1. 1 DESIGN 1: GAP ANALYSIS GOAL: BASIC SKILL ANALYSIS April 24, 2009

2. Academic Design  Process – Provides a collaborative process to involve stakeholders in a conversation about academic design.  Product – Delivers a Comprehensive Plan for the region coordinated with higher education planning initiatives. (Programmatic, Institutional, Location, Marketing, Implementation) 2

3. Design Integration Design Integration 3

4. 4 SCANNING NEEDS CAPACITY DESIGN 1 – GAP ANALYSIS  DESIGN SPECS. GOALS INDICATORS PRIORITIES DESIGN 2 – PROGRAM ANALYSIS  PROFILES CONTENT BENCHMARKS OUTCOMES DESIGN 3 – PROGRAM DESIGN  PARAMETERS PARTNERS FINANCING DESIGN 4 – SYSTEM DESIGN  RESOURCES DESIGN ELEMENTS & DESIGN INPUTS STRATEGIC DECISIONS FACILITIES

5. 5 ORGANIZATION INFRASTRUCTURE BUDGET CQI DELIVERY T & L PROVIDERS MARKET CLIENTS PROFILES PROGRAM AREAS SKILLS DESIGN 1 - GAP ANALYSIS SPECIFICATIONS DESIGN 2 – PROGRAM ANALYSIS PROGRAMS STRATEGIC DECISIONS DESIGN 3 – PROGRAM DESIGN PARAMETERS DESIGN 4 – SYSTEM DESIGN RESOURCES SYSTEM DESIGN

6. 6 DESIGN QUESTIONS WHAT BASIC SKILLS ARE EMPLOYERS SEEKING? WHAT ARE THE PRINCIPAL SKILL PROFILES ACROSS BUSINESS/INDUSTRY SECTORS? GIVEN SKILL PROFILES, WHICH EDUCATIONAL PROVIDERS ARE RESPONSIBLE FOR DELIVERY?

7. 7 CAPACITY NEED SCANNING PROFILES PROGRAM AREAS SKILLS DESIGN SPECIFICA- TIONS DESIGN SPECIFICA- TIONS DESIGN 1: GAP ANALYSIS

8. 8 Aerospace Taconite Pulp & Paper / Wood Products Energy & Power Generation Non-Ferrous Minerals Steel Production Vendors Transportation Building Trades Bio-refineries Value-Added Spin-off Manufacturing GAP ANALYSIS: SCANNING MAJOR EMPLOYMENT SECTORS

9. 9 GAP ANALYSIS: OVERARCHING (BASIC) SKILLS Hand-eye coordination Safety consciousness Reliable attendance Confidentiality High performance capacity Ethical conduct Capacity to learn on the job Work Ethic Teamwork – respect – trust Problem solving Leadership Understand diversity Innovation Communication – writing Listening Lifelong learning General education Social skills STEM – SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS BASIC SKILL ELEMENTS CAN BE ACCESSED AT: WWW.MN-STEM.COM WORK SKILLS SOFT SKILLS

10. 10 OVERARCHING (BASIC) SKILLS 1)APPORTION THE INSTRUCTIONAL EFFORT (100%) SPENT ON OVERARCHING SKILLS. 2) APPORTION THAT EFFORT IN EACH COLUMN TO PROVIDERS. OVERARCHING (BASIC) SKILLS STEM WORK SKILLS SOFT SKILLS ALL SECTORS PROVIDERS K-12 2YR COLS CUSTOM 4 YR COLS GRAD 60 20 20 20 5 10 20 10 5 10 5 5 WORKSHEET 1 EXAMPLE 10

11. 11 OVERARCHING (BASIC) SKILLS 1)APPORTION THE INSTRUCTIONAL EFFORT (100%) SPENT ON OVERARCHING SKILLS. 2) APPORTION THAT EFFORT IN EACH COLUMN TO PROVIDERS. OVERARCHING (BASIC) SKILLS STEM WORK SKILLS SOFT SKILLS ALL SECTORS PROVIDERS K-12 2YR COLS CUSTOM 4 YR COLS GRAD WORKSHEET 1

12. 12 Core industrial skills: Fundamentals Blueprints & schematics Technical math & reading Industrial safety & health Metals & non metals Basic Bioenergy Production mechanical & electrical Core industrial skills:Electrical Electricity & electronics Batteries & DC circuits Transformers & AC circuits Electrical safety AC & DC equipment controls Single & three phase motors Electrical troubleshooting Core industrial skills: Mechanical Basic mechanical Automation Lubrication Power transmission systems Bearings Pumps, hydraulics & pneumatics Basic biochemistry of yeasts and enzymes Basic ethanol production GAP ANALYSIS: CORE INDUSTRIAL SKILLS Emerging core industrial skills

13. 13 CORE INDUSTRIAL SKILL PROFILES THE FOLLOWING MATRIX ON WORKSHEET #2 SHOULD BE COMPLETEDTO SHOW SKILL EMPHASIS FOR EACH SECTOR. COMPLETE EACH ROW BY ASSIGNING100% OF LEARNING FOCUS AS SHOWN IN THE EXAMPLE.

14. 14 CORE INDUSTRIAL SKILLS - SECTOR NEED WORKSHEET #2 EXAMPLE STEEL CORE INDUSTRIAL SKILLS BASIC MECHANICAL ELECTRICAL EMERGING 30 30 30 10 ABOVE ENTRIES INDICATE THE PERCENTAGE OF AN IDEAL PROGRAM THAT SHOULD BE DEDICATED TO EACH OF THE INDICATED SKILL AREAS. TAKEN TOGETHER WITH ALL OTHER SECTOR ESTIMATES, THESE DATA MAKE IT POSSIBLE FOR THE DESIGN WORK GROUP TO IDENTIFY PROGRAM OPTIONS.

15. 15 STEEL POWER MINERALS TACONITE PAPER VENDORS SECTORSSECTORS CORE INDUSTRIAL SKILLS BIO BLDG. AERO. AERO SPIN TRAN WORKSHEET #2 BASIC MECHANICAL ELECTRICAL EMERGING

16. 16 DESIGN TEAM: WORK ASSIGNMENTS TO BE COMPLETED FOR THE NEXT MEETING REVIEW AND EDIT WORKSHEET #1 COMPLETE WORKSHEET #2

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18. DESIGN 2 PROGRAM IDENTIFICATION NOW THAT WORKSHEET #2 IS COMPLETED, THE NEXT GOALS ARE: IDENTIFY PROGRAM OPTIONS DESCRIBE PROGRAMS PRIORITIZE PROGRAMS SELECT PROVIDERS IDENTIFY MODEL PROGRAMS 18

19. 19 PRIORITIES INDICATORS GOALS PROVIDERS MARKETS CLIENTS DESIGN SPECIFICA- TIONS DESIGN SPECIFICA- TIONS DESIGN 2: PROGRAM ANALYSIS

20. 20 DESIGN 2 - PROGRAM ANALYSIS THE FOLLOWING MATRIX ON WORKSHEET #3 COMBINES CORE INDUSTRIAL SKILLS AND OVERARCHING SKILLS. FOR EACH SECTOR, ASSIGN 100% OF EDUCATIONAL FOCUS TO THE SEVEN SKILL AREAS.

21. 21 INSTRUCTIONS FOR PROGRAM IDENTIFICATION   USING RESULTS FROM WORKSHEETS #1 AND #2, FOLLOW THE EXAMPLE ON THE NEXT WORKSHEET TO IDENTIFY POSSIBLE PROGRAMS. CONSIDER WAYS THAT PROPOSED PROGRAMS MIGHT MEET THE NEEDS OF MULTIPLE SECTORS

22. 22 STEEL POWER PAPER TACONITE MINERALS VENDORS SECTORSSECTORS SECTORSSECTORS CORE INDUSTRIAL SKILLSOVERARCHING SKILLS STEMWORK SOFT BASICELEC.EMERGINGMECH. BIO BLDG. AERO. AERO SPIN TRAN SECTOR-BASED PROGRAM MINERALS PROGRAM STEM PROGRAM WORKSHEET #3 EXAMPLE MECH. ENGINEERING PROGRAM 22

23. 23 STEEL POWER PAPER TACONITE MINERALS VENDORS SECTORSSECTORS CORE INDUSTRIAL SKILLSOVERARCHING SKILLS WORK SOFT BASICELEC.EMERGINGMECH. BIO BLDG. AERO. AERO SPIN TRAN WORKSHEET # 3 STEM

24. 24 PROGRAM PROFILES FOR EACH PROGRAM IDENTIFIED ON WORKSHEET #3, PREPARE A PROGRAM PROFILE ON WORKSHEET #4 BE SURE TO: ASSIGN A PRIORITY TO EACH PROGRAM IDENTIFY GOALS AND INDICATORS HAVE EDUCATORS: DETERMINE PROVIDER RESPONSIBILITY CITE EXAMPLE PROGRAMS

25. 25 WORKSHEET #4 PROGRAM PROFILE EXAMPLE PROGRAM: ELECTRICAL ENGINEERING (AAS/BS)PRIORITY: A GOAL: COMPETENCY IN DESIGN/USE OF ELECTRONIC CONTROLS INDICATOR: TROUBLESHOOT CONTROL PROBLEMS GOAL: COMPETENCY IN CIRCUIT DESIGN AND ANALYSIS INDICATOR: USE MATHEMATICAL ANALYSIS CLIENTS: HIGH SCHOOL GRADUATES, ADULT WORKERS MARKET: LOCAL HIGH SCHOOLS, CUSTOM TRAINING CLIENTS PROVIDER(S): AREA COMMUNITY/TECHNICAL COLLEGES MODEL(S): FOX VALLEY TECHNICAL COLLEGE (WISCONSIN) WWW.FVTC.EDU OLIN COLLEGE OF ENGINEERING WWW.OLIN.EDU

26. 26 WORKSHEET #4: PROGRAM PROFILE COMPLETE 1 WORKSHEET FOR EACH PROGRAM PROGRAM:PRIORITY: GOAL: INDICATOR: GOAL: INDICATOR: CLIENTS: MARKET: PROVIDER(S): MODEL(S):

27. 27 DESIGN SPECIFICATIONS DESIGN SPECIFICATIONS * Establish single local “portal” or access point to industry /business * Every MNSCU campus serves as access to entire system. * Utilize full extent of potential resources (e.g., MNSCU systems) * Establish direct and seamless connections to high schools. * Provide seamless transferring for students. * Recognize industry as the customer whose needs are paramount to any concerns of the provider. * Listen to industry. * Execute rapid response to needs – flexible, quick ramp up. * Provide core skills that transcend industries, then focus on business specific sets. * Method of delivery is whatever is appropriate and works for the customer. * Online is fine for introductory and background study, hands-on / face-to-face is needed for core skills. * Preference is for face-to-face to occur close to the work site if possible. * Innovative teaching. * Colleges should be “research gyms” with most up-to-date equipment. * Combine formal teach with on-the-job experience. * Flexibility in on-the-job training. * Assist industries to retain workforce within region. * Offer advanced degrees to retain professionals. * Foster career progression for all workers.

28. DESIGN TEAM: WORK ASSIGNMENT TO BE COMPLETED FOR 3 RD MEETING REVIEW/EDIT PROGRAM OPTIONS REFER TO WORKSHEET #4 REVIEW DESIGN SPECIFICATIONS 28

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