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Grant Program SummaryThe M-Powered Bio-medical Manufacturing Sector Initiative

Grant Number: CB-20614-10-60-A-27

Hennepin Technical College9000 Brooklyn Blvd

Brooklyn Park, Minnesota 55445

HIRED1200 Plymouth Avenue NorthMinneapolis, Minnesota 55411

www.m-powered.info

MISSIONM-Powered is a consortium of community champions, manufacturing industry leaders, and training partners,

strategically collaboration to create a fast-track training solution to build a globally competitive workforce for the Minnesota

bio-medical manufacturing industry.

Funding for M-Powered was provided by a Community-based Jobs Training grant from the United States Department of Labor.

This project provided priority service to veterans and spouses of veterans.

March 20, 2014

For more information about the M-Powered program call 952-995-1330 or visit www.m-powered.info

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TABLE OF CONTENTS

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

M-Powered Program Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Major Program Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Technical Training Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Level I: Manufacturing Fundamentals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Level II: Specialized Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Integrated Employability and Job Search Workshops - HIRED . . . . . . . . . . . . . . . . . . . . . . . . 12

Level III: Structured On-the-Job Training (OJT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Program Operations and Case Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Outreach and Recruiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Information Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

The Application Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

HTC Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Attendance tracking / Drug Free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

EmploymentVerification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Career Fairs/Structured On-the-Job training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Program Differentiators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Performance Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Additional Analysis of Key Performance Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Student Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Employer Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Appendix One: M-Powered In the News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Appendix Two: Performance Achievement Record (PAR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Appendix Three: Program Application Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

www.m-powered.info4

Executive Summary

This report outlines the history, successes and lessons learned from the United States Department of Labor funded Bio-medical manufacturing program known as M-Powered . The program was funded to help address the unemployment challenges and close the manufacturing skilled worker shortage with a fast-track training program . It is designed to transition unemployed adults into high-skill, high-wage careers byprovidingtheirfirststepontothecareerladderforin-demand manufacturing jobs .

Demand-driven and employer-focused, for close to 10 years M-Powered has brought together a broad coalition of partners to create and sustain a fast-track training program for students interested in a lifelong, technical career in Minnesota’s precision manufacturing industry . The success of the 10-year program is derived from the spirit of “co-opetition” of these partners, who have a shared interest in a successful outcome but different ways of approaching and measuring success .

Training was provided in four in-demand careers requiring skilled workers: Computer Controlled Micro-Machining Technician, Precision Metal Stamping Technician, Quality Process Technician, and Soldering/Clean-room Manufacturing Technician . Hennepin Technical College and HIRED work collaboratively to align education, training and support services that link quality candidates with employer needs . Hennepin Technical College provides instructors and facilities . HIRED, a community-based organization, provides case management and employability skills-building .

An advisory board of area employers, state and local economic development professionals, manufacturing associations and community partners, co-convened by HTC and HIRED, assisted with curriculum development .

M-Powered is modeled as a Career-Pathways, Sector Initiative . The M-Powered program grew out of a 2004 grant awarded to the National Association of Manufacturers (NAM) . HIRED and Hennepin Technical College’s Customized Training Department (HTC-CTS) brought together employers, workforce development specialists and educators and proposed a sector strategy that NAM selected as one of two funded for curriculum and program development to address a shortage of skilled workers in precision metal stamping .

M-Powered has gone through multiple iterations and funding streams since 2004, as outlined in the timeline on the following page .

In 2009 HTC & HIRED saw the opportunity to re-engineer the M-Powered model to help address the economic challenges of the Great Recession . Our USDOL EDA grant application outlined the role M-Powered could play in addressing high unemployment while helping industry close the skills gap:

[A] vast gap currently exists between the skill sets of the large pool of unemployed and dislocated manufacturing workers and the requirements of job openings in the biotech industry.

M-Powered set out to close the gap with a three phase technical education program (provided by Hennepin Technical College); integrated with employability skills and wrap around services provided by HIRED . The seamless integration of program elements is important to the success of the program . The three phases of the M-Powered program include:

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Level I: Manufacturing FundamentalsThis 9 credit course prepares students to enter the Bio-manufacturingfieldwithacquiredbasicskillsin:Shop Math, Print Reading, Measuring Tools, Hand Tools, Shop Safety, Metallurgy, Employment/Life Skills .

Successful completion is measured by the student’s ability to determine whether a part has been manufactured to customer requirement and specificationswithinasafe,effectiveworkingenvironment .

HIRED provided integrated training focused on Workplace Competency skills: i .e . team building andconflictresolution;alongwithaddressingemployment barriers: i .e . transportation and childcare .

M-Powered History and Funding Streams Timeline 2004 – 2013

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Metal StampingJanuary, 2004 – April, 2006

Minnesota Job Skills PartnershipApril, 2006 – March, 2009

MN Correctional FacilitiesDecember, 2007 – May, 2009

South Africa: TDM-PoweredNovember, 2008 – 2014 (ongoing)

US DOL Biomedical ManufacturingJuly, 2010 – September, 2013

www.m-powered.info6

Level II: Specialized LabFollowing successful completion of Level One, candidatesbeginspecializedlabtraininginfiveknowledge clusters: Computer Controlled Micro-Machining Technician, Precision Metal Stamping Technician, Quality Control Process Technician, R & D Lab Process Technician, Manufacturing Process Technician .

HIRED provided job search training integrated with this curriculum: i .e . resume writing and interviewing skills .

Level III: Structured On-the-Job Training (OJT)During Level III program participants gain employment in M-Powered companies for a three-month structured on-the-job training program in theirchosenfield.ParticipantsworktocompleteaPerformance Achievement Record (PAR) .

Additional Key Program ElementsCareer Pathways: “We have promoted M-Powered as a career program, not a job program.” Program elements, especially curriculum, were developed in consideration of these career pathways, and many M-Powered students have returned to Hennepin Technical College to continue their education .

Placement for Success: With the development of the career pathways, we developed tools to assess and select candidates with the goal of placing them at the point on the education pathway they will experience the best success, not simply assess to determine whether a candidate meets cut scores .

Career Navigator: Career Navigators utilize multiple strategies to promote student support, retention, success and placement .

Reverse Career Fair: Inspired by the concept of “Speed Dating”, we designed our Career Fair to give job seekers an opportunity to “sit down” one-on-one for a 5 – 10 minute visit with M-Powered employers . The concept was created to facilitate a strong culture match between job seeker and manufacturer .

Portability: This strength was demonstrated when the Minnesota Department of Corrections hosted M-Powered programs in three correctional facilities . These programs were funded by the United States Department of Labor through a grant awarded to the National Institute of Metalforming Skills (NIMS) .

The program was held for men at Stillwater Correctional Facility and Faribault Correctional Facility and for women at Shakopee Correctional Facility . Participants were recruited from throughout the Minnesota state corrections system, with mechanical aptitude and commitment to success as criteria for inclusion . Those selected were transferred to the host facilities .

From 2008 to 2010, a total of 115 participants were recruited . A total of 82 completed the program, with 83% of graduates earning at least one NIMS certification.TheM-PoweredMnDOCprogramhalfed the recidivism rate of participants and resulted in 52% employment upon release . That contrasts with a study that found only 31 percent of respondents were employed two months after release . (Visher, Christy; Debus, Sara; Yahner, Jennifer . Employment after Prison: A longitudinal Study of Releasees in Three States . Urban Institute Justice Policy Center, October 2008)

Scalability: The M-Powered model showed its scalability when it was selected as the foundation for a national skills development program for South Africa . The “pull” design of M-Powered was essential for the South African program . Students move from the three-phase M-Powered model into anapprenticeshipprogramthattakesqualifiedparticipants through the Journeyman, Artisan and Master Artisan levels and on to the specialists’ engineering level . While only about 15% of the students will reach the specialist level, participants at all levels are learning world-class manufacturing skills in machining .

Sustainability: Sustainability is a critical component of the M-Powered model . While the recruitment of participants and their Level I and II training is made possible by grants, their OJT is unsubsidized, with participants earning wages that average over $14/hour .

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Additional, specialized occupational programs are funded by employers’ tuition reimbursement programs or by participants who are already earning a living wage through full-time employment, and whofeltconfidentintheincreasedearningpotentialthat additional training would provide .

The M-Powered model turns three months of subsidized training and mentoring into a lifetime of unsubsidized, sustainable earning potential.

Key Performance MetricsSeveral key performance metrics were established for the three-year grant, including enrollment, successful completion of training milestones, and unsubsidized employment .

As with any program of this size there were important objectives not obtained . Obstacles were encountered along the way and overcome, to a greater or lessor result .

The USDOL funded program goal’s represented significantgrowthoverpreviousprograms.Inthe MJSP funded program and Youth Offender program, it was common to start only one cohort group at a time with enrollment of 12 – 20 . Under this program volume increased to three cohort groups starting simultaneously, with total enrollment of 60 – 75 . Marketing, assessment, selection,

enrollment, instruction, case management and project coordination systems that worked well at lower volumes had to be adjusted to accommodate higher volume . Working through these adjustments were a struggle,particularlyinthefirstyearoftheprojectand strained partnership linkages .

Thebio-manufacturinggrantwasthefirstUSDOLgrant Hennepin Technical College has received . There was a substantial learning curve on USDOL requiredprogramandfinancialelementsandprocesses.Wehaveacquiredsignificantknowledgeand opportunities for improvement of internal processes and procedures we hope to leverage as the project moves forward .

The grant proposal came in response to the country’s economic challenges: high unemployment, disproportionately in trade professions, and a middle-skills shortage in precision manufacturing professions . During the economic recession manufacturing companies survive by running lean . Operating with limited staff, many companies were unable to commit the supervisory resources to conduct the structured OJT portion of the program . Despite staff’s best efforts, our project fell far short of its goals in this area . Only 26 M-Powered participants completed an OJT Performance Achievement Record (PAR) . Employers who were laying off experienced workers were unable to commit to providing OJT for new workers .

Key Performance Metrics Goal: Achieved:

Total Enrollment 385 402

Participants that earned at least 1 industry credential 299 300

Total participants, unsubsidized employment 240 257

Incumbents 81

Manufacturing placements 137

Non-manufacturing placements 39

Overall wage replacement rate 95%

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13 Credits

AdvancedTechnical

OccupationalDegree

ProgramComplete on own with tuition reimbursement,not covered under grant

Knowledge Clusters –

Specialized Lab(8 -9 credits)

Transferable skills across the following industries:Medical Devices, Aerospace, Defense, Renewable Materials

CNC Mill orLathe

Technician

PrecisionMetal

StampingTechnician

QualityProcess

Technician

On-the-Job Training (OJT)

Three months (480 hours) of structured on-the-job trainingUnsubsidized Employment NIMS: “Train-the-Trainer”

Manufacturing Fundamentals (9 credits)

HTC’s Roles


FastTRAC: Clean RoomManufacturing(13 credits)

Reverse Career

Fair

KnowledgeBenchmark

Earn two HTC credits, totaling 19-22 depending on knowledge cluster; NIMS, ASQ credentialing

KnowledgeBenchmark

Earn 17-20 HTC credits depending on knowledge cluster; NIMS, ASQ credentialing. If not achieved, go to Level II study session

Knowledge Benchmark

Earn nine HTC credits; Earn NIMS credentialingAssessed on math, blueprint reading, inspection and safety. If not achieved, go to Level I study session

Educational Linkage to Adult Basic Education if assessed as necessary

CareerExploration,Selection,and EligibilityRecruitment

WorkplaceCompetencySkills Training

AddressEmploymentBarriersi.e. Childcare,Transportation

Interview Skillsand Job Planning

Placement Activities

Resume Writing

RetentionActivities

AddressEmploymentBarriers

*Nine months from Level I to Level III

Recruitment, Assessment & Voice of Employer(Program Advisory Committee)

LEVEL I LEVEL II LEVEL III LEVEL IV

Incumbents go to level I if credentials are not achieved

HIRED’sRoles

Incumbents begin hereif skills and knowledge

are adequate

9

13 Credits

AdvancedTechnical

OccupationalDegree





CNC Mill orLathe

Technician

PrecisionMetal

StampingTechnician

QualityProcess

Technician




HTC’s Roles



Reverse Career

Fair

KnowledgeBenchmark


KnowledgeBenchmark


Knowledge Benchmark








Resume Writing

RetentionActivities






HIRED’sRoles


are adequate

13 Credits

AdvancedTechnical

OccupationalDegree





CNC Mill orLathe

Technician

PrecisionMetal

StampingTechnician

QualityProcess

Technician




HTC’s Roles



Reverse Career

Fair

KnowledgeBenchmark


KnowledgeBenchmark


Knowledge Benchmark








Resume Writing

RetentionActivities






HIRED’sRoles


are adequate

www.m-powered.info

www.m-powered.info10

Major Program ComponentsOur education and skills development component of our project has three major sections:

(1) Technical Education and Training

(2) Integrated Employability and Job Search Workshops

(3) Wrap-around Services

TECHNICAL TRAINING COMPONENTSLevel I: Manufacturing FundamentalsThis 9 credit course prepares students to enter the Bio-manufacturingfieldwithacquiredbasicskillsin:

• Shop Math• Print Reading• Measuring Tools• Hand Tools• Shop Safety• Metallurgy• Employment/Life Skills

Successful completion is measured by the student’s ability to determine whether a part has been manufactured to customer requirement and specificationswithinasafe,effectiveworkingenvironment .

Course Topics include: Math (Algebra, Statistics), Prints and Schematics, Cleanroom, Safety & OSHA, foundation Chemistry, foundation Biology, Computers in Manufacturing, Basic QC Practices, Quality Systems Fundamentals, Process Control, Good Manufacturing Processes, Employability Skills .

HIRED provided integrated training focused on Workplace Competency skills: i .e . team building andconflictresolution;alongwithaddressingemployment barriers: i .e . transportation and childcare .

Level II: Specialized LabFollowing successful completion of Level One, candidatesbeginspecializedlabtraininginfiveknowledge clusters:

Computer Controlled Micro-Machining TechnicianJob Description: CNC Technicians are machinists with additional skills in programming, setup and operating computer driven machine tools . Most high-tech products including computers, aircraft and medical devices use precision components made on CNC machine tools . After determining the best manufacturing strategies and selection tools, a CNC program is developed . CAD/CAM (Computer Aided Design/Computer Aided Manufacturing) software is commonly used to assist in developing the CNC program . CNC machine types: Lathe and Mill . Lathe is a rotary process in which the tooling is stationary and the work moves . Milling machine is a linear process where the tool moves and the work stays stationary . Skill sets are transferable between machines .Avg. Starting Wage: $33,280 – $37,440+Additional skills/knowledge: Understanding of machines, tooling, and additional methods used to produce and inspect a part . Monitoring performance and equipment .HTC Credits & Courses: Manual Milling I (MACH1125 - 3 credits) or Turning Technology (MACH1110 - 3 credits); Introduction to CNC (MACH1140 3 credits); CNC Set-up & Operations (MACH2400 3 credits); 9 total credits earnedCredentials: National Institute for Metalworking Skills (NIMS): 1, possibly 2 credentials

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Precision Metal Stamping TechnicianJob Description: Precision Metal Stamping Technician relies on a strong background of machining skills . These skills include the understanding of metal stamping machine set-up and operations, including single-hit, multi-hit, and progressive tooling, tooling, blueprints, and additional methods used to produce and inspect a part .Avg. Starting Wage: $33,280 – $37,440+Additional skills/knowledge: Understanding of machines, tooling, and additional methods used to produce and inspect a part . Monitoring performance and equipment .HTC Credits & Courses: Metrology and Measurement Techniques (METS1010 3 credits); Precision Metal Courses Stamping Operations (WLDG 1370); Precision Metal Stamping Setup (WLDG1375); 9 total credits earned.Credentials: National Institute for Metalworking Skills (NIMS): 4 standards .

Quality Control Process TechnicianJob Description: Quality is the process of making sure a product meets the customer’s expectations . A quality technician supports the activities of the quality engineers and managers in day-to-day manufacturing activities and issues with customers andsuppliers.Theengineersdefinewhatmethodsand equipment will be used to measure the tolerance on the product blueprints, while technicians operate the test machines and collect data; perform inspections; checks, test and sampling procedures according to Standard Operating Procedures; performs in-process inspection and documents results .Avg. Starting Wage: $33,280 – $37,440+Additional skills/knowledge: Great attention to detail . Strong Analytical SkillsHTC Credits & Courses: Quality Control (METS1050 3 cr); Quality Assurance (MACH2240 2 cr); Medical Device Quality Systems (METS1035 3 cr); 8 total credits earned.Credentials: American Society of Quality (ASQ): 1standard,CertifiedQualityTechnician(CQT)

Manufacturing Process TechnicianJob Description: Clean Room Manufacturing Technicians will have career opportunities as entry-level assemblers, quality control specialists or machine operators employed in both small and largemanufacturingfirmsthatproducedurablegoods . Specialists can progress to manufacturing engineering technician, production lead, R&D technician, or inspector . Well-paying jobs are available in the medical device and bio-manufacturingfields.Excellentopportunitiesexistfor personal and professional growth to high-skill, high-wage positions in these industries .Avg. Starting Wage: $24,000 – $33,000+Additional skills/knowledge: Great attention to detail; good hand-eye coordination .HTC Credits & Courses: Medical Device Manufacturing Techniques (METS1025 4 credits); Controlled Environment & Aseptic techniques (METS1015 1 credit); Prealgebra (MATH1000 2 credits); Quality Control (METS1050 3 credits); Blueprint reading I (MACH1056 3 credits); 13 total credits earned.Credentials: None .

Soldering ProgramMid-grant we added a 112-hour soldering track . This was an acknowledgment of an industry demand for individualcarryingIPCJ-STD-001certification.Jobseekerswiththislevelofcertificationwerehardtocomebyandemployerswerescramblingtofindthem.Werecruitedindividualswithfinemotorskills(good hand dexterity) with basic math and reading abilities . The recruitment and enrollment processes for the Soldering program were the same as the standard two-semester program . Case management was slightly different . These were essentially Level Two students, and thus needed resources for the job search much more quickly . HIRED streamlined the career development workshop requirements, something we did not do until the initial Soldering section was underway . We realized a marked improvement in participation in the embedded job search workshops .


INTEGRATED EMPLOYABILITY AND JOB SEARCH WORKSHOPS - HIRED

There are several distinguishing features to these workshops that the M-Powered team worked hard to maintain:• Embedded into career skills training curriculum

vs . stand alone workshop• Cohort model to enhance relationship building

vs . not knowing others in group• Interactional/participation based workshop

vs . lecture style with head knowledge only• Applicabletocareerfield/audienceofskill

level vs . general population with diverse skill differences

• Counselor facilitated to aid case management vs . trainer led without pre-existing relationship or vs . trainer led without consistent follow up

• Focus on job search development and providing skillsneededtofindemployment

• Focus on Leadership/Retention, providing skills to retain employment and providing skills to advance in position

• Topics based on needs voiced by employer advisory board

The classes were divided differently as time progressed, intermixing them some . Many clients opted for a “pick-n-choose order” which was not actually offered, though we did our best to accommodate the requests . We started by embedding the workshops, and then we tried to address the requests to offer them at different locations and different times . When people stopped attending on a regular basis, we went back to embedding them . In general, classes were offered during L1 and L2 as listed below, with additional opportunities for students to make up any missed sessions at alternative times and locations .

Universal Skills and Knowledge:

These components were taught in all Level One and Level Two training programs.

• Good communication (written and oral)

• Reason and problem solving

• Mechanical: designing, using, and repairing machines and tools.

• English language

• Controlling Quality

• Reading and interpreting blueprints

• Math: rules and uses of numbers including arithmetic, algebra, geometry, and statistics

• Production and processing: how products are made and supplied

• Computers and electronics: computer hardware and software

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Level One Embedded Workshops:

TOPIC BRIEF OVERVIEW

Responsibility and Expectations Clients will discuss standard workplace expectations, time management, company culture and business etiquette .

Teamwork and Diversity Clients will be explore the importance of teamwork skills as well as the ability to work with diverse populations in today’s workplaces . Clients will be presented tools to build on their ability to work with diverse populations and being a part of a team .

Communication and Attitude Clients will discuss the impact of a positive attitude and good communication in their employment and job search .

Workstyles and Personality ClientswillidentifytheirMyersBriggsTypeIndicator(MBTI®)profileandbegiventoolsforunderstandingwhatthisprofileindicatesabouttheirwork style and personality tendencies . They will also better understand otherMBTI®profilessotheymightadaptmoresmoothlytoother’sworkstyles and preferences .

Conflict Management Clientswilldiscussthetopicofconflictintheworkplaceincludingsourcesofconflict,resultsofconflict,andconflictresolutionstyles.Clientswilluse a tool to assess possible strategies in dealing with different types of conflictsituations.Clientswillalsobeengagedinagroupexercisetobrainstormmethodsofdealingwithspecificworkplaceconflictsituations.

Budgeting Clientswillbeintroducedtobasicfinancialtoolsto:createaneffectivepersonalbudget,assisttheminachievingfuturefinancialgoals(savingsplans), discuss possibilities for reducing expenses, and provide information onavailableresourcestoaddresscommonfinancialsituationsfacingtheunemployed .

Mentoring Clients will discuss the role of a mentor, consider various ways mentoring relationships happen, consider different types of life situations where a person could be a mentor, list important qualities of a mentor, discuss how to safeguard a mentoring relationship, introduce the concept of incorporating mentoring into their career goals, and instill the value of a mentoring relationship


Level Two Embedded Workshops:

TOPIC BRIEF OVERVIEW

Organization/Job Preferences Clients will be exposed to a variety of daily/weekly schedules for job search and basic job search organization . Clients will assess their personal workplace environmental preferences to optimize job selection .

Resume Content/Enhancements Clients will be introduced to tools for creating, enhancing and critiquing resumes .

Industry/ Employer Research Clientswillfindwaystoincorporateindustry/employerresearchinthejobsearch process . Clients will receive tools to conduct industry and employer research .

Cover letters/Thank you notes Clients will identify key components for writing cover letters and thank you notes tailored to positions/situations .

Networking Clients will explore the impact of networking, and tools for effectively incorporating networking into their job search strategies .

Job Search Methods Clients will consider key job search methods, evaluate the effectiveness for each in the current market, and select a variety of approaches in their search .

Interview Questions/ Techniques Clients will discuss basic types of interviews, effectively addressing questions . Emphasis will be on behavioral interviewing and the importance of STAR stories .

M-Powered Graduation December, 2012

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Level III: Structured On-the-Job Training (OJT)During Level III program participants gain employment in M-Powered companies for a three-month structured on-the-job training program in theirchosenfield.ParticipantsworktocompleteaPerformance Achievement Record (PAR) .

Program Operations and Case ManagementHTC and HIRED shared responsibility as co-conveners of the M-Powered operations group . We share accountability for overall M-Powered performance . The synergy takes M-Powered operations beyond a simple “handoff” system, leveraging the experience and capability of both organizations to confront challenges with innovative concepts built by listening to the broader stakeholder network . As well as convening monthly Advisory Board meetings, an operations team consisting of key contributors at HTC and HIRED met monthly .

HIRED Case Managers contacted students at least twice a month to get status updates, or else communicateconcerningspecifictopics.Oneimportantfunctionisemploymentverification,sincethe grant measured success on placement .

Opportunities for Improvement: For a program of this complexity, M-Powered staff recommends hiring a manager dedicated to the overall process and who is aware of all steps . The roles would be: Manager, Recruiter, L1 case manager, L2 case manager, L3 case manager, data coordinator . You can combine some roles into one person .

Outreach and RecruitingM-Powered utilized a multi-pronged outreach method, via other Community-based Organization’s (CBOs), education institutions, public entities, social media, job websites, industry contacts, and chance word-of-mouth . Print and verbal marketing required a consistent, accurate message . Social media and print marketing needed periodic updating due to change in program offerings and schedules .

Anyone interested in the program was directed to attend an Information Session to learn about

the program elements and application process . Interested individuals were asked to RSVP, and this list was utilized for reminder calls prior to the session and to follow up on no-show’s . Inquiries (even prior to attending an Info Session) were recorded in the database . Inquiries who did not attend an Info Session were typically “followed-up” at least one time, usually more . Inquiry referrals, if they were from a CBO or other organization, were recorded in the contacts portion of the inquiry database .

Strengths: Consistentflyers,goodwebsite,clearrecruiting/intake roles

Opportunities for Improvement: Need for planned explicit communication, focused on CBO’s and other organizations . The recruiting cycle lends itself to a structured plan .

Oneoftheproblemswastheunevenflowofinquiriesand applications . There was often a steep curve near the end of each recruiting cycle that made it a “feast or famine” situation . We were challenged to overcome these “bottlenecks” .

Near the end of the overall three-year program, there was a slight drop off in inquiries . We were not sure why this occurred, but guessed it was possibly due to current market pressures .

Marketing materials and web information need to beupdatedinatimelymannertoaccuratelyreflectrevised application deadlines and class schedule changes . Better utilization of social media tools and opportunities to attract potential students .

Messaging should be carefully selected to not over-promise the resources of the program . For example, early in the program, a HIRED recruiter was implying that each student was ensured placement automatically at an M-Powered company .

Clearly established internal communication plan with Hennepin Technical College frontline staff and faculty to better educate the broader college community on the M-Powered process and how the studentsfitinwiththerestofthestudentbody.


Information SessionsSession attendees were a mix of people who directly inquired about the program and were tracked into the sessions, or walk-ins (see tally master for statistics) . Those registered for the Information Session received a reminder phone call or email the day before .

Presented jointly by HTC and HIRED staff, the Information Sessions were designed to give the information necessary for participants to self-select into the program . They were held on different days and times, and switched between the two HTC locationstoprovidevarietytofitattendeeschedulesand locations . Typically these were held in the auditorium of each HTC campus . During the hour and a half Information Session, HTC staff discussed the program history, industry history and outlook, and current training curriculum . A half hour was devoted to the HIRED staff, who covered the critical skills training, case management functions of HIRED, and twenty minutes to cover the application process and forms . Packets of informational print materials were provided to each attendee, including application forms . (The application process and forms are contained in the appendix section .)

Attendance was recorded . (No-show’s were contacted and invited to future sessions .) Attendees signed in, providing name, phone number, e-mail address, and referral source . Some incumbents received information at their workplaces . Attendees were sent follow-up emails to encourage them to apply . Attendance statistics were recorded, and at the end of each cycle were looked at for trends . Referral sources were also recorded and examined at the end of the cycle.Thefivehighestreferralsourceswere(mostfirst):Wordofmouth(family/friend),HTC,HIRED,Craigslist, Workforce Centers (non-HIRED)

Top five sources of enrollees (most first): Incumbents, HTC, HIRED, word of mouth, Craigslist .

Notables: Over half of workforce center inquiries enrolled . That was at least 10% higher than the next source category with 30 inquiries or more .

With any of the sources of inquiries, conversion took place not at the initial point of contact, but rather during the time the prospective student had contact withstaff.WhenwefirststartedusingCraigslist,volume of inquiries was high, but conversion was low . Later on, conversion actually rose from the Craigslist inquiries . That was an overall trend . Our conversion rate improved as staff developed skills and knowledge connecting with Information Session participants as the program progressed .

These Information Sessions were a great success. The right amount of information was provided during the hour and a half. Not too long, not too short. They proved to be the best initial touch point and screening mechanism for candidates because the combined HTC and HIRED reps provided a comprehensive view of the program.

Information Session Opportunities: There are several opportunities for improving information sessions . Improved visual materials could more accurately depict the application and training processes . Holding the information sessions in an auditorium setting was not necessary for the small session sizes . Although a classroom setting is better suited to support personal interaction, the campus auditorium proved to be easier to consistently reserve . Explanation of the application form was tedious, but certainbitswerecritical.Further,thoughthebenefitsof training are made clear, but the content could be revised to be made more welcoming and better show how training can positively impact one’s life . Further, it is recommended that HIRED should follow the same model as HTC in having multiple presenters available for sessions . Although this was never a problem, as HIRED staff only missed two sessions, having only one HIRED staff member familiar with the information session “script” was challenging .

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The Application ProcessApplications were mainly completed outside the information sessions . HIRED’s Sector Initiative application included a three page main application form, one page student interest form, and one page letter of interest . Applications were mostly submitted by fax, but also sent in as email attachments, delivered by mail, or dropped off in person . Most applicants sent the whole packet in, but at times the elements came in piece-meal . HIRED counselors were tasked to gather all required documents .

Special documents included proof of date of entry into the US for purpose of selective service registration waiver . This was typically sent in before orientation, but some applicants brought a copy to orientation .

When pieces of application arrived at the HIRED office,anewentrywascreated,andsubmissionswere recorded . The main form triggered a background check (SSN, DOB, last name required) . Checks included a selective service and a criminal background check .

Processes can always be improved, particularly when personnel are added or subtracted from a team . An electronic version of the form could potentially ease the process . Splitting the program participation over multiple spreadsheets was not an ideal way to track program enrollment . Using Excel was not an ideal database system for such a dynamic and data-laden program . further, by not having a consistent delivery method for voicing program requirements, incumbents frequently skipped steps . There is an opportunity to develop an improved incumbent packet, which would include release forms, and a clearer message about I-9 documents .

Once all items were submitted and checks made, the applicant was invited to the Orientation session .

OrientationOnce an applicant completes and submits full program application (3-page main form, SIF, LOI) and passed background checks, they were invited to an orientation . Invitations were sent out via e-mail . E-mail invites were detailed and thorough, to include directionstooffice,schedule,roomlocation,alistof items to bring, information we would go over, and a Google map attachment of the immediate area around the building . Orientations were mainly held atHIRED,St.LouisParkoffice.Thoseinvitedtocome were called a day or more ahead of time as a reminder .

Incumbents were not invited to orientation, since the bulk of it was focused on job search . However, this made it harder to obtain release forms and I-9 documentation .

The orientation followed a certain format, and was tweaked and honed over the course of the program . By the end of the M-Powered program, the format covered:• Introduction/cover agenda• HowHIREDfitsintotrainingprogram• Explanation of C2SI (by main C2SI instructor)• Collection of I-9 documents• Sign release forms• Break into program groups (if applicable);

explanation of program expectations; schedule Accuplacer; gather class preferences

• WIA paperwork (if applicable)Thecontentalsohadtobeadjustedonthefly,as sometimes we had a mixed group (different programs), not just M-Powered students . While most of the content applied to everyone, some scheduling and requirements for programs differed, and thus required the orientation content (written and verbal) to be different for different people .

By the end of the M-Powered program, staff developed a packet of information that suited the program well . A second packet was created for Soldering program applicants . There were also various handouts for non-M-Powered students .

After the orientation, I-9 and release forms were married-up to the applications, and entered into database .


HTC EnrollmentThe key linkage between recruiting and enrollment is the Accuplacer screening mechanism . The Accuplacer (the Minnesota State Colleges and Universities system assessment test) is administered by HTC . Scheduling Accuplacer assessment time blocks around and within HTC’s busy schedule was challenging . Staff worked with the HTC Assessment Center to reserve assessment dates for M-Powered students . We offered some variety in times, days, and locations . These dates were established early, and took into account the various benchmarks throughout the admission process, and cyclical variations (i .e . we get a higher volume towards the application deadline) . For the Soldering program, which had classes only in the evening, we favored evening Accuplacers . Those folks who attended orientations were scheduled for an Accuplacer . Information and resources were provided during the orientation, and a reminder call was placed to each person a day or two before the Accuplacer test .

Acceptance in M-Powered was decided by math and reading scores . Staff developed cut scores and ranges in which we would accept a student contingent on their taking a review course in the weak subject . In the case of the Soldering program, high math scores meant a waiver from the math class, which was the most basic math available at HTC .

Once a candidate passed the Accuplacer, HTC enrollmentrequiresstudentstofilloutanHTCadmission application form (sans application fee), immunization form, and registration form .

Coordination is key between testing, enrollment, and registration functions . The program got to the point of being pretty smooth in this stage . One issue that was mitigated was how the timing of enrollment affected student access to resources at HTC . By the second-to-last class, we collaborated with the Admissionsofficetosetasideelectronicapplicationsfrom M-Powered students .

Attendance Tracking / Drug FreeEarly in the program development our employer advisors emphasized the importance of a workforce that arrives on time and sober . We created an attendance policy modeled on the industry norm for all M-Powered classes . Students must be ready to go at the start of class . A sign-in sheet is used to document attendance . Tardy and absent students are noted . Absences can be excused if the student called in to the instructor ahead of class, just like calling in to work . During the Level 2 graduation Awards of Achievement are given for Perfect Attendance and Near Perfect Attendance (3 absences or less) . M-Powered employers track attendance data more closely than Grade Point Average .

We looked for opportunities to enforce a drug free policy . We discovered that, as a public institution there is no good method . Our employees screen potential employees; and several do random drug testing of their entire workforce . We emphasize the importance of working sober and the certainty of a drug test by the employer .

Employment VerificationInitialemploymentverificationscouldberequiredat three different stages: Incumbent workers upon enrollment into the program (this was not adhered to very well), non-incumbents getting a new job during the training, and non-incumbents getting a new job aftertraining.Then3,6,and12monthverificationsfollowed.Verificationscouldcomeintheformofahand-signed form from employer or via e-mail from employer.Forinitialverifications,HIREDstafftypicallysenttheformtothestudenttofilloutthecontact info for the employer, and would then contact theemployerdirectly.Forsubsequentverifications,we contacted the employer directly via e-mail (since electronic signature was adequate) .

This critical process proved to be one of our greatest challenges.Employmentverificationshadtobecajoled from students . To convince a participant to provide employer information back to staff was a difficultchallenge.Staffisworkingtofindwaystobreak down that barrier, and create an environment in which students willingly provide this information .

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Career Fairs / Structured On-the-Job TrainingM-Powered cannot place candidates in employment . Candidates apply and interview for openings at M-Powered employers . Early in the M-Powered process the Advisory Board, HTC and HIRED staff discussed the importance of the job search process, specificallytheimportanceofmatchingthecareeraspirations and aptitudes of the candidate with the corporate cultures of the businesses . After several less than preferred experiences with traditional Career Fair formats, a staff member hit on the idea of copying the “speed dating” format .

During an M-Powered Career Fair, manufacturers with job opening sit individually at tables scattered about the room . Candidates graduating from Level 2 circulate to the companies they feel best suit their employment requirements based on previous conducted research . Each candidate has an opportunity to spend (approximately) ten minutes talking one-on-one with the employer representatives . During this time the candidates present their updated resumes, talk about their M-Powered experience, and ask questions about the employment opportunity . In most cases, manufacturer and M-Powered candidate have a discussion . At the end of this period we ring

a bell and participants move on . The goal for candidates is to secure a follow-up interview . This method has proved very successful at helping facilitate that culture match between candidate and manufacturer that lead to long, successful careers . Manufacturers report that this method is a very efficientsearchandselectionmethod.

Candidates are hired as probationary employees, usuallythroughtheemployer’sstaffingagency.Traditionally, probationary employees are assigned a journeyman employee to “show ‘em the ropes” . Consistency and effectiveness are rare in these “new hire” arrangements .

To take full advantage of the learning opportunity offered during this probationary employment period, and to assist M-Powered companies in putting structure to their new employee orientation programs, the M-Powered staff worked with the Precision Metalforming Association in a facilitated session with manufacturing subject matter experts to design Performance Achievement Records (PAR’s) for the initial step on each career ladder . A sample PAR is contained in the appendixes . Competency-based, not time based, each PAR contains tasks and teststobelearnedandcompletedduringthefirst(approximately) 480 hours of employment .

M-Powered Career Fair


Program DifferentiatorsM-Powered is highly adaptable and can be replicated in a wide range of sectors and situations. While the program’s flexibility is one of its strengths, a successful implementation requires that its major differentiators be preserved.

8 Characteristics of an Effective M-Powered Program

1. Demand-driven, employer focused. From the beginning of any M-Powered initiative,

successful employers within the industry sector must be engaged and committed . In a spirit of “co-opetition”, their participation must include not merely endorsing the program, but driving its decisions about career focus, required skills, admission criteria and assessments .

This is a dramatic departure from most “training programs,” which are driven by the educational institution’s niche specialties, faculty research interests or student demand . This approach brings students into a program but doesn’t necessarily give them viable career options upon completion .

The commitment to being demand-driven was tested in the heart of the recession, when M-Powered offered no classes for a year due to lack of employer demand .

2. Students come into the college via the side door, not the front door.

The M-Powered program was created and administered through the Hennepin Technical College Customized Training Department . The “fast-track” aspect of the M-Powered program allowed students to focus on their own skills and career development . At the same time, M-Powered’s partnership strategy assured that students would have the support they needed to succeed, from help with childcare and transportation to mentoring in resume writing and interviewing .

Many M-Powered participants had previously tried the “front-door” approach to college without success . Eventually, M-Powered evolved into a credit-based curriculum, with students earning 9 college credits by the time they completed the program . With this basis, many M-Powered participants who began their formal education through the “side door” were able to proceed with formal degree programs .

3. Career program, not a jobs program. M-Powered is a fast-track program that leads to thefirststeponacareerladder,ratherthansimplyemployability in an entry-level job . All program development, recruiting and training efforts were designedasthefirststepinaprogramoflife-longlearning .

Recruitment and screening focused not only on the prospect’s need for employment, but also on drive and commitment . Applicants for the program were asked to provide a Letter of Interest . The ability toprovidespecificdetailsabouttheirinterestandexperience in manufacturing and their willingness to be life-long learners were key criteria for acceptance into the program . Applicants whose Letters of Intent were lacking detail were given additional counseling to help them determine whethertheprogramwasagoodfit.

HIRED also provided counseling and career support to dislocated and disadvantaged workers that enhanced the skills-based training curriculum . Participants were assisted in thinking through challenges like transportation and childcare that might stand in the way of long-term success . Missing appointments or application deadlines was seen as an early warning sign that prompted follow-up attention .

The screening and assessment process applied to both the dislocated and disadvantaged workers recruited by HIRED and to the incumbent workers who were referred to the program by sponsoring employers .

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4. It’s a system. Linkages matter. As has been noted elsewhere in this report, a

true sector strategy requires a partnership and participation by a diverse set of partners . None of those partners can be a mere rubber-stamp or logo on a letterhead . Partners will only commit to a program that serves their mission and vision—but they must be willing to modify their agenda to serve the strategic needs of the program . That doesn’t happen automatically or even easily . Program organizers need to make realistic assessments of the amount of time and energy that will be required from sector partners . Those who agree to participate must agree to invest the time required for planning, meetings, “homework” and discussions .

5. It is NOT about the curriculum. The training that M-Powered offered--shop math,

blueprint reading, proper use of quality measuring tools–can be found in most technical colleges . The delivery methods were also tried and true: Lectures, worksheets, handouts . What was different about the M-Powered approach was the context: Rather than studying math, blueprint reaching and quality as separate courses, participants saw them as interrelated components of a skillset: Being able to read a blueprint, produce a part, understand the dimensions of the part that are key to quality, measure 10 parts, and determine whether they are acceptable or defective constitute the manufacturing process . Many institutions offer siloed learning and express frustration with students who don’t make the connections . M-Powered simply removed the silos to integrate and teach the topics within the context of manufacturing and support a successful outcome .

6. Workforce development rests between the silos of economic development and education.

It is clear that today’s companies succeed on the basis of productivity and quality . But economic development is still largely viewed in terms of capital investment: More machines and larger facilities . While it’s also clear that today’s students need to consider the expected return on an increasingly expensive investment, colleges and universities continue to offer a commodity product with little real differentiation .

The M-Powered model offers an alternative: Demand-driven skill sets that enable companies to improve the top and bottom line, and enable workers to enter career ladders that pay a sustainable wage . As noted, the only subsidy required for the M-Powered model is the three-month Phase 1 training . After that, participants earn their way by delivering value to the participating employers .

7. Pull – not push – career tracks. With its emphasis on career tracks, the M-Powered

model is an alternative (not replacement) education pathway to middle-skills, high-wage jobs . The model is built for the unemployed or underemployed adult learner who does not have the two plus years to complete a technical degree or diploma full-time . The pathway highlights a program of education, skills credentialing, and on-the-job experience (earn while you learn) . Though participants exit M-Powered as machine operators, they are in a machinist program . While other programs push participants into a job program, M-Powered is promoted as a start to a career pathway . Participants are drawn to the career goal .

Continued on the following page


8. Impact of Credit-Based Admissions Criteria At the outset, M-Powered curriculum was

developed and administered by the Customized Training Department of Hennepin Technical College.Studentsweregrantedacertificateofcompletion and the opportunity to obtain entry-level employment or to advance in their careers as incumbent workers in sponsoring companies .

When M-Powered entered into its partnership with the Department of Corrections, the curriculum evolved into a for-credit model, with students earning 9 credits through the Minnesota State Colleges and Universities (MNSCU) system . The for-credit curriculum added credibility to the program . It also provided students with a tangible accomplishment that they could build on with further course work . Many M-Powered students have gone on to work on and complete two-year or four-year degrees .

However,convertingfromacertificate-basedprogram to a credit-based program also required that participants meet MNSCU standards for admission . This narrowed the pool of prospects and may have ruled out some potentially successful candidates . Requiring a year in remedial math or reading removes M-Powered from the “fast-track” options that many dislocated and disadvantaged workers are seeking .

The possible impact of admissions criteria on the program is shown in statistics from the Department of Corrections M-Powered program: Among those who completed the program, 35% scoring above the Accuplacer reading cut score secured jobs in manufacturing, while 50% scoring below the Accuplacer reading cut score secured jobs in manufacturing . Similarly, 37% scoring above the Accuplacer math cut score secured jobs in manufacturing, while 44% scoring below the Accuplacer math cut score secured jobs in manufacturing .

While the pre-training assumptions were that higher Accuplacer scores would result in higher levels of success, it is possible that other positively motivating variables in the screening and selection process compensated for lower academic scores .

OVERALL PERFORMANCE SUMMARY

Participation Rates Achieved/Goal

Total Enrolled in Grant 402 of 385

Total Completed Level 1 277 of 350

Total Completed Level 2 275 of 300

Total Completed Level 3 / OJT 26 of 240

Total Students Passed Credential 299 of 300

PLACEMENTS

M-Powered Incumbents 81

Manufacturing Placements 137

Non Manufacturing Placements 39

Total Unsubsidized Employment 257 of 240

Pre-M-Powered Wage (hr. avg.) $14.79

Incumbent Wage (hr. avg.) $14.30

Manufacturing Wage (hr. avg.) $13.84

Overall Mfg Wage Replacement Rate 95%

Mfg Job Retention Rate (180 days) 77%

United States Department of Labor Performance Data

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Additional Analysis of Key Performance Data• Historically, M-Powered has enrolled significantlyhigherfemaleandminoritystudentsthan the traditional manufacturing programs at Hennepin Technical College . We attribute this to the additional student support features incorporated into our program, especially during the pre-enrollment phase .

• According to veteran’s employment councilors with Minnesota DEED, M-Powered enjoyed considerable success with the many veterans who enrolled .

• As is the case with most of our traditional degree programs,M-Poweredexperiencedasignificantdrop out rate from participants leaving the program early to take a job . Given the economic hardship of most of our participants, the desire to get meaningful employment as soon as possible was understandable, though frustrating . In all cases we offered to accommodate the new work schedule to enable the student to complete the academic program . In some instances this worked, but not in most . In these cases we counted the student as achieving Unsubsidized Employment, but not Completed Training .

ETHNICITY

19%

12%

3%

African American

Asian

Other

White

66%

55%

10%

1%

34%

HS Dipoma

Post Training

GED

No Diploma

EDUCATION

81%

19%

Male

Female

GENDER

41%

8%

37%

14%

18 – 21

22 – 40

41 – 54

55+

AGE


Thanks for all of your help and support . I’m sure a job will be there when I’m ready . Thanks to every one for this great program again for giving me a solid start . I wanted to do this for many years but chickened out after getting school info . The m-powered program changed my life . I am grateful . Thank you .

Mary S. – M-Powered Participant

I wanted to give a ‘shout out’ to all the people involved with the M-Powered program, along with my past experience, the program gave me the tools needed to transition into a new career, I am currently working at a medical parts/machine shop company in the quality department . The fast-track M-Powered program is set up for opportunities in growing employmentfields,verygoodprogram,thanksagain!

Brad E. – M-Powered Participant

Student Comments

My name is Luke Gleason I graduated in June of 2012 from HTC for CNC Mill Levels one and two . A little bit about my history, I was a printer for 20 years and was pretty comfortable . When I got laid off it was tuff ! But after a while, when I only got a few interviews, I decided I needed somthing different! So my Dad told me about this Hired Program .I took some tests and they said I would be a good candidate for the M-Powerd program . So, I went to the seminars and took the Accuplacement Test and passed withflyingcolors!AfterIgraduatedIfoundmyselfinaslump.Gofigure...everyone wanted people with 2 to 5 years of experience . I worked through a temp agency for awhile – had to take care of my family . It was good CNC place but it didn’t last as long as I wanted . Then I was supposed to be hired on as a digital press operator, but that didn’t work out the way I wanted it to either . SoIsignedonwithastaffingagencythatgotme placed in a CNC lathe shop . Little Mom and Pop operation . No money there but I was close to my field.AfterthatIgotacallbackfromoneoftheotherstaffingagencies asking if I would consider taking a third-shift job at Graco as a saw machine operator, cutting up raw materials for the machinist . How could I refuse! I had a great interview and was hired on intsantly .AftermyfifthweekthereIwasapproachedbyapersonin the company that I did not know . He asked me “Are you Luke?” I answered, “Yes I am .” He said “I hear you have CNC experience . How would you like to come work in our department?” Of course, “I sad yes!”

“So now I am in the coolest CNC Lathe shop ever and learning as much as I can. I even got robots!“

“I am going on my eleventh week at Graco and I love it!!! If It wasn’t for Hired and M-Powered, and my teachers at HTC I would not be where I’m at!!!!!”

I want to Thank Lizz , Dun, Renee , Tom , Randy and of course Jan! PS: I am 44 years of age so if I can do it anyone can! Your never too old !!

Assistant Secretary of the U.S. Department of Labor, Seth Harris, visits with M-Powered students at HTC, February 23, 2012.

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A letter from a student we sent to interview at Morrissey, Inc.

Just wanted to get back to you . The Morrissey interview went fantastic, and while I was one of the top two choices, they went with the other one solely because he had graduated from Dunwoody a while back and thus more experience . That being said, they still want me and said they would create a new second position just for me once classes are done in December. I rather like this more since now I can focus on classes only for now and not split my time, and it allows more experience for me in preparation for meeting again with Morrissey early this December . Fantastic company and I am excited to work for them in about four weeks or so, provided I maintain a high quality that I have been doing in classes .

An email received by HIRED placement counselor James Reason:

This is Samson Vang . Just want to say thank you againforhelpingmefindthisjobandeverythingelse . Without you helping me, I would have never achieve this much . The reason I’m writing you this letter is to let you know I was Hired 2/4/13 by Ardel Engineering . I only worked as a temp for two months and Ardel decided to keep me as one of their employee . So I appreciated all your help and everything you have done to get me to be successful .

Altheha DrePaul graduated from the M-Powered program in December, 2008.

SUCCESS STORY Altheha DrePaul is a native of Guyana, in South America. She immigrated to the United States in 2002. Just two years later this mother of two young children found herself unemployed with limited job prospects. Today, she is a key account manager working for E.J. Ajax & Sons in Fridley, Minnesota.

Altheha DrePaul tells a story few can rival. She does so in a lovely, lilting accent that takes me to a beach in the Caribbean. How she got from there to here is pure testimony—to her character, her commitment, her perseverance, her willingness to dream big.

In early 2004, DrePaul was unemployed with few prospects. On a lark, she attended an informational meeting about the M-Powered program at Hennepin Technical College in Brooklyn Park, Minnesota. A friend suggested they go together.

“It was curiosity that took me there,” said DrePaul, “and opportunity that kept me. I liked the idea of making quality products. While sitting at that first meeting I discovered a drive inside me to know if I could learn such a thing and do it successfully.”

Advancing into ManufacturingAnd so launched DrePaul’s 7-year adventure into advanced manufacturing. On that first ambling day of curiosity, she enrolled in M-Powered’s Level 1 program, during which she and 23 other students were introduced to the basics of manufacturing. “When I started, I just knew basic English and some math. I had to learn everything all over again. But our instructor supported us. Students helped one another, and they all encouraged me. It wasn’t easy, but I applied myself because I believed—and still do—that there is no limit to education, or to how far it can take you. No matter your age!”

M-Powered GraduateSaid Erick Ajax, co-owner of E. J. Ajax, “Altheha was one of the very first graduates of the M-Powered program. We met her at the Reverse Job Fair and were impressed right away. We asked her, ‘How was your attendance?’ She replied, ‘I have 100 percent attendance of course. I didn’t miss a class.’ Now keep in mind that class ran through the winter, and Altheha rode the bus 2 hours each way for those 6 weeks.

Continued on the following page.


It is my utmost pleasure to write and express profound appreciation to M-Powered, its administrative and teachingstafffortherenewedandrefinedmanufacturingknowledge imparted into me through the HIRED program . The Instructors freely interacted with individual students with empathy, ensuring they sustained active participation and involvement in all our class work, workshop hands on practices, laboratory work and clean room experience . My personal knowledge and skills gradually improved and got perfected in most of the clean room manufacturing procedures, such that I stand a better chance now in the search for satisfying career in clean room manufacturing . If I were to make a request like Oliver Twist asking for more, I would have wished to have more class period with our last instructor for ‘Controlled Environment Course METS11015’ . What an Instructor of its own class that gave such lively education within the 4 assigned days, such that the days rolled out as if it were just a day . Some of the students had requested she should extend her class meetings to teach the course into detail .Other Instructors too respectively made their impacts, but Joy stood out to highly impress with her impartment of knowledge within the shortest time available . How overwhelming it would have been had the duration been extensive! While thanking you for all these, my efforts are at top gear to get employment in the areas of Clean room Manufacturing . Trust that I shall update you and the M-Powered Program soonest I had a break-through on employment .

“I spoke to you briefly @ the HTC reverse job fair. What an exciting and crazy week it has been! I received no less than 4 interviews in 3 days, 2 job offers and NOW, I have accepted an offer for employment from Entegris! They are within 3 miles of my current residence. Amazing! THANK YOU FOR ALL YOU DO!”

I could not imagine making this journey without ALL of your help and guidance and especially your support . I’m excited to ‘get back to work’ . I’m not sure when I actually start work, but in the meantime, I would like to attend the budgeting workshop scheduled for next Tuesday @ 3:00 pm . And as I mentioned, I would like to confer with you as to what I need to complete the course work for the C2SI program . I hate leaving things undone . Thanks, again and I hope to see you soon .

SUCCESS STORY continued

Seven years later, still riding the bus every day, her attendance at E.J. Ajax is still 100 percent. I can’t tell you how highly we think of her.”

“We hired Altheha as a machine operator in 2007,” continued Ajax. “She completed Levels 2 and 3 of her M-Powered program and, within that first year, was selected for our 4-year apprenticeship program. This program is registered with the Minnesota Department of Labor and Industry and provides transferrable NIMS credentials. She has earned her Class A Journey Workers Card, which represents 8,000 hours of on-the-job training and hundreds of hours of schooling in the MnSCU system. In truth, she is a poster child for this program.”

“She has doubled her entry wage, she is saving for retirement, and she is preparing her own children for their educational future. And now she is mentoring others. She inspires me, too.” (Erick Ajax)

A True Opportunity“And this isn’t purely altruism,” insisted Ajax.“This is good business. It’s a win-win, an ‘upward spiral’ of benefit, as we like to call it. Today, Altheha is a key account manager, working with our largest customers. She adds value because of her experience on the shop floor.”

Not everyone has such an opportunity. My children have a future here that they never could have had at home. I became a U.S. citizen in 2012, and look forward to encouraging my children as they choose a career ladder suited to them as I have.”

See Althea’s full story and video interview at http://pm-mn.com/2013/09/whos-who-altheha-drepaul/

Copyright © 2013 Minnesota Precision Manufacturing Association.

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STUDENT STORY:Jose Chavarria retired from the Marine Corps a year ago after 24 years of active service as a helicopter mechanic . He is currently in the M-Powered Level 2 Stamping program . I like the hands on experience we’re getting in M-Powered . In some other college courses I’ve heard about you only get the book information along with knowledge the instructor has . Getting your hands on the materials and machines is a big help in my mind . That’s the way I learn, by doing . This week and last week we got to setup the press . We removed an old dye assembly from the machine and install a different dye assembly . I haven’t had an opportunity to do that on the job, but here in the class they let us get our hands on it and do it . There’s no on the job pressure like working on a costly project and missing a step . Here you have the instructor observing and providing information as you proceed with an operation .

Interview conducted by: James Reason Project Manager, HIRED, 11/3/11Ken had been laid off from a manufacturing position in 2010 and was introduced to the M-Powered program through his HIRED Employment Counselor in the Dislocated Worker program . Ken has a steady work history of having been in variety of positions in the printing industry, including supervisor and plant manager . With his most recent layoff, Ken decided that it was time to switch areas as the printing industry slowed down . Being aware that the biotech industry is on the rise and keeping his options open, Ken made the decision to start the M-Powered training program . He took the Level 1 class at Hennepin Technical College last fall 2010 . This past spring 2011 Ken completed the Level 2 Quality Control class . He earned the NIMS credential for Measurement, Materials, and Safety . With the combination of new knowledge from his college classes and having completed HIRED’s career development training, Ken was ready to begin his new career search . He participated in the M-Powered job fair in May and met with a company he had researched and found interest in . That company was TCR Corporation . Ken was invited by the employer at TCR Corporation to attend a formal interview at the company . He was hired as a 2nd Class Inspector . Ken is pleased with his new position and will continue with the M-Powered program by starting his Level 3 on-the-job training in the near future .

Gary, Summer Level 1 student found new employment with a machine shop as a Saw Operator . His new work schedule allows time for M-Powered training . This is Gary’s 1st precision manufacturing job; his M-Powered training was a valuable asset to the employer . Gary is very pleased to have the job .


Employer Comments

The M-Powered program was very effective due to how the program was run in that throughout the entirety of the program there was collaboration between industry and education via the M-Powered advisory board . Curriculum development for the program was unique as experts from the industry were able to provide input regarding to what type of skill sets they would want to see in a perspective employee . With this feedback the individuals in education were able to develop a curriculum that was tailored specificallytowhatwasneededbytheindustry.StudentsintheM-Poweredprogrambenefitedfrom a customized curriculum and having access to industry experts in the form of question and answer sessions, job fairs and graduation ceremonies . As a whole the M-Powered program provided a wonderful opportunity for individuals that were looking to learn a new skill set or improve their current skill sets in precisionmanufacturing.Ontheflipsidetheprecisionmanufacturing industry was awarded the opportunity to hire individuals that have learned a new set of skills tailored to their needs .

Brian Walli, Co-Chair M-Powered Employer Advisory Board Letter received August 29, 2012 on M-Powered graduates from one of our employers:I interviewed Lucas, Luke and Mike today the M-Powered grads from last night . These were three of the VERY best graduates I have ever interviewed from the M-Powered program! I would hire any of them in a second . They all scored above 55 out of 60 possible in the PMA Education Foundation Occupational Aptitude and Knowledge Assessment, way above average . All three of these guys interviewed very well, had solid resumes and were very professional . HIRED and HTC are doing a fantastic job with M-Powered . Keep up the good work, I am truly impressed . Please be sure the entire M-Powered team sees this message .

Sincerely, Erick Ajax Vice President Co-Owner E.J Ajax and Sons (763) 277-7750 direct (612) 720-0897 cell [email protected] www.ejajax.com

November 27, 2013Mr. Richard Kelly Hennepin Technical College 9000 Brooklyn Blvd Brooklyn Park, MN 54445

Dear Richard:We appreciate the opportunity to be a part of the M-Powered program . It gave us an opportunity to meet and work with some very quality students that were participating in the program . We also became very knowledgeable about resources available to us as employers through our involvement in the program .

One of the challenges Entegris continues to have isfindingqualifiedcandidatestofillsomeofour technical positions . This program brought forth ideas and challenged us to think a little differently on how to staff our positions for the future .Sincerely,

Patti Lund Human Resources Manager

Awards and RecognitionM-Powered is an award-winning training model that has successfully trained hundreds of Minnesotans into a manufacturing career . Since its inception in 2004, M-Powered has received recognition from Industry and Educational Institutions .

May, 2007, “Exemplary Program Award”, presented by the Minnesota Council for Continuing Education and Customized Training (MnCCECT)

December, 2008, “ Recognition of Excellence Award”, presented by the U .S . Department of Labor

January, 2009, “Innovative Partnering and Collaboration Award”, presented by the Minnesota State Colleges and Universities (MnSCU), Academic Student affairs Division

October, 2013, “ Clips & Clamps Industries Educational institution award, presented by the Precision Metal Forming Association

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Conclusion

The Great Recession hit in the last year of the three-year Minnesota Job Sills Partnership grant . Manufacturing was one of the hardest hit sectors . This created a challenge for a “demand-driven” program . The chronic shortage of skilled manufacturing workers was a separate issue from the loss of jobs caused by the economic slow-down .

Considering these two factors, it’s clear that a new approach to career development is needed—particularly in what were formerly known as the “blue-collar” industry jobs . Traditionally, career tracks in those sectors have been long and narrow, withworkersstayinginasinglefieldfor30yearsormore . M-Powered offers a low-barrier starting-point that continues to branch in new directions, allowing participants to change course leveraging their prior learning and experience . The result is a lifetime of challenge and growth supported by a commitment to lifelong learning .

For the three years of the US Department of Labor funded Bio-medical Manufacturing M-Powered program, the focus of HTC, HIRED and our industry and community partners remained on our aggressive goal of recruiting, educating and helping place 240 ormorewellqualifiedcandidatesonmiddle-skill,high-wage precision manufacturing career pathways . From our shared experience over the previous projects, we brought substantial knowledge, tools and experience into this project . In the continuing spirit of “co-opetition” we adapted existing curriculum, wrap around services and programmatic tools and created new ones to address the challenges of the participants and the economy . In the process wealsoidentifiedseveralkeyopportunitiesforimprovement . With the body of knowledge created through the Bio-manufacturing M-Powered program, we are looking forward to strengthening the program’s systems to achieve greater success addressing the key challenges of unemployment and a manufacturing skilled workforce shortage .

Like many students enrolled in M-Powered, Jen Vanoni had not considered manufacturing as a career. In fact, her most recent job experience prior to enrolling in the program, was being employed as a Barista at a coffee shop.

“I had no previous experience in manufacturing so the training really allowed me to present myself to prospective employers as a capable and prepared individual. M-powered also let me demonstrate my abilities and commitment to prospective employers by allowing them access to such information as aptitude test scores, and attendance records.”

– Jen V., M-powered graduate

Visit hennepintech.edu/Workfast/mpowered/3 to watch the complete video of her M-Powered Success story.

SUCCESS STORY


M-Powered Supporters and Program Participants

Rich Kelly, HTC; Cherie Rollings, HTC; MN Senator Al Frankin; Dunn Yoshitani, HIRED; Jane Smargia, HIRED (left to right).

M-Powered graduate Miranda Justice

M-Powered graduation, December, 2012

M-Powered graduate now

working at E.J. Ajax and

Sons meets MN Senator

Al Frankin

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Appendix One: M-Powered In the News

Statements on Introduced Bills and Joint ResolutionsCongressional Record July 8, 2013

On the Job with David SchaenzerStar Tribune May 20, 2013

On the Job with Miranda JusticeStar Tribune November 4, 2012

Who’s Who: Altheha DrePaul. Women Are Finding Success in Minnesota ManufacturingMPMA - Precision Manufacturing Journal September 10, 2013

Academic Programs and Alignment to the WorkforceMinnesota State Colleges and Universities (MNSCU) May 15, 2013

Highly Skilled Workers in Good Manufacturing JobsThe Civic Caucus April 26, 2013

Hiring Veterans Is Good BusinessPioneer Press September 16, 2012

Hennepin Tech Combats Skilled Worker ShortageKARE 11-TV March 19, 2012

Sen. Al Franken, Ron Antony: A One-Stop Shop to Get Back to WorkStar Tribune March 11, 2012

Empowered WorkforceEnterprise Minnesota Magazine April 2011

Community Colleges Assuring Students Are Work-Ready

WorkinProgress(TheOfficialBLOGofthe U .S . Department of Commerce) February 23, 2012

Industrial Energy Productivity: Jobs and Workforce Development in the MidwestMidwest Governors Association 2012

Pioneer Metalformers Invest in Workforce DevelopmentMetalforming Magazine December 2011

The Nimble World of a Non-profit Agency and Its PartnersNational Career Development Association May 1, 2011

Metal Suppliers Bet on ReboundMinneapolis/St . Paul Business Journal November 4, 2011

From Hidden Costs to High Returns: Unlocking the Potential of Low-Wage WorkersNational Network of Sector Partners 2010

Keeping Manufacturing Strong in MinnesotaPositively Minnesota October 2008

Closing the skills gap is a matter of partnershipEditorial by United States Senator Al Franken & Erick Ajax – Star Tribune November 11, 2013


Appendix Two: Performance Achievement Record (PAR)

M-Powered Computer Controlled Machining Technician Performance Achievement Record (PAR)

Please print

IntroductionThis Performance Achievement Record (PAR) is the official on-the-job training document for the above named M-Powered trainee (hereafter called candidate). The PAR is a record (or logbook) of overall and individual Level III, new-hire job performance over a recommended span of 90 days (= 460 hours). Supervisors, trainers and candidates should take care of this record and be sure that it is accurate, kept up to date, filled out correctly and properly maintained. All information and sign-offs recorded in the PAR should be controlled and confidential.

The PAR opens with a list of statements documenting the candidate’s work history and occupational behaviors. These statements can be acknowledged during training or upon completion of the PAR. Section 2 provides a listing and record of selected work activities the candidate has successfully performed on-the-job during his/her training. The third section of the PAR shows the performance assessments that the candidate has passed. These performance assessment tasks were selected because of their criticality or complexity. After recording successful training in Section 2 of the PAR, the candidate will be scheduled to re-perform or “Skill Check” certain tasks (“Show me one more time”) by demonstrating the job from beginning to end, unassisted and to company and process standards while under the supervision of an in-house, third-party evaluator. The Skill Check evaluator cannot be the person who trained the candidate on the task.

Each section contains an “Affidavit of Honest & Truthful Documentation” signed by an authorized representative(s) from the company or program (trainer, coaches, evaluators, supervisor and/or managers). Employers and institutions are encouraged to add any certifications, credentials, special awards or merits that the candidate has received to the back of the PAR.

TRAINEE NAME: Title:

SURPERVISOR NAME: Title:

COMPANY NAME & LOCATION: Phone:

Email:

STATUS: Probationary

Date Started OJT:

Date Ended OJT:

Total Hours of OJT:

CNC Machining Technician Trainee

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M-Powered Computer Controlled Machining Technician Technician Training & Assessment PAR

Page Section Name Explanation

3 1 – Work History Documents selected work history such as attendance, & Qualities safety and housekeeping and overall applied work behaviors and competencies that the candidate has demonstrated on-the-job.

5 2 – On-the-Job Records the duties and job tasks that the candidate has Training Record successfully learned and demonstrated on-the-job during training.

8 3 – Hands on Describes and documents the performance demonstrations Assessments (or Skill Checks) that the candidate has successfully completed after training. These assessments are preformed unassisted, to process/product standards, following company procedures and administered under supervision.

12 4 – Comments Other comments including any special merits, letters of commendation, awards and certifications or credentials that the candidate has received.

Table of Contents

M-Powered is a consortium of community champions, manufacturing industry leaders and training partners, strategically collaborating to create a fast-track training solution to build a globally competitive workforce for the Minnesota manufacturing industry.


DOCUMENTED CNC MACHINING OJT TRAINING PERFORMANCE ACHIEVEMENT RECORD

Work History and Qualities

Candidate has met the attendance and punctuality policies of the company for the last 3 consecutive months (probationary period).

Candidate has no company documented safety violations within the last 3 consecutive months.

Candidate has no disciplinary reports or reprimands within the last 3 consecutive months.

Candidate has demonstrated the ability to maintain a safe, clean and orderly work area in compliance with all housekeeping policies and has no reported violations for a period of 3 consecutive months.

Candidate has demonstrated basic communication skills (written and verbal) consistent with the position and level of responsibility.

Candidate has demonstrated appropriate social skills, personal qualities and codes of conduct when working with or job shadowing others.

Candidate was able to locate, read and control necessary information, data, prints or records and understood the content, meaning and application of these documents, files or databases.

Candidate can identify a router or job-process sheet and can locate part number, drawing number ands other relevant information as it relates to gauging, dimensioning & tolerancing.

Candidate was able to perform and control the CNC process (milling/turning) in order to make a part/product and inspect the product to make sure it met all specifications and quality requirements (dimensional, geometric, cosmetic, etc.).

Candidate demonstrated ability calculating dimensional relationships, determining cut lengths, depth, etc. and entering data to machine controller such as material type, feeds, speed, rough part dimensions, finished part dimensions, etc.

SECTION I Date YES NO NA – Not Acknowledged Applicable

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Work History and Qualities Use an ink pen for all signoffs Affidavit of Honest & Truthful Documentation

The person/s (manager, supervisor, trainer and/or instructors) that completed Section I of the PAR was/were:

Name Title

Name Title

Name Title

Name Title

Name Title

Name Title

Type of CNC equipment candidate was exposed to (check those that apply):

CNC Mill Vertical Horizontal Number of axis ________________________________

CNC Lathe Number of axis _______________________________

CNC Machining Center (Milling & Turning)

HMC VMC Number of axis ________________________________

CNC Micro-Machining Center Number of axis ________________________________

Other (please specify): ____________________________________________________________________________


DOCUMENTED CNC MACHINING OJT TRAINING PERFORMANCE ACHIEVEMENT RECORDPresented in descending order of recommended instruction

Candidate has successfully been trained on the following duties & tasks:

Completed all company required Orientations, Prerequisites & Safety/OSHA/MSDS/Hazmat Training appropriate for new operators. Date: ______________________/201______

1 Duty – Inspect Workpiece for Quality & Compliance

Examine Part Visually for Defects, Damage, Missing Features & Cosmetic Appearance

Wash, Clean & Degrease Parts (Benchwork)

Check Edge Conditions for Excessive Burr

Measure Point-to-Point Distances (edge-to-edge, hole-to-edge, hole-to-hole, feature-to-feature, etc.)

Test Verify Calibration of Hand-Held Inspection Instruments Against a Known Standard

Identify Key Features& Tolerances to be Inspected

Check & Verify Location/Position of Key Features

Measure/Verify ID/OD

Measure/Verify Centerline

Measure Threads

Check & Verify Radius

Check & Verify Chamfers

Setup Optical Comparator & Establish True Position on a Part

Verify/Measure Bolt Hole Pattern

Measure & Verify Angles

Check Part for Squareness (basic GD&T)

Check Part for Flatness (basic GD&T)

Check Runout (basic GD&T)

Check & Verify Surface Finish

SECTION II TRAINER TRAINEE SKILL CHECK YES NO NA INITIALS INITIALS REQUIRED

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2 Duty – Service CNC Machines

Wipe Down Machine & Clean Splash Guards

Check & Clean Air Filters on Electronic Cabinets

Remove Chips/Shavings (Cleanout inside of machine)

Separate/Segregate Chips/Shavings by Type

Contain Scrap & Empty Chip Hopper/Bins

Skim Oil Off Coolant Tanks

Check Coolant Level & Concentration (adjust if needed)

Change or Replenish Coolants

Check & Replenish Lube Oils

3 Duty – Prepare Work Site & Materials

Clock/Log Into Job (charged labor time)

Organize & Housekeep Work Area/Machining Cell

Remove Previous Job from Worksite

Check & Label Containers (part, scrap, rework)

Obtain & Explain Work Instructions/Order (routing w/ prints/drawings)

Locate, Check & Stage Inspection Tools, Devices and QC Documents

Identify & Locate Fixtures

Identify & Stage Tooling and Workholders

Obtain/Stage Raw Material(s)

Check & Verify Raw Material and Tooling to Print and Process Specifications





4 Duty – Prepare & Operate CNC Machines (Milling/Turning)

“Cold Start” CNC Machine in Sequence

Upload/Download Program & Offsets

Mount Workholding Devices

Level, Square & Secure Workholders

Establish Part Zero (fixture offset)

Load Tools

Set Tools

Qualify Cutting Tools

Conduct Dry Run

Load & Verify Material or Part to be Machined

Run Tryout & Inspect First Part(s)

Change/Adjust Offsets

Manage Tools (tool life)

Monitor/Adjust In-Process Coolant Level, Flow and Direction

Execute Production Run & Control Process

Conduct In-Process Inspections at Designed Frequency Intervals

Setup Packaging/Staging for Finished Parts

Count, Sort & Prepare or Package Finished Parts

Restart Machine at Tool Change (changeover)

Verify Cycle Times & Adjust as Needed

Adjust Machine Overrides (speeds, feeds…)

5 Duty – Troubleshoot Process & Quality Problems

Respond to Chatter (isolate cause)

Determine Why a Tool Broke Pre-Maturely



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The person/s (manager, supervisor, workers, coach or instructors) that served as Section II OJT trainers for this candidate was/were:

Name Title Date

Name Title Date

Name Title Date

Name Title Date

Name Title Date

Name Title Date

Name Title Date



Unassisted Demonstrations The candidate has successfully completed the following Skill Checks:

Examine Part Visually for Defects, Damage, Missing/Abnormal Features & Cosmetic AppearanceTest Description & Setting: Inspect workpiece for quality. At inspection table (simulated or real), candidate will identify basic material properties/characteristics of common metals used in metalworking and recognize common surface defects including tool marks, excessive burr, adverse surface/edge conditions and/or missing or abnormal features.

Identify Key Features to be Inspected & Check Location/Position of Key FeaturesTest Description & Setting: Inspect workpiece for quality. In training room with a job packet, process plan or router (including part print, drawings and/or part example or prototype), candidate will identify the key features, attributes and dimensions that will need to be inspected during a typical production run and identify the tolerances. The candidate will verify the location and position of each key feature.

Measure/Verify ID/ODTest Description & Setting: Inspect workpiece for quality. At QC inspection area or simulated inspection area with appropriate hand-held measuring devices and surface plate, candidate will measure or verify the ID and OD of at least 3 machined workpieces @ 100% accuracy to stated tolerances.

Measure & Verify Simple AnglesTest Description & Setting: Inspect workpiece for quality. At QC inspection area or simulated inspection area with appropriate hand-held measuring devices and surface plate. Candidate will take at least 3 angular calculations/measurements @ 100% accuracy to established tolerances (should not include compound angles).

Note: Measurements to a recommended minimum accuracy of .0005 (decimals), 1/64th of an inch or .015 (fractions), .003mm (metric), concentricity measurements to +/- .001TIR, and angular measurements to 30 seconds using a precision rule or square, protractor, micrometer, caliper, height/depth gauge, dial indicator and other availablecheckingfixturesorgauges.Finishsurfacestobesquarewithin .005 over 4” . Finishedsurfacesaretobe125Ramicroinchesunlessotherwisespecified.

Evaluator Trainee Skills Check YES Date Signoff Signoff Required

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Check Part for FlatnessTest Description & Setting: Inspect workpiece for quality. At QC inspection area or simulated inspection area with appropriate hand-held measuring devices, prints and surface plate. Candidate will check at least 3 parts or surfaces for (GD&T) flatness.

Measure & Verify CenterlineTest Description & Setting: Inspect workpiece for quality. At QC inspection area or simulated inspection area with appropriate hand-held measuring devices, prints and surface plate. Candidate will measure and determine the centerline of at least 3 different parts or components.

Check RunoutTest Description & Setting: Inspect workpiece for quality. At worksite/workstation, candidate will check the amount of deviation between the rotational centerline of the machine tool spindle to the rotational centerline of the cutting edges of the tool.

Check & Verify Raw Material and Tooling to Print & Process SpecificationsTest Description & Setting: Prepare worksite & materials. Given a work order/router detailing requiring machining operations, candidate will verify raw material to be machined and the required tooling make the part to print and/or process requirements.

Upload/Download CNC ProgramTest Description & Setting: Prepare & operate CNC machine. At computerized control panel, candidate will locate an existing CNC program form a database of programs, load the program, adjust parameters and verify the program for function.

SECTION III Evaluator Trainee Skills Check YES Date Signoff Signoff Required




Level, Square & Secure WorkholdersTest Description & Setting: Prepare & operate CNC machine. At machine during setup or changeover, candidate will level, square and fasten required workholders.

Establish Part Zero (fixture offset)Test Description & Setting: Prepare & operate CNC machine. At machine, candidate will define machine zero and program zero. Program zero location will be determined by applying a work offset value.

Set ToolsTest Description & Setting: Prepare & operate CNC machine. At machine during setup or changeover, candidate will load, install and adjust required tools (includes knowledge of tool orientation and alignment to workholding devices).

Load & Verify Material or Part to be MachinedTest Description & Setting: Prepare & operate CNC machine. At workstation and machine, the candidate will verify the material to be machined and load the material according to the process plan and equipment manual.

Conduct Tryout Run & Inspect First PartTest Description & Setting: Prepare & operate CNC machine. At machine, candidate will conduct a first tryout (make a first part) and inspect of part for quality according to process/inspection plan and print/customer specifications (part matched print).

Execute Production Run & Control ProcessTest Description & Setting: Prepare & operate CNC machine. At machine, candidate in initiate a production run, monitor operations, manage tool life and perform part inspections at required designated intervals. Note: Assessment should run through at least the first part inspection.

SECTION III Evaluator Trainee Skills Check YES Date Signoff Signoff Required

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The person/s (Skill Check Evaluators) that administered this section of the PAR was/were:

Name Title Date

Name Title Date

Name Title Date

Name Title Date

Name Title Date

Name Title Date

Name Title Date


CNC MACHINING OJT TRAINING ADDITIONAL PERFORMANCE INFORMATION

Awards, Certifications, Credentials, Merits, Letters of Commendation & Comments

Notes:

SECTION IV

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Appendix Three: Program Application Materials

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Sector Initiatives Training: Student Interest Form

Name: ____________________________________________________________ Email:___________________________________________________

Phone: (H) ___________________________________ (M)_______________________________Sector Training:________________________________

1. How will you balence HIRED’s career development workshops (C251) into your schedule?

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

2. Which areas are your strengths or have you attended workshops in recently (check all that apply)?

Keyboarding 10 Key Internet Exporation Emailing Microsoft Office Online Career Assessment

Electroinic Job Applications Organization/Job Preferences Resume Content/Formatting/Enhancement

Industry/Employer Research Cover Letters/Thank You Notes Networking Job Search Methods

Interview Questions/Techniques Responsibility/Expectations Teamwork/Diversity

Communication/Attitude Work Style/Personality Confilict Management Budgeting Mentoring

3. Descriibe how your last your ended: __________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

4. List examples of job titles you hope to obtain as a result of successfully completing this commitment:

_______________________________________________________________________________________________________________________

5. Understanding of the English language (check one): Strong Average Weak

6. Math Skills (check one): Strong Average Weak

7. Computer Skills (check one): Strong Average Weak

8. Descriibe any potential problems or concerns impacting your success and how you plan to address them:

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

9. Letter of Interest: Attach a one full page essay, describing your interest in our Sector Initiatives, training, specifically addressing answers to each of the following;

• What is the specific training you are applying for, and why are you interested?

• What related skills and experience do you bring to this field?

• What do you feel makes you stand out from other individuals for this career?

• What drives your passion to pursue this training program?

• Persuade us why you are an excellent candidate for this training grant opportunity.

If accepted, I commit to showing up on time every day, completing all program assignments, remaining drug free, and regularly keeping in touch with my counselor. All information provided is true.

Signature: _______________________________________________________________________________________ Date:______________________

Please fax or email directly to Tom Hiebert: (F) 952-697-1409, [email protected]

Hennepin Technical College is an affirmative action, equal opportunity educator and employer. This document is available in alternative formats to indviduals with disabilities.

Funding for M-Powered was provided by a Community-based Jobs Training grant from the United States Department of Labor.

This project provided priority service to veterans and spouses of veterans.