Issue link: http://www.insightdigital.biz/i/385615
10 | /INSIGHT ON MANUFACTURING • September 2014 w w w.in s i g h t o n m f g . c o m F iguring out how to build a better workforce has been the game plan in the New North region for some time now. Trouble is, the rules haven't always been clear, and not everyone is a player just yet. The persisting impression is that manufacturing means going to work in a dark and dingy dungeon where you're stuck doing the same repetitive work until you die. It's pure balderdash. Regional leaders have rolled the dice on a number of successful efforts to counter these images and connect all of the players in a measurably positive way. The NEW Manufacturing Alliance was formed in 2006 out of the very real concern that the workforce was aging and there weren't enough new faces to replace retirees. The Northeast Wisconsin Educational Resource Alliance (NEW ERA) brought together 13 New North area colleges to collaborate on high-demand programs. Chambers of commerce are working with K-12 educators to connect kids with technical colleges and companies. These efforts are all working, evidenced by enrollment growth in high-demand programs at regional technical colleges and interest in science, technology, engineering and math (STEM) classes at the K-12 level. But it's still a struggle to get young people interested in manufacturing-related classes and careers. All of the players are responsible for helping advance the game to the next level, and any of them can still get mired in the misconceptions that keep everybody from moving forward. So, what are the ways to overcome these obstacles and help everybody win the game? Manufacturers: Connect with teachers "I don't believe that educators have all of the knowledge about the career opportunities that exist in manufacturing," says Colleen Vollbrecht, corporate organizational development manager at Rockline Industries in Sheboygan Falls. "So they tend to steer students away from manufacturing towards primarily four-year- type-degree careers. I think parents are a second barrier that exists – we all want our kids to do something better and different than we did, so we tend to gear them towards a four-year professional career." Manufacturers, in turn, can do a better job of communicating with educators, Vollbrecht says, and when they do build that relationship, perspectives can change. Plant tours during a teacher in-service day, for example, helped educators see how much automation and computer technology was a part of the Rockline facility. "They were just amazed at the amount of skill sets that are required to work in manufacturing," Vollbrecht says. "I think until they see it, you just think back to the old-time manufacturing where it's just dingy and there's not a lot of need for your skills or brain power while you're at work. But that's fully changed." Vollbrecht is a co-founder of Inspire Sheboygan County, a year-old startup that connects educators, students and parents with businesses, offering experiences such as plant tours, job shadowing or internships. The organization's website features software that helps show kids what kinds of jobs might meet their interests. The Fox Cities Chamber of Commerce's Your Future Fox Cities program, also launched last year under the name Connect a Career, operates in a similar way, aiming to open up career possibilities to students. Through Inspire Sheboygan County, companies can GET IN THE GAME c o n t i n u e d 1. Start younger. Instilling an interest in STEM-related activities from a very young age will open more possibilities to more students earlier. 2. Get more girls involved. See Rule No. 1. Starting early and making STEM involvement "normal" for girls will help overcome the stereotype that it's not for them. 3. Get parents involved. Let them see what kinds of opportunities are available for their kids. 4. Integrate education and experience. Schools should know that simply adding more STEM-type courses won't help without making connections to real-world applications. "What we've found is by really showing kids the connections in each of those areas, their knowledge is increased because they understand the connections," says Steve Meyer, a Brillion teacher. "And we're finding that kids that maybe struggled in math before, if they're able to apply it and understand why they're doing it, they're actually better at math." 5. Think five or six years ahead. What will students need to be successful in a work environment once they're out of high school, technical training or college? 6. Let go of how things used to be. What worked for you in school isn't going to work for your kids. 7. Instill a love for learning. Technology is changing so fast and will continue to change. Today's workers can expect to need more training or more education at some point in their careers. "I think it's important for students to understand that regardless of where you go, you have to be open to continuously reinventing and reeducating yourself, because manufacturing is going to continue to change and grow," says Colleen Vollbrecht of Rockline. 8. Manufacturing leaders must support efforts as an organization. Initiatives like Inspire Sheboygan County don't work unless institutions are behind the individuals who want to participate, says Peter Geise of Inspire Sheboygan County. 9. Develop school schedule plans that allow students to take a variety of courses. Everything matters. Art classes can be connected to computer-aided design, for example, and English classes are vital toward developing the kinds of communication skills that are necessary for team-oriented work environments. Rules of the game