work is through strategic partnerships that broaden the industry’s reach.

CEWD has continued to collaborate with national organizations to leverage the impact in building a qualified and diverse energy workforce. Those national alliances include the Association for Career and Technical Education, the American Association of Community Colleges, the American Society of Engineering Education, the National Association of Workforce Boards, the Energy Providers Coalition for Education (EPCE), and, most recently to support the Troops to Energy Jobs initiative, the Department of Defense and Veterans Affairs.

In 2013, CEWD formalized a strategic partnership with the National Energy Foundation (NEF) (www.nef1.org) to leverage the career awareness and education initiatives between the organizations. Through this partnership with NEF, CEWD is able to provide members with lesson plans and other branding materials. To see a full list of alliances, go to: http://www.cewd.org/about/partners.php.

Center for Energy Workforce Development 28

www.cewd.org

State of the Energy Workforce

Building Awareness with Diverse Populations “Meet them where they are” has become a mantra within CEWD, as more programs are developed to identify and attract potential applicants from diverse populations. The success of the programs is dependent on truly relating to and mitigating the unique challenges and needs of each population, in essence “meeting them where they are.”

Doing so is a win-win for the potential energy worker and the industry overall.

Following are some successful examples of how member companies are collaborating with other organizations to raise awareness of energy careers with diverse populations in their footprints.

Latinos Recognizing that New Jersey is one of the most diverse states in America, Public Service Enterprise Group (PSEG), which is based in New Jersey, has 10 employee resource groups (ERGs), each with an Executive Sponsor, designed to cultivate an environment that makes everyone feel welcome.

Adelante, which is Spanish for “Moving Forward,” is the name of one of their ERGs and was created to cultivate an environment that recognizes Latinos at all levels in PSEG, from the craft employees to the executive ranks.

Members of Adelante partner with organizations such as the Society of Hispanic Engineers, the Association of Latino Professionals in Accounting and Finance, and the National Society of Hispanic MBAs to raise awareness of energy jobs and foster relationships with the Hispanic community.

Center for Energy Workforce Development 29

www.cewd.org

State of the Energy Workforce African American Youth The Advocates for African Americans (A3) is a Duke Energy employee resource group (ERG) with chapters across Duke’s service territory.

A3 partnered with the American Association of Black Engineers in Florida to establish a Youth Energy Academy to introduce high school students to professional and craft/technical careers in the utility industry.

The Academy, which has been in place for two years, features two days of instruction.

The 2013 Academy included 25 male and 13 female students identified through partnerships with community-based organizations in Florida, including the Boys and Girls Club and the Urban League. Duke is working to expand the Academy in two different regions of the company in 2014.

Women Facing the prospect of 58% of its operations employees eligible for retirement within five years, Washington Gas has turned to innovative methods of attracting new employees, including its pilot of Women in Sustainable Employment (WISE), a comprehensive, 40-hour instruction and coaching program. WISE focuses on providing women with an overview of non-traditional jobs in energy, construction, and manufacturing. Joining Washington Gas in the pilot are Pepco and two construction contractors, NPL and Utiliquest. CEWD has developed the instruction and coaching program and is working with the companies to collect lessons learned from the pilot effort.

Women in Sustainable Employment Pilot Program Business Partners The Jobs • CEWD • Washington Gas • Pepco • Utiliquest • NPL

Pipeline Organizations The People

Education Partner The Facilitator

•Goodwill of Greater Washington •Alexandria/Arlington WIB’s •Community Services Agency, Metro Washington Council

•Northern Virginia Community College

Center for Energy Workforce Development 30

www.cewd.org

State of the Energy Workforce

Tailored Career Coaching and Support In reaching out to populations considering a career in energy, career coaching is a practice that has shown great promise, especially with young adults.

But the availability of career coaching is growing increasingly important to the success of other populations considering energy careers, most notably with military veterans through Troops to Energy Jobs, and most recently with transitioning adults through the Arizona Sun Corridor Get Into Energy Consortium.

Student Path to Success

Preparation to enter education: Interest to Acceptance into program

Education: Enrollment to Completion of credential with Labor Market Value

Preparation to enter an energy job: Screening to Selection

Career in Energy

Energy and Education Partnerships “Over the years, CEWD has learned that there are three major components to helping a student succeed: preparing them on the front end for education by ensuring they are ready and able to enter a program; supporting them through the education process so that they can complete the process; and once they graduate, showing them what they need to do to get a job.”

Ann Randazzo

CEWD Executive Director

2013 National Energy Education Network Meeting

In 2013, CEWD incorporated the concept of virtual career coaching through a partnership with Kuder®. Virtual career coaches are now an important component in the career navigation roadmaps for veterans and transitioning adults.

Career coaches move with the students along the “student path to success,” encouraging persistence and providing support for program completion. While career coaches can support students with much-needed encouragement, they also help students with more practical matters, including degree identification, help with interviewing, and gaining access to critical support services such as childcare and transportation. In addition, career coaches often help with navigating the application process and securing financial aid. More detailed information about the career coaching process can be found at www.cewd.org.

Center for Energy Workforce Development 31

www.cewd.org

Section 4: Education

Developing Common Competencies, Curricula, and Credentials Competency Model Credentialing • Basic Skills: Tiers 1–3

• Industry-Wide and Industry-Specific Technical Competencies: Tiers 4–5

Objective: Implement clearly defined education solutions that link industry-recognized competencies and credentials to employment opportunities and advancement in the energy industry

Educational Pathways for Skilled Utility Technicians

Value to Students: • Transportable skills • Stackable credentials • College credit for training • Articulation of credit

Promising Practices

• Occupation-Specific Competencies: Tiers 6–8

The Education Implementation Strategy

Value to Educators: • Clear industry expectations • Sustainable programs • Industry support Value to Employers: • Flexible, qualified, sustainable workforce • Reduction in recruiting time and costs 32

State of the Energy Workforce

Developing Common Competencies, Curricula, and Credentials In the years since CEWD was formed, energy companies have increasingly partnered with their community colleges and vocational programs to establish educational programs that have yielded quantifiable value to the industry. The value comes in the form of qualified applicants who have the right skills and through reductions in recruiting and training costs. It is clear that these partnerships work.

Curriculum based on common competencies provides signi�icant value to students by ensuring that their investment in time and money is providing skills that are transportable and that can lead to multiple

While educators are working more closely with industry to fill the talent pipeline, all educational programs are not created equal. The most successful ones are based on a common set of competencies and industry requirements, which readies graduates to have the necessary qualifications for the same job in different parts of the country or with different companies in the same state. When curriculum is not built on a common set of foundational skills that are common to all jobs, a student graduating from one program may have to start over in another program if a job is not available in the area or location they originally targeted.

career paths.

Soon after CEWD began, the organization partnered with subject matter experts from around the country and the U.S. Department of Labor to develop a set of common competencies for positions in generation, transmission, and distribution. These common competencies are translated into the learning objectives that educators and others can use to develop curriculum for training and education.

Center for Energy Workforce Development 33

www.cewd.org

State of the Energy Workforce Since then, the industry has made progress toward standardizing the curriculum.

Developing curriculum that is based on these common requirements allows educational institutions and others to share curriculum, significantly reducing the cost of developing new instructional material each time a new program is started. It also provides the basis for a system of “stackable� credentials that allows students to build on knowledge and skills over time.

Curriculum based on common competencies provides significant value to students by ensuring that their investment in time and money is providing skills that are transportable and that can lead to multiple career paths. Employers gain by knowing that individuals who graduate from these programs have the competencies and skills needed to do the job. Employers can also reduce the amount of in-house training required because the graduates already come with key skills.

Competencies

Learning Objectives

Common Curriculum

Stackable Credentials

Center for Energy Workforce Development 34

Multiple Career Paths

www.cewd.org

State of the Energy Workforce

Competency Model The CEWD Energy Competency Model has proven to be a critical tool for educators, workforce investment professionals, and businesses to articulate the skills required to perform successfully in various jobs in the energy industry.

A competency model is a collection of competencies that together define the potential for successful performance in a particular work setting. Competency models are the foundation for important human resource functions—such as recruitment and hiring, training and development, and performance management— because they specifically define essential skills as well as train and develop a diverse, talented candidate pool.

CEWD, in partnership with the U.S. Department of Labor, developed the Energy Competency Model that defines basic competencies, industry fundamentals, industry technical competencies, and job-specific competencies in eight separate tiers. The Energy Competency Model is designed to provide a consistent definition of the competencies required to work in the industry.

Center for Energy Workforce Development 35

www.cewd.org

State of the Energy Workforce The Model builds from basic fundamentals to more industry- and career-specific competencies. The Competency Model consists of stacked tiers increasing in specificity and specialization as the pyramid ascends. Each tier is divided into blocks representing content or the skills, knowledge, abilities, and other factors that are essential to successful performance in the industry.

The Competency Model is intended to help students and educators understand the competencies required to work in the energy industry. The Model can be used to tailor curriculum to reinforce the competencies. Students can use the Model to match job requirements as identified by employers with their skills. Where there are gaps, short-term training programs can be developed to address them, or existing programs can be modified.

CEWD Energy Competency Model: Generation, Transmission & Distribution

Center for Energy Workforce Development 36

www.cewd.org

State of the Energy Workforce

Credentialing Credentialing is being recognized as an important driver in both workforce and economic development as workers strive to become more competitive, and as companies search for skilled applicants for “middle skill� jobs. The ability to group knowledge, skills, and abilities in a way that can be assessed and credentialed and that builds from foundational to job-specific means that potential applicants gain skills that are transportable to multiple career paths.

Center for Energy Workforce Development 37

www.cewd.org

State of the Energy Workforce CEWD, with extensive input from education providers and employers, created a framework for industry credentialing that includes both existing and new credentials.

The goal is for these credentials to be a viable option for energy industryrecognized, portable credentials required by all stakeholders—secondary and postsecondary education, government, the workforce system, and employers.

Credentialing is tied to the knowledge, skills, and abilities—or competencies—for a given industry, from basic skills required in any position to those specific to certain occupations.

Basic Skills: Tiers 1-3 For basic skills training, CEWD uses the WorkKeys® System, developed

by ACT, which assesses academic work readiness skills, specifically reading, locating information, and mathematics, resulting in a National Career Readiness Certificate.

ACT’s extensive body of research shows that the combination of essential and foundational career readiness skills addressed by the National Career Readiness Certificate (NCRC) are required for 77% of a recent sample of jobs profiled in the nation’s largest job profile database and in all of the U.S. Department of Labor Industry Competency Models CEWD worked with ACT to determine the appropriate level of NCRC for energy occupations and training programs. Individuals in the energy career pathways programs should demonstrate the foundational skills that would enable them to achieve success in energy industry-specific programs.

The NCRC is used across all sectors of the economy and measures the following skills: • Problem solving • Critical thinking • Reading and using written, work-related text • Applying information from workplace documents to solve problems • Applying mathematical reasoning to work-related problems • Setting up and performing work-related mathematical calculations • Locating, synthesizing, and applying information that is presented graphically • Comparing, summarizing, and analyzing information presented in multiple, related graphics Center for Energy Workforce Development 38

www.cewd.org

State of the Energy Workforce Based on ACT’s occupational profiles for energy-industry job titles, CEWD determined that the silver-level NCRC is appropriate for individuals entering training for most skilled utility technician jobs. The gold-level NCRC is appropriate for individuals pursuing nuclear energy jobs.

For young adults ages 16-26, a customized assessment from SkillsUSA will result in an Energy Industry Employability Skills Certificate. This assessment combines their standard employability skills assessment with questions from the engineering and technology assessment. The assessments were created in partnership with industry, education, and policy leaders to ensure that employers recognize the assessments, help instructors validate their programs, and provide career-seekers with proof of what they can do. SkillsUSA assessments are 100% industry-driven and defined.

Most recently, the new NCRC Plus certificate developed by ACT combines measures of cognitive skills with measures of work-related behaviors—or soft skills—bringing even greater accuracy to predictions about an individual’s success at work or in training. In addition to cognitive skills, the NCRC Plus ranks individuals in the following soft skills categories: Work Discipline: Productivity and dependability Teamwork: Tolerance, communication, and attitude Customer Service Orientation: Interpersonal skills and perseverance Managerial Potential: Persuasion, enthusiasm, and problem solving

SA

MP

A Platinum National Career Readiness Certificate is awarded to

LE

JANE P. SAMPLE

In recognition of verified skills essential to workplace success and career advancement.

Registered Certificate # JSAMPLE001 Issue Date: July 26, 2011

Work Discipline Teamwork Customer Service Orientation Managerial Potential Official National Career Readiness Certificate. Registered by ACT.

Center for Energy Workforce Development 39

www.cewd.org

State of the Energy Workforce NCRC Plus is a new credential that can be used with adult populations as an alternative assessment tool for the Energy Industry Employability Skills assessment.

Industry-Wide and Industry-Specific Technical Competencies: Tiers 4-5 CEWD developed the Energy Industry Fundamentals (EIF) Certificate in 2011.

EIF supports the achievement of competencies in Tiers 4-5 and is accredited by the American National Standards Institute (ANSI).

EIF provides a broad understanding of the electric and natural gas utility industry and the energy generation, transmission, and distribution infrastructure, commonly called the “largest machine in the world,� which forms the backbone for the industry. The course includes business models; regulations; types of energy and their conversion to useable energy, such as electric power; how generated power is transmitted and distributed to the point of use; emerging technologies; and the connection to careers in the energy industry.

There are seven course modules which may be offered separately or as a certificate program totaling approximately 130 hours of instruction. Five of the modules are designed to be taught in person in a classroom setting (either high school or community college) and include Instructor Guides, Student Guides, and PowerPoint presentations. Modules 6 and 7 are online modules that can be used in a classroom setting, but are also effective for students to explore on their own. In addition, a new online, instructor-led version of the course is available. For more information about EIF, visit the Energy Industry Curriculum Center on www.cewd.org.

Center for Energy Workforce Development 40

www.cewd.org

State of the Energy Workforce Occupation-Specific Competencies: Tiers 6-8 The credentials recommended for Tiers 6-8 are certificates, college credit for apprenticeships, and postsecondary degrees. These are existing programs that cover a variety of occupational areas, including lineworkers; plant operators; natural gas technicians; and generation, transmission, and distribution technicians—the highpriority technical positions needed in the energy industry. Upon reaching specific points in these programs, individuals will earn college-level certificates and degrees.

CEWD has convened a group of educational and utility partners to develop competencies to address the changes in utility hiring requirements and to increase the sustainability of existing community college programs. With the identification of a set of introductory core technical competencies and the courses that support them, a community college can offer common core requirements and then direct students to the “technical major” programs as needed by the industry.

Based on their input and the discussions that were held at the 2013 Introductory Core National Energy Education Network (NEEN) meeting, CEWD has Technical Competencies: developed a process for a utility and its partner school to apply to • Safety get CEWD Endorsement of its energy-related program(s) and a gap • Math analysis tool that can be used to identify gaps in the curricula and • Basic Electricity provide insight on what curriculum changes or additions need to be • Print Reading made. The introductory core technical competencies support Tiers • Hand and Power Tools 6-8 of the Energy Competency Model. The gap analysis tool will be used by CEWD to determine if a school’s energy-related program should receive the CEWD Endorsement Stamp. Students taking the endorsed program courses can receive a Certificate of Completion by receiving a grade of 80 (on an un-curved scale) or higher in all of the related courses.

CEWD, in partnership with its communications partner ENDORSED BY A+ Media, developed a “seal of approval” stamp that endorsed schools can add to their websites for each Basic Electricity / Math / Safety / Print Reading program that teaches to the introductory core technical Use of Hand and Power Tools competencies. Utility partners will be required to complete an application form stating that its educational partner meets the competency requirement and should be endorsed. Community colleges will be required to re-certify their programs every three years and they will also be required to report annually on student progress, including enrollment, graduation, and hiring.

ENDORSED BY

Center for Energy Workforce Development 41

www.cewd.org

State of the Energy Workforce

Educational Pathways for Skilled Utility Technicians “The collaborative work you are doing to create new educational pathways to energy-sector careers … pathways that can lead all types of students to a brighter future … pathways that forge solutions for your industry as well as for individuals … pathways that enable nimble responsiveness to rapidly advancing human capital needs within the industry— this work is a living, breathing example of higher-ed system redesign. It’s exciting, it’s innovative, and it is very much needed.”

Jamie Merisotis

CEO and President, Lumina Foundation Address to CEWD NEEN Meeting

August 2013

CEWD has identified the most promising career pathways for skilled utility technicians. The pathways demonstrate the most effective structures for education in those positions, with initial evidence showing an increase in the pass rate on pre-employment testing, time to train, and retention in the position—all ways to reduce the employers’ cost and time to recruit and train new workers.

The overall goal for all energy career pathways is to award college credit for education completed and align pathways to articulate programs from one education institution to another. Individuals in all of these skilled craft positions have the ability to grow into more advanced careers within the job ladder (i.e., from apprentice lineworker to experienced lineworker to senior-level crew leader to supervisor) based on years in the job and educational experiences.

Center for Energy Workforce Development 42

www.cewd.org

State of the Energy Workforce Lineworker Pathway A lineworker boot camp is a short-term program (most are 8-10 weeks) that includes basic information about the industry and the requirements for the position, a climbing certificate, a commercial driver’s license, and a safety certificate. The boot camp includes an on-the-job training experience to ensure that the student fully understands the job requirements.

The student is hired into an apprenticeship where they begin an extensive training period (in some cases up to five years), including classroom sessions with on-the-job reinforcement of the skills learned. All apprentices are paired with experienced lineworkers. Some of the items that are included in the apprenticeship training are cable splicing, installation of transformers and other pole-top equipment, and stringing cable.

Natural Gas Technician Pathway In 2013, CEWD developed the Natural Gas Boot Camp in partnership with the Midwest Energy Association (MEA). It is a 10-week program which incorporates the Energy Industry Fundamentals; math skills enhancement; resume and interviewing skills; and natural gas technician-specific skills, such as safety, piping, valves, excavation, customer service, and corrosion. This introductory course is designed for individuals who are interested in the natural gas industry, but have limited knowledge of the work.

The program provides students with an understanding of the principles of natural gas, how to use natural gas in a manner that is safe for the public, and the types of tools and equipment used in the industry. The Natural Gas Boot Camp was piloted in 2012

by DTE Energy, Consumers Energy, and PaciďŹ c Gas & Electric. Their comments and feedback were used to make changes to the program, including development of instructor guides and removing some of the more advanced courses. This is an instructor-led online program that incorporates classroom training and hands-on activities to give participants actual work experience. CEWD members have access to the Natural Gas Boot Camp through the CEWD curriculum site and MEA.

Center for Energy Workforce Development 43

www.cewd.org

State of the Energy Workforce Utility Technician, Power Plant Operator, and Generation Technician Pathways These technicians are generally trained as part of a certificate program or two-year associate’s degree. There are many programs already in existence at local community colleges. (See the Promising Practices section on page 45.)

The training programs generally include courses on basic electricity—alternating and direct current, physics, print reading, three-phase power theory, safety, overview of the energy industry, electrical system components—and general education courses such as mathematics, English, and economics.

There are also job-specific courses depending on the discipline the student wishes to follow.

Upon graduation and hiring, individuals in these positions would begin an apprentice program of varying duration. There they would be able to apply classroom training in on-the-job situations.

The Education Implementation Strategy One of the most important learnings CEWD members have found over the years is that students who learn core foundation skills and then progress to more job-specific skills have more options to enter multiple career paths—and ultimately more options for employment.

This led CEWD to articulate an implementation strategy that has withstood the test of time and significant changes in workforce needs by the industry. The recommendations are: 1. Designate education partners who are willing to collaborate on curriculum 2. Specify the skills and industry-recognized credentials that are needed by the graduates 3. Focus on “workforce common denominators”—foundation and technical competencies 4. Conduct boot camps for concentrated skill development 5. Implement common curriculum across institutions 6. Reduce the time needed to earn credentials by recognizing prior learning 7. Bundle courses and credit with transferable certificates and stackable credentials Center for Energy Workforce Development 44

www.cewd.org

State of the Energy Workforce In one example of innovative curriculum “bundling,” community colleges in the Arizona Sun Corridor Get Into Energy Consortium will deliver education supporting Tiers 1-5 in the same way at each school so that the Arizona utility partners will be able to expect uniform learning from students graduating from any of Arizona’s energy programs.

Other successful examples of the Education Implementation Strategy can be found in the following section of Promising Practices.

Promising Practices In 2010, CEWD published the first list of Promising Practices in education for skilled utility technicians. That list continues to evolve as new utility/education partnerships are formed and others wrap up. Programs identified as Promising Practices are designed to fill the pipeline supply of talent for the technical craft positions in the energy industry. As state energy consortia better define their state’s workforce demand, they are partnering with their high schools, community colleges, and universities to maximize existing energy programs, develop new ones, and build greater speed and flexibility for students. Following are a few examples of Promising Practices in each category.

“I originally chose the Power Academy as a way to attend Tenoroc. However, with all the skills I have learned, I would not trade it for the world. I have been able to build a resume and learn vital interview and job skills. I have also learned a lot about how power plants work, how to wire, and so much more.

One of the greatest advantages to the Academy is our industry certi�ications, which are nationally accredited, meaning they will be recognized worldwide! I feel like academy programs are a breath of fresh air in school systems, being that they have so many new and extra things to offer.”

Zoe Lauters

2012 Graduate of Lakeland Electric Power

Academy and Current Engineering Student, University of South Florida

High School • The Lakeland Electric Power Academy is a four-year program hosted at Tenoroc High School in Lakeland, Florida. Students in the Academy are exposed to the electric utility industry structure, processes, and terminology.

In addition, they gain a solid understanding of industrial electricity. Students graduating from the Academy have key insights into the many entry-level positions throughout the utility. The program is designed to provide students with the academic tools and technical skills needed to be successful in a variety of careers in the electric utility industry. Students earn the following credentials: Energy Industry Fundamentals, NCCER Core, NCCER Electrical 1, and NCCER Electrical 2, which are all part of the curriculum.

Center for Energy Workforce Development 45

www.cewd.org

State of the Energy Workforce Students go to Lakeland Electric during the second semester of their senior year to complete 90 hours of job shadowing (30 hours in three different career areas).

• PSEG in New Jersey has partnered with Essex County Vocational Technical School to develop a Green Energy Academy. With a longstanding history of supporting and partnering with the career and technical education institutions within New Jersey, PSEG has funded the development of a 9thgrade exploratory green energy class, and then a full curriculum for students in grades 10-12 that focuses on energy, science, and the environment. This curriculum has served as the foundational curriculum for the Green Program of Study – Energy Career Pathway available to other vocational technical schools within New Jersey. The Green Program of Study began as an initiative of the New Jersey Energy Workforce Consortium in 2009/2010.

Pre-apprenticeship Boot Camps • Lineworker boot camps at various technical colleges in Georgia provide students with experience in pole climbing, basic line stringing and cable splicing, safe work practices, and use of hand tools. They also offer certificates in first aid and safety and prepare the students to take the exam for the commercial driver’s license. The programs are supported by the electric utilities in the state, including Georgia Power, municipals, and co-ops.

• The Natural Gas Boot Camp mentioned previously incorporates Energy Industry Fundamentals; resume and interviewing skills; and natural gas technician-specific skills such as safety, piping, valves, excavation, customer service, and corrosion. The program is an introductory course for individuals who are interested in the natural gas industry, but have limited knowledge of the work. The program provides students with an understanding of the principles of natural gas, how to use natural gas in a manner that is safe for the public, and the types of tools and equipment used in the industry. Prior to its implementation, the program was piloted by Consumers Energy with Alpena Community College and DTE Energy with Schoolcraft Community for cohorts of veterans in Michigan, and PG&E and Cypress Mandela (a community-based organization) in California.

• The model of pre-apprenticeship boot camps is proving to be a valuable approach, as evidenced by the results of the PG&E Power Pathways Program and the Nuclear Workforce Initiative (NWI) Academy, managed by the Savannah River Site Community Reuse Organization.

Center for Energy Workforce Development 46

www.cewd.org

State of the Energy Workforce Union Training Programs • The International Brotherhood of Electrical Workers (IBEW) and the National Joint Apprenticeship & Training Committee (NJATC) offer apprenticeship programs for outside lineworkers with the opportunity to achieve a cable splicing certification. Graduates of the outside line program can receive 25 college credits for their training. They also offer opportunities for journeymen employees to upgrade their skills for continuing education units (CEUs).

• The Utility Workers Union of America (UWUA) has apprentice programs in place with four community college partners in Iowa and Michigan. These programs offer skill upgrades in areas such as electrical control systems, programmable logic controls, mechanical print reading, and electrical safety. The programs are supported through the UWUA Training Trust Fund.

Associate’s Degree Programs • The Energy Technical Specialist program is a two-year associate’s degree program at St. Cloud Technical and Community College in Minnesota in partnership with Xcel Energy and Minnesota Power. This degree program has been developed to train students in the field of energy technology. The Energy Technical Specialist Associate in Applied Science degree will convey the skills and knowledge necessary to be successful in both the traditional and renewable energy fields. Students enrolled in the Energy Technical Specialist program will study a 35-credit-hour core curriculum providing a strong base in electrical, electronic, and mechanical systems. Students will select an area of specialization to complete their program of study from the following: Wind Energy, Ethanol, Biodiesel, Fossil Fuels, or Power.

• In partnership with Kansas City Power & Light, Westar Energy, Sunflower Energy, Kansas Municipal Utilities, and Wolf Creek Nuclear Operations Center, Flint Hills Technical College has developed a two-year associate’s degree program for power plant operators and generation technicians.

The program provides students with training on power plant systems and equipment, safety procedures, basic electricity, and instrument controls. The program has also been approved as a Nuclear Uniform Curriculum Program.

Center for Energy Workforce Development 47

www.cewd.org

State of the Energy Workforce • The Electric Utility Technology (EUT) degree program at Chandler-Gilbert Community College, in partnership with Arizona Public Service, leads to a technical certificate or A.A.S. degree. The EUT program provides students with basic preparation in overhead and underground construction and maintenance procedures. Focusing on a basic program of performance-based objectives and field experiences, the program provides successful students with skills and knowledge needed in this rapidly growing field. The program is designed to produce a highly skilled, well-informed, entry-level (apprentice) lineworker who is familiar with the use of tools, materials, and equipment of the trade. The areas of personal safety and occupational safety are stressed as integral parts of each area of the craft.

Online Programs The Energy Providers Coalition for Education (EPCE) is a group of industry representatives that develops, sponsors, and promotes industry-driven, standardized, quality online learning programs to meet the workforce needs of the energy industry.

• Certificate in Electric Power Technology: This certificate program offered

by Bismarck State College provides the basics of electric power generation, transmission, and distribution.

• Associate in Applied Science in Electric Power Technology: This online A.A.S. degree program, provided by Bismarck State College, provides students with a foundation in electrical systems, transformers, and electric components, plus a foundation in English and math.

• Certificate in Nuclear Power Technology: This program certificate, offered

by Bismarck State College, provides the basics of nuclear power generation to prepare for careers in operations, maintenance, and other functions within nuclear power plants.

• Associate of Applied Science in Nuclear Power Technology: This online A.A.S. degree, offered by Bismarck State College, provides students with the skills and knowledge required for non-licensed operator, maintenance, chemistry, and health physics technician positions in nuclear generation stations. The program is based on nuclear industry standards with course objectives aligned to the nuclear industry accredited training programs.

Center for Energy Workforce Development 48

www.cewd.org

State of the Energy Workforce • Bachelor of Science in Nuclear Engineering Technology: This TAC-ABET accredited degree, offered by Excelsior College, is designed to prepare students to perform competently in occupational areas such as reactor operations, health physics, quality assurance, chemical technology, and instrumentation and control technology, as well as in related areas in the nuclear technology field.

• Bachelor of Science in Electrical Engineering: The electrical engineering program at Clemson University provides fundamental education in core EE areas such as circuits, electronics, electromagnetics, controls, power, and communications. These fundamental areas are more fully developed by specialization in elective courses. The Power Systems specialization includes courses in energy conversion, power systems analysis, electric machines, power electronics, and drives.

The Midwest Energy Association (MEA) serves the people that bring electricity and natural gas to American homes and businesses. MEA members collaborated to develop EnergyU, the world’s premier online training and testing system for the gas and electric utility distribution industry. MEA’s not-for-profit fee structure delivers to members and subscribers the best possible training at the lowest possible cost in the areas of natural gas, liquids, OSHA, electric, and leadership training.

Thomas Edison State College in New Jersey offers two-year and four-year programs, including a BSAST - Energy Systems Technology; BSAST - Energy Utility Technology; BSAST - Electrical Technology; and BSAST - Technical Studies. The degree programs are 120 credits with ability for transferring. Transferable sources are up to 80 credits from regionally accredited community/technical colleges, military training credits, and industry training that has been academically reviewed.

For additional information on available education programs, see the Promising Practices report on the CEWD website (www.cewd.org) or visit the Get Into Energy website (www.getintoenergy.com).

Center for Energy Workforce Development 49

www.cewd.org

Section 5: Workforce Planning

Strategic Workforce Planning Key Findings of the 2013 Survey • Retirement Has Begun

• Replacement Hiring Is Up

• Younger Workers Are Being Hired

The Cluster Effect

Workforce Evaluation and Metrics Objective: Balance the supply and demand for a qualified and diverse energy workforce

• Key Performance Indicators (KPIs) • Critical Success Factors (CSFs)

Value to Students: • Jobs available on completion of education Value to Educators: • Programs meet industry demand • Sustainable programs • Industry support Value to Employers: • Data to evaluate program effectiveness • Right number of students at right time 50

State of the Energy Workforce

Strategic Workforce Planning There is a distinct difference in forecasting potential retirements and other attrition and in predicting the number of positions that will be filled, the skill levels required to fill them, and the size of the pipeline of workers currently being trained to fill the positions. Since the 2011 Gaps in the Energy Workforce Pipeline survey, CEWD has spent considerable time defining the Essential Elements of Strategic Workforce Planning, which helps individual utilities and state consortia better assess their entire workforce picture.

Industry Game Changers Grid Modernization Generation Mix / Carbon Management New Build Regulation / Policy Changes Aging Workforce Mergers / Acquisitions Signi�icant Organization Decisions Adoption of New Technology

To identify and understand the true gap in the workforce, the industry must begin by understanding its business strategy, including identification of industry “game changers” and their impact on the workforce. CEWD has identified an initial list of key game changers that may impact utility executives’ decisions on whether to replace workforce and/ or create new jobs for skilled workers. The CEWD Workforce Survey provides data on one of the game changers—aging workforce—and provides additional data on changes in normal attrition and the timing of potential employee exits. It’s critical, however, to consider the impact of the other game changers when forecasting workforce development needs at a state or regional level.

What is your business strategy? What are the game changers?

Company Strategic Direction

What is your forecast and critical jobs?

Workforce Analytics

Execution and Metrics

Workforce Development Specific plans for pathways?

Were you successful?

Center for Energy Workforce Development 51

www.cewd.org

State of the Energy Workforce

Key Findings of the 2013 “Gaps in the Energy Workforce Pipeline” Survey Background Starting in 2007, CEWD began conducting energy workforce surveys, identifying where gaps already existed and where they could potentially grow larger.

The fifth “Gaps in the Energy Workforce Pipeline” survey conducted in 2013 by CEWD once again revealed a common story: the energy industry workforce is getting older and there are a large number of employees who are set to retire in the next 5-10 years. But, the 2013 survey also shows the progress electric and natural gas utilities are making to bring in younger workers and fill the gaps left by experienced, skilled workers.

The Job Categories CEWD again focused on the four key job categories that are considered critical to the industry: lineworkers, technicians, plant and field operators, and engineers. But the categories were broken down more finely to distinguish between employees in electric transmission, distribution, and generation, and employees in natural gas transmission, distribution, and generation.

The survey collected data on the age and years of service of current employees as well as data on the actual rate of retirements and other types of attrition. The data was used to forecast patterns of retirement and attrition over the next 10 years within each of the job categories.

The information was supplemented with data from Economic Modeling Specialists International (EMSI). The total data set represents about two-thirds of the total employee population in the utility industry.

Center for Energy Workforce Development 52

www.cewd.org

State of the Energy Workforce Workforce Demographics The change in the total number of employees in the industry appears to be leveling off, although there was still a decrease of approximately 8,000 jobs recorded in 2012 compared to 2011.

The number of employees in the industry has changed since CEWD first began tracking the size of the workforce. In 2007, there were slightly fewer than 520,000 employees identified in government data for Electric and Natural Gas Utilities. The number grew to more than 535,000 in 2009 and dropped to about 525,000 in 2011.

In 2012, there were approximately 517,000 utility workers, 40% of whom occupied CEWD’s key jobs categories—lineworkers, technicians, plant and field operators, and engineers.

The changes in key occupations reflected decreases of: • 3.2% in the number of engineers • 1.4% in the number of both lineworkers and technicians • 2.3% in the number of plant/field operators DECEM

B E R 20 13

Center fo

r Energy

Workforc e Dev

ENERGY WORKF O DEMAN RCE D

UNITED

elopment

STATES

Center for Energy Workforce Development 53

www.cewd.org

State of the Energy Workforce Overall, the industry has continued to mature, with more employees than in previous surveys over the age of 53. The average age continues to increase and has gone from 45.7 in the 2006 survey to 47.2 at the end of 2012. In a more defined breakdown of critical jobs, lineworkers and engineers are the youngest and electric transmission and distribution technicians are the oldest.

Age Distribu,on Electric and Natural Gas U,li,es 30.0

% of Employees

22.5

15.0

7.5

0 18-­‐22 23-­‐27 28-­‐32 33-­‐37 38-­‐42 43-­‐47 48-­‐52 53-­‐57 58-­‐62 63-­‐67 2006

Age 2007

2010

67+

2012

Wednesday, January 8, 14

Clearly the retirement wave has begun. The percentage of employees “Ready Now” to retire has increased by a full percentage point, from 8.9% in 2010 to 9.9% in 2012. Those ready to retire in the next five years remains steady at around 15%, and the number of workers potentially ready to retire in the next 6-10 years has decreased by almost 3%, from 16.4% to 13.5%. The numbers confirm that older workers have begun to retire and more are in the critical age and years of service range, meaning they could leave at any time.

Industry Demand For the industry as a whole, almost 55% of the workforce may need to be replaced in the next 10 years, down from previous estimates and reflecting the progress of workforce development efforts across the industry. This includes all jobs in a company, such as supervision, clerical, accounting, and information technology, as well as the key job categories.

Poten&al Replacements by 2022 Poten;al Replacements 2013 -­‐ 2017 Job Category

Poten;al Replacements 2018 -­‐ 2022

Poten;al Es;mated Number Poten;al ADri;on & of Replacements Re;rement Re;rement

Es;mated Number of Replacements

Lineworkers

32%

24,100

14%

10,300

Technicians

41%

28,300

14%

10,100

Plant Operators

42%

14,900

13%

4,600

Engineers

34%

9,200

12%

2,900

Total

36%

76,500

14%

27,900

Totals exclude Nuclear

Almost half of the skilled technicians and engineers in the industry may need to be replaced in the next 10 years, with the potential for the next five years estimated at 36%. Technicians and plant and field operators have the highest potential percentage of replacements. Attrition for other reasons, such as separating from the company, transferring to other jobs, or promotions within the company, total approximately 11% of employees in these 3

Wednesday, January 8, 14

Center for Energy Workforce Development 54

www.cewd.org

State of the Energy Workforce job categories. Historically, utility workforce attrition ranges between 2-3%, but the 2013 survey forecasts that the rate of retirements will increase above the normal attrition rate and continue to rise during the forecast period.

More critical than the number of potential retirements, however, is the forecast for hiring. As the economy began to improve, so did the number of new hires to replace those leaving. In 2012, companies replaced nine out of 10 workers, showing a steep increase from 2009 and 2010. This is consistent with the growing number of younger workers across the companies.

The Cluster Effect While hiring is forecast to remain steady at the 2012 rates for the rest of the decade, the industry is beginning to experience a phenomenon that wasn’t predicted when CEWD was formed. Prior to the economic downturn that has gripped the country in recent years, utilities predicted a steady and significant wave of retirements that would decimate the workforce. Instead, the industry is experiencing clusters of attrition from retirements and other impacts, including implementation of new technology and organizational changes like mergers, acquisitions, and changes to benefits plans. It’s also important to note that, while jobs are roughly being filled one-for-one, the clusters of jobs that new hires are going into may look vastly different than the ones that are being exited.

“In 2006 and 2007, I thought there was going to be a smooth and predictable wave of retirement, but now it looks like it’s going to be more of a cluster thing. We have to be flexible and adaptable. It might be spotty, more than a wave. But

Bob Powers, Executive Vice President and Chief Operating Officer, American Electric Power used the word “cluster” during the 2013 National Energy Education Network (NEEN) meeting to describe the attrition impacts that are beginning to occur and noted that this “cluster effect” is difficult to predict and plan for, especially when it is influenced more so by game changers in the industry than by the more predictable age of the workforce.

we still have to respond to those hiring needs.”

Bob Powers

Executive Vice President and

Chief Operating Officer

American Electric Power

The best solution for countering the cluster effect is for state energy consortia to develop and rigorously maintain a robust strategic workforce plan for the entire state’s energy industry so that the clusters are quickly identified and factored into career awareness and education pathways.

Center for Energy Workforce Development 55

www.cewd.org

State of the Energy Workforce

Workforce Evaluation and Metrics How do you know if your workforce development efforts are successful? A simple question, but hard to answer. Evaluation and metrics are a critical link in any planning process. The evaluation process developed by CEWD can be used as a framework for measuring any workforce strategy, but the Key Performance Indicators and Critical Success Factors are specifically created to measure what matters most in the creation of career pathways in energy.

CEWD has worked with industry subject matter experts to create a Workforce Evaluation and Metrics process for their member companies. The process defines two types of metrics: Key Performance Indicators (KPIs) are quantifiable measurements that reflect progress toward defined goals. Critical Success Factors (CSFs) assess actions that need to be in place to achieve strategies.

For example, a Key Performance Indicator for workforce development is the number of hires compared to planned hires, but a Critical Success Factor would be the existence of focused career awareness programs. In other words, the existence of career awareness programs in and of itself may not indicate progress towards the goal of qualified hires. But the absence of career awareness programs makes it harder to achieve the goal, so it becomes a factor for success in achieving the goal. As another example, attrition or turnover is a Key Performance Indicator, but strong HR practices are considered a Critical Success Factor.

Center for Energy Workforce Development 56

www.cewd.org

State of the Energy Workforce The Key Performance Indicators and Critical Success Factors work together to help companies measure the success of specific workforce development strategies within the CEWD strategic planning pillars of Career Awareness, Education, and Workforce Planning: • Career Awareness Objective: Create awareness among targeted populations of the critical need for a skilled energy workforce and the opportunities for education that can lead to entry-level employment.

Strategies: • Implement career awareness outreach and support initiatives targeted toward women, minorities, and military veterans.

• Build state awareness of the need for a skilled energy workforce.

• Education Objective: Implement clearly defined education solutions that link industry-recognized competencies and credentials to employment opportunities and advancement in the energy industry.

Strategies: • Close existing skill gaps to ensure a qualified applicant pool of candidates for in-demand jobs.

• Implement core curriculum across schools to enable easier transfer of credits and faster graduation of students with needed skills.

• Assess the skill impact of new technologies and integrate into education pathways.

• Workforce Planning Objective: Balance the supply and demand for a qualified and diverse energy workforce.

Strategies: • Validate the existing state workforce plan to verify key in-demand jobs for career awareness and strategic planning purposes.

• Measure workforce development initiatives to determine impact on critical skill and workforce gaps.

Center for Energy Workforce Development 57

www.cewd.org

State of the Energy Workforce The Get Into Energy Career Pathways Model defines three key stakeholders in achieving these objectives: Industry, Education, and Students/Potential Applicants. The stakeholders each represent a unique perspective in achieving workforce development strategies. Each has an individual role in making a qualified, diverse workforce a reality. The KPIs and CSFs for each of the stakeholder groups are identified below.

Industry KPIs

Planned and actual entry-level hires Planned and actual experienced hires Attrition by tenure— retirement and other

CSFs

Education Number of students enrolled in pipeline programs

Students/Potential Applicants Percentage passing each stage of screening

Number of students completing pipeline programs

Total number of employees over time

Types of pipeline training programs

Career awareness activities

Average age of existing workforce over time

Number of apprentices by year of program

Number of candidates screened

Average length of tenure over time

Length of apprenticeship programs

Total openings/ demand

Pre-employment test pass rate by source of hires (EEI, WorkKeys, other)

Strength of HR practices

Center for Energy Workforce Development 58

www.cewd.org

State of the Energy Workforce The metrics are designed to be a high-level scorecard to determine the success of workforce development strategies and to diagnose areas for improvement. The data gathered can be combined with other industry data already being collected to provide a comprehensive graphic picture of where companies find skilled workers, where employees are getting their skills, how potential employees learn about the skills needed to work in the energy industries, the current and future demand for employees, and the effective training and human resource policies and practices that help companies maintain and retain a high-quality workforce.

Although the metrics have been specifically designed for skilled utility technicians, they can also be used for engineers or other positions requiring a bachelor’s degree. The CSFs on apprenticeships would not apply, but can be substituted with data for on-the-job training and experience.

Additional information on economic development in your state or community will be beneficial to understanding the economic environment. Data on unemployment, dropout rate, number of high school graduates, and more will provide support for an environmental scan of the workforce development picture in your region.

By knowing what effect your workforce development investments have, a company can make more informed decisions about those investments.

For guidance on workforce planning and development of meaningful metrics, see the Workforce Planning section of the CEWD Members Implementation Wizard at www.cewd.org.

Center for Energy Workforce Development 59

www.cewd.org

Section 6: Structure and Support State Energy Workforce Consortia • CEWD leads a national support structure for a growing number of state energy workforce consortia

The Business Case for a Consortium

Objective: Organize and manage state and regional Energy Workforce Consortia to maximize their positive impact on national, state, and individual company initiatives Value to Students: • Programs and curriculum built on industry requirements • Support from industry Value to Educators: • Programs meet industry demand • Sustainable programs • Industry support

• It’s a Smart Decision • It’s About Pride

• It’s About Security

• It’s About Opportunity

Building Sustainability in the Great Lakes States • The Joyce Foundation • Workforce Planning • Lessons Learned

• Executive Sponsorship

Value to Employers: • Data to evaluate program effectiveness • Right number of students at right time 60

State of the Energy Workforce

State Energy Workforce Consortia “What can we do better together than separately?�

That is the question utilities and energy companies across the U.S. have asked each other as the CEWD model for state energy workforce consortia has continued to mature.

Today, two-thirds of the United States are represented by energy workforce consortia, and additional states are in the planning stages to start a consortium.

CEWD maintains a national support structure for state energy workforce consortia, including conference calls with all the consortia leads to share information, best practices, and issues, and an annual meeting of all consortia leads: the State Energy Workforce Consortia National Forum. CEWD also provides assistance in starting a consortium and has a community of practice website with tools and information shared between consortia.

The solid business reasons for participating in a consortium are many and are detailed in a new document available at CEWD: State Energy Workforce Consortia: The Business Case. Following are some highlights.

State Energy Workforce Consortia WA MN OR

WI

SD

ID

WY

PA

IA IL

CA

UT

AZ

CO

KS

NY

MI OH

IN

MO

KY TN

NJ MD DC

NC SC

NM MS AL TX

VA

CT

GA

LA FL

Regional Consortium

Existing Consortium

Thursday, May 22, 14

Planned Consortium

Center for Energy Workforce Development 61

www.cewd.org

DE

State of the Energy Workforce

The Business Case for a Consortium It’s a Smart Decision Individual companies often have workforce needs that are unique to their business portfolio, but common needs, such as education and training of skilled utility technicians, can be met much more efficiently in partnership with other companies.

The consortia bring together the energy industry, its education partners, government workforce investment boards, unions, and others to plan and develop programs that directly address the shared workforce needs of the state’s energy industry. Such programs are much more able to withstand the ups and downs of a single company’s recruiting needs, especially when the programs are grounded in a common denominator of industry-recognized credentials and core curriculum. Plus, a strong applicant pool helps reduce the time necessary to recruit, hire, and train them. The ROI is there and is being proven repeatedly through the workforce development efforts of the companies involved in CEWD. It’s About Pride Employees of energy companies take great pride in their companies, in their communities, and in the customers they serve. And their companies want the next generation of workers to carry on that tradition. In a consortium model, pride in the community is transformed to a much broader base that includes the community’s educators and workforce development agencies, all of whom have a stake in seeing the community succeed.

It’s About Security Affordable, reliable, and safe energy is crucial to the American economy. As demand for energy continues to grow and the current workforce continues to retire, developing a new, highly skilled workforce is key to maintaining reliability and customer service and to securing our nation’s grid and infrastructure. Workforce planning in collaboration with other energy partners helps ensure an adequate supply of qualified workers when they are needed.

Center for Energy Workforce Development 62

www.cewd.org

State of the Energy Workforce It’s About Opportunity As current employees retire, the energy industry has an incredible opportunity to build a new workforce and attract individuals who otherwise may not have had a chance to enter these high-quality careers. Specialized programs to attract and train workers from targeted demographics is resource-intensive and can be more successful when companies work together through a state energy workforce consortium.

The Joyce Foundation, headquartered in Chicago, supports the development of policies that

Building Sustainability in the Great Lakes States

both improve the quality of life for people in the Great Lakes region and serve as models for the rest of the country. The Joyce Foundation’s grant-making supports research into Great Lakes

Intrigued by the idea that utilities are willing to work together collaboratively to develop workforce solutions, The Joyce Foundation has awarded CEWD a two-year grant to support state consortia in each Great Lakes state and test the concept of a regional consortium.

protection and restoration, energy ef�iciency, teacher quality and early reading, workforce development, gun violence prevention, diverse art for diverse audiences, and a strong, thriving democracy…The Foundation encourages innovative and collaborative approaches with a regional focus and the potential for a national reach.

The intent of CEWD’s support is to help the consortia become stronger and more sustainable, and one of the proven ways to ensure sustainability is by creating and implementing a state-wide strategic workforce plan.

During 2013, consortia in Illinois, Indiana, Michigan, Minnesota, and Ohio finalized their 3-5–year strategic plan, which is organized around the CEWD strategic pillars: Career Awareness, Education, Workforce Planning, and Structure and Support.

Wisconsin is using the opportunity to organize a state consortium and begin its strategic plan from the ground up. Many of the states have established task forces to brainstorm and recommend to the full consortium a series of short-term and long-term actions that will further the consortium’s strategic objectives around career awareness and education.

Center for Energy Workforce Development 63

www.cewd.org

State of the Energy Workforce As with all CEWD initiatives, although the current work of this project is focused on the Great Lakes states, the resources, tools, and materials developed during the project will be available to all CEWD state consortia when complete. To that end, CEWD is developing a series of workshops focused on building a state energy workforce plan.

Each workshop will include a detailed facilitator’s guide, presentations, templates, and tools for consortium pre-work and implementation.

Lessons Learned One of the most impactful lessons learned from the Great Lakes work is the value of having key operational leaders from the energy industry serve in the role of Executive Sponsor for the consortia.

The Executive Sponsor provides strategic and executive-level support to the consortium as a representative of the energy industry and serves as a champion of the consortium’s work and a voice of influence in support of the consortium’s initiatives.

Already, the Executive Sponsors in the Great Lakes region have worked as visible and vocal advocates for their consortia’s initiatives and have influenced broader involvement in consortium planning by industry and state government. To learn more about the Role of the Executive Sponsor for State Energy Consortia, go to http://www.cewd.org/stateconsortiaresources.asp.

Other lessons learned in the Great Lakes: • Strategic planning is hard work, especially if workforce planning isn’t a burning platform in a company • A plan isn’t created in a day; data collection and analysis take time • Frequent changes in consortium membership can slow progress • The energy industry is the customer of the strategic plan and must drive its development • Leadership of the consortium can’t be a single person’s job • Executive Sponsorship helps sustain a consortium’s momentum • Engaging management from operations in consortium planning is critical • Consortium structure and membership should be strong and stable before strategic planning begins

Center for Energy Workforce Development 64

www.cewd.org

Chapter 3

Other Workforce Development Efforts In This Chapter:

Nuclear Energy Institute (NEI) Updates • Intensive efforts to develop the future nuclear energy workforce are paying off.

• The Nuclear Uniform Curriculum Program (NUCP) has

grown from an initial pilot of seven institutions in 2008 to 34 institutions across the U.S.

• Diversity of the nuclear workforce remains a focus area for the industry.

• Partnerships with the Navy and labor organizations have been a key to the industry’s efforts addressing nuclear workforce needs.

IEEE Power and Energy Society Engineering Initiatives • The IEEE Power and Energy Society (PES) launched the

Power and Energy Engineering Workforce Collaborative (PWC) to tackle the shortage of qualified engineers.

• To help entice high school and undergraduate students, PES has scholarships available for attracting energized engineers to the field.

• CEWD has worked with IEEE and PES to develop a

set of competencies for entry-level and experienced electrical/power engineers.

65

State of the Energy Workforce

Nuclear Energy Institute (NEI) Updates In anticipation of significant age-related retirements, the nuclear industry, working through the Nuclear Energy Institute (NEI), established a strategy to reinforce the critical workforce pipelines to ensure there were available and qualified candidates to fill vacancies. After a decade of effort, the four critical pipelines (universities, the military, labor apprenticeships, and community colleges) are now healthy.

A 2013 review of the age distribution of existing nuclear industry workers indicates that it has successfully hired enough new engineers and operators to manage through the aging workforce transition, but that additional hires of maintenance and radiation protection (RP) technicians are still needed. Maintenance and RP graduates are available. They just need to be hired by the industry.

A Healthy Nuclear Workforce Pipeline‌ 30+ nuclear engineering and health physics programs 34 Nuclear Uniform Curriculum Program (NUCP) Community Colleges 6 labor organizations participating in Nuclear Mechanic Apprenticeship Program (NMAP) 35 participants with the Navy Agreement of Understanding 500 graduates from NUCP schools between 2010 and 2012 30% increase in nuclear engineering undergraduate enrollments between 2010 to 2011

The most significant effort in the workforce pipeline strategy was reestablishing the community college programs. In 2008 the industry piloted the Nuclear Uniform Curriculum Program (NUCP) with seven consortia comprised of industry members and their community college partners. The curriculum was designed to align with established standards for accredited utility training programs so that all graduates have the same basic knowledge and the necessary skills to achieve success as nuclear power plant workers.

The NUCP prepares students for jobs as technicians in maintenance, chemistry, and radiation protection, and as non-licensed operators. Since the initial pilot, 34 community colleges across the nation have adopted the NUCP curriculum, and enrollment in these nuclear technology programs has grown from just 100 in 2008 to some 1,500 in 2013.

Center for Energy Workforce Development 66

www.cewd.org

State of the Energy Workforce A survey conducted in 2011 found that undergraduate enrollments in nuclear engineering increased 30% over the previous year and there are now a robust number of graduates available every year. The majority of nuclear engineering graduates work for the government, the military, and their contractors, but this pipeline is critical to the nuclear energy industry as these fill necessary safety-related positions.

Military organizations and labor organizations are playing a significant role in the rebuilding of the nuclear workforce. The civilian nuclear energy industry and the U.S. Naval Nuclear Propulsion Program signed an agreement in August 2012 establishing the first systematic program allowing personnel separating from the Navy to seamlessly transition to civilian employment. The agreement of understanding (AOU) is the first formal partnership between the Navy and the nuclear energy industry designed to put veterans to work in the growing domestic nuclear energy field.

Today, there are 35 participants with the Navy AOU. Approximately 20% of the officers who leave the Navy are coming to work in the nuclear energy industry. Today, veterans make up more than 13% of the nuclear workforce and 11% of the nuclear contractor/vendor workforce.

Six labor organizations participate in the Nuclear Mechanic Apprenticeship Program (NMAP), which assures that craft labor union personnel have the fundamental knowledge and skills necessary to work in a nuclear power plant environment.

Overall, the nuclear industry hired nearly 15,000 people between 2009 and 2012 from these four pipelines. NEI predicted that the industry will hire 20,000 new employees by 2018.

Similarly to other energy industries, nuclear continues to struggle with attracting diverse and female candidates to careers in nuclear energy. Improving the diversity of the talent pipeline continues to be a priority for NEI, its member utilities, and education partners.

Center for Energy Workforce Development 67

www.cewd.org

State of the Energy Workforce

IEEE Power and Energy Society Engineering Initiatives The Gaps in the Energy Workforce Pipeline 2013 survey results conďŹ rmed that the power engineering job category will continue to face significant attrition in the coming years. Power engineers are expected to be in short supply in several countries, including the United Kingdom and Canada, as well as the United States, where the anticipated shortage is expected to be most severe and where universities have already struggled to replace retiring power engineering faculty. CEWD’s survey results indicate that the number of engineers decreased by 3.2% between 2010 and 2012, as retirements began ramping up.

Other industry surveys indicate almost half of American power engineers will need to be replaced in the next 10 years, just as this country is working to update and strengthen its grid.

CEWD also found that utilities continue to struggle to fill engineering jobs with qualified applicants, opting instead to hire applicants lacking electrical engineering degrees and then sponsoring remedial training for them. More than one-fifth of applicants lacked the appropriate education or experience for the job. However, in the future, these companies reported, they would require electrical engineering degrees or appropriate coursework for these positions.

The Institute of Electrical and Electronics Engineers (IEEE) Power and Energy Society (PES) began tackling this problem in 2007 by launching the Power and Energy Engineering Workforce Collaborative (PWC), composed of PES members, university administrators, industry executives, and government officials.

Industry surveys indicate almost half of American power engineers will need to be replaced in the next 10 years, just as this country is working to update and strengthen its grid.

In 2009, PWC published a report, Preparing the U.S. Foundation for Future Electric Energy Systems: A Strong Power and Energy Engineering Workforce, and recommended doubling the number of power engineering graduates by providing scholarships.

Center for Energy Workforce Development 68

www.cewd.org

State of the Energy Workforce Today IEEE PES has a robust scholarship fund, the Scholarship Plus Initiative, to entice high school and undergraduate students to study this field.

The Scholarship Plus Initiative benefits the power and energy industry by attracting qualified and energized young engineers to the field. For qualifying students, the program not only provides scholarships and facilitates internships/co-op experience, but also offers many opportunities to gain experience and build knowledge in power and energy engineering careers, including mentoring opportunities and special recognition as a PES Scholar.

PES Scholars are recognized by the industry as top undergraduate students from engineering programs across the U.S. and Canada who have gained valuable professional experience through internships and career experiences.

There are many opportunities for utilities and energy companies to get involved with IEEE PES Scholarship Plus:

The IEEE PES Scholarship Plus Initiative was developed to increase the supply of well-quali�ied entry-level engineers to the power and energy industry. It is a competitive, multi-year scholarship program with a required career experience (internship, co-op, etc.) available to undergraduate college students. It is designed to attract the brightest minds and connect them with the power industry early in their studies so they can immediately contribute once they graduate.

Visit www.ee-scholarship.org to learn more details.

• Financial assistance: provide a financial contribution to the program • Hands-on career experience: publicize your internship opportunities with PES Scholars (www.ee-scholarship.org/ sponsorship/donate-now/) • PES Careers (www.pes-careers.org): help industry recruit top candidates from the finest engineering programs in the U.S. and Canada • Give young engineers the tools to connect with potential employers • Provide mentoring opportunities for PES Scholars from current experts (www.ee-scholarship.org/how-it-works/ mentors/)

Center for Energy Workforce Development 69

www.cewd.org

Chapter 4

Summary and Recommendations

70

State of the Energy Workforce

Summary Energy companies are making significant strides in understanding, adapting to, and planning for the ongoing turnover of a majority of the country’s energy workforce.

With the luxury of time provided by a stalled economy, CEWD members, partners, and alliances have had the opportunity to build or strengthen collaborative efforts to approach tomorrow’s workforce needs with planning and forethought.

But even with focused effort on the development of a talent pipeline and the benefit of collaboration, utility company executives still report an inability to attract and hire the right number of qualified and diverse utility technicians and engineers at the right time and in the right location.

As the industry pushes forward with its efforts to attract, train, and hire qualified workers, it is clear that the path will be both complex and dynamic. CEWD will continue to focus our efforts to enable member companies and consortia to create a pipeline of potential workers from elementary through university education that meets individual and state demand for critical positions in the industry. As a summary of the work to date, CEWD offers five critical points to consider about energy workforce development: 1. Our industry is not dealing with just the issue of an aging workforce. Age is but one of many impacts on the industry’s workforce development efforts, and these “game changers” must be factored into an often dynamic and fluid workforce plan. Grid modernization, changes in regulatory policy, changes in the generation mix, adoption of Smart Grid technology—all have major implications for the workforce needs of a company.

2. The energy workforce is not evenly distributed. Availability of qualified workers varies greatly by state, as CEWD’s job distribution maps clearly show: http://www.cewd.org/workforce/CEWD-employment-maps-2012-Data.pdf.

As companies adjust their generation mix, open new facilities, and implement new technologies, it’s more important than ever that training and education programs teach core skills that are pertinent to multiple career paths and jobs. In this way, workers can quickly adjust their skill sets to the needs of industry, overcoming geographical barriers.

Center for Energy Workforce Development 71

www.cewd.org

State of the Energy Workforce 3. Mother Nature is still winning, but workforce development efforts are beginning to pay off. The number of 18–32-year-olds in the workforce is trending upward. And targeted career awareness and recruitment efforts, like Troops to Energy Jobs and WISE Pathways, are showing success in attracting the next generation to careers in energy.

4. It’s not just about the number that are leaving energy jobs, but about who will be replaced…and when. It’s impossible to overemphasize the importance of workforce planning in today’s energy industry. In many companies, retired employees are not being replaced one-for-one; in fact, their jobs may be retired with them while the work is completely reengineered. Determining where jobs will be needed and what those jobs will require is a forwardlooking approach to workforce planning rather than a historically reactive onefor-one replacement approach.

5. The skills gap is broader than technical skills. There is no question that today’s skilled craft and engineering jobs require strong technical skills.

Working with its industry partners, CEWD has developed strong work-ready “boot camp” models that teach core technical competencies required by the industry. But technical skills aren’t enough. Students must be able to demonstrate basic skills, too, in personal effectiveness, academics, and workplace competencies. They must be able to pass pre-employment tests and physical abilities tests. They must be able to organize their skills and experiences, and navigate the different company application systems to be able to successfully interview and get the job. That is why the Energy Competency Model focuses on those Tier 1-3 skills, to ensure a student is necessarily rounded and prepared for today’s energy industry jobs.

Center for Energy Workforce Development 72

www.cewd.org

State of the Energy Workforce

Recommendations Five things energy employers can do to develop a diverse, qualified pipeline of applicants: • Make it easier for students to find your company, understand your jobs, and understand what education pathways in your region will lead to an energy job.

• Signal to students and other potential applicants which credentials you require, prefer, or recognize and are using to make hiring decisions.

• Develop partnerships with other employers and educators to engage students from interest through employment.

• Educate and collaborate with other groups internal to your company that have a stake in workforce development outcomes and can help, e.g., Human Resources, Workforce Planning, Corporate Foundation, Governmental Affairs, Community Development, Communications, Diversity, Labor Relations, and others.

• Align company personnel, systems, policies, and practices to support the needs of diverse, qualified applicants.

Five things educators can do to develop a diverse, qualified pipeline of applicants: • Conduct technical skills boot camps for concentrated development needed by industry.

• Accelerate the time it takes a student to earn his/her credential by recognizing prior learning that reduces time to completion.

• Focus on the common denominator, by organizing programs of study around core essentials and then technical competencies.

• Bundle curriculum with transferable certificates and stackable credentials, and integrate industry-recognized credentials into energy programs of study.

• Provide your industry partners with supply data on students in the pipeline.

Center for Energy Workforce Development 73

www.cewd.org

Chapter 5 Resources

74

State of the Energy Workforce

CEWD Resources The Member Wizard Every situation is different, and every energy company and state energy consortium is at a slightly different stage of identifying and planning to meet its workforce needs.

The beauty of CEWD is that valuable resources are available, regardless of where a company or consortium is in its journey. The CEWD Members Implementation Wizard at www.cewd.org offers a wealth of information, resources, and tools for consortia and CEWD member companies to choose from. Tools can be used in total, or in part, again based on individual need. And many of the tools and materials can be adapted to carry the individual company or consortia brand.

We’re Here to Help There are no wrong doors leading into CEWD! Questions are always welcome and may be directed to anyone associated with our organization. A CEWD consultant will answer your questions or quickly put you in touch with someone who can. On the CEWD Members Implementation Wizard, click on Getting Started/Who We Are.

CEWD Forums, Products, and Tools Many additional resources are available to CEWD members and their partners, including: • • • • • •

www.getintoenergy.jobs Toolkits and Solution Guides Curriculum Database Branding Materials Newsletters and Articles The CEWD Annual Summit

• The State Energy Consortia National Forum • The National Energy Education Network Meeting • Regional Meetings • Webinars: Live and Recorded

For more information, go to www.cewd.org.

CEWD Members, Partnerships, and Alliances A complete and updated listing of CEWD’s members, partnerships, and alliances can be found on the CEWD website: Members: http://www.cewd.org/about/members.php Partners & Alliances: http://www.cewd.org/about/partners.php Center for Energy Workforce Development 75

www.cewd.org