A Conversation on Pairing Training and Career: The Role of the University in Professional Development Thomas O’Brien Executive Director Center for International Trade and Transportation CSULB AASHTO RAC Meeting July 28, 2015 Portland OR

Blame it on: Changing nature of work and workplace, inter-generational conflicts Competition for trained personnel; need for better career awareness Rapid pace of technological advancement Effective but sometimes overlapping and siloed programs Some Background

Impetus for a National Network Need to increase awareness of existing programs Need to coordinate successful practices at all levels – Grades 6-12, Community Colleges, Technical Schools, University, Post Graduate, Professional Development Need to coordinate efforts and resources across transportation, education, workforce, labor communities Need for strategic approach to transportation workforce development

National Network for the Transportation Workforce Midwest – University of Wisconsin Northeast – University of Vermont Southeast – University of Memphis Southwest – California State Univ., Long Beach West – Montana State University

Shared Responsibility for all Regional Centers Identify and connect stakeholders Identify training and workforce needs Develop job needs and priorities profile Evaluate effectiveness of existing educational materials Serve as a ‘one stop shop’ for transportation workforce connecting stakeholders to existing resources and programs Develop thematic focus, including better understanding of barriers to entry to the workforce

Key Workforce Challenges 40-50% of the transportation workforce will retire in the next 10 years Fewer people are going into key transportation fields Competition for workers from other industries Challenge of reaching women and minorities

U.S. Birth Rates Baby BoomersGeneration X Generation Next AVERAGE RETIRINGHIRING Source: Gus Koehler, Times Structures

2014 Workforce Age Distribution Transportation Industry and Subsectors vs. All US Industries Source: TLC and JFF analysis based on BLS and EMSI 2014 industry and occupational employment. Data retrieved from BLS.gov and EMSI in June 2014.

Projected Net Job Growth Rate by State Source: TLC & JFF analysis of EMSI state and metropolitan area employment projections. Data retrieved from EMSI in June 2014

State Infrastructure Employment

Top 50 Metro Areas with Most Projected Net Job Growth Source: TLC & JFF analysis and mapping of EMSI state and metropolitan area employment projections. Data retrieved from EMSI June 2014.

Bridge Totals and Condition in the SW Region (APTA, 2014) All BridgesStructurally DeficientFunctionally Obsolete Arizona 7, (3.0%)716 (9.1%) California 24,9552,769 (11.1%)4,184 (16.8%) Colorado 8, (6.2%)902 (10.5%) Nevada 1,85336 (1.9%)217 (11.7%) New Mexico 3, (7.6%)356 (9.0%) Oklahoma 22,9124,227 (18.4%)1,601 (7.0%) Texas 52,5611,283 (2.4%)8,715 (16.6%) Utah 2, (3.9%)320 (10.8%) Source: NSF National Science and Engineering Indicators

Southwest Freight Routes Source: FHWA

Can Colleges and Universities Respond? Capacity Issues UC: 10 campuses, 238,000 students CSU: 23 campuses, 460,000 students CC: 112 campuses, 2.5 million students Cutbacks in state support began in 90s; funding remains unpredictable Higher fees, cuts in classes and research funding Faculty positions going unfilled

Can Colleges and Universities Respond? Impacts on Workforce Development Fewer courses offered, larger sections Longer time to degree Pressure to fill slots with non-residents Higher fees for professional programs, more debt for students in those programs Lack of funds for students in non-traditional and continuing education programs

Can Colleges and Universities Respond? Where Universities Can Help Use Classroom Best Practices in professional development and short courses (project based learning, Externships, Mentorships, Peer Exchanges, On-location training, group/inter-agency/ cross- functional training)

Can Colleges and Universities Respond? Where Universities Can Help Use Classroom Best Practices in professional development and short courses (project based learning, Externships, Mentorships, Peer Exchanges, On-location training, group/inter-agency/ cross- functional training)

Can Colleges and Universities Respond?

Where Universities Can Help Use instructional design specialists for professional development (e.g. online) Facilitate recruitment New tools for analysis, e.g. Burning Glass, WANTED Analytics Renewed interest in apprenticeships Test training formats as part of UTC programs Remove institutional barriers: e.g. portability of credentials, accreditation issues tied to experiential learning, contracting procedures

Can Colleges and Universities Respond? Where Universities Can Help Connect State DOTs to non-traditional partners in academia like B Schools for training on workplace adaptation Bring in models from other industries (like energy) which are also dealing with succession planning, need for project management, negotiation and conflict resolution, community engagement skills Renewed focus on transportation workforce development as a research discipline

Can Colleges and Universities Respond? Where Universities Can Help Make connections via Social Media Text AASHTOPORTLAND to

Thank you