ADVANCED MANUFACTURING TECHNOLOGY … MANUFACTURING TECHNOLOGY CENTERS . INDUSTRY SKILLS . NEED REPORT . ... is included in this report ... Traditional Turning CNC Turning …

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C O N N E C T I C U T B O A R D O F R E G E N T S F O R H I G H E R E D U C A T I O N

ADVANCED

MANUFACTURING

TECHNOLOGY CENTERS

INDUSTRY SKILLS NEED REPORT

PREPARED BY

T H E C O N N E C T I C U T C E N T E R F O R A D V A N C E D T E C H N O L O G Y , I N C .

F E B R U A R Y 2 8 , 2 0 1 4

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INTRODUCTION

As part of its consultant services to the Board of Regents for Higher Education (BOR), and in support of its evaluation of the expansion of the Advanced Manufacturing Technology Center (AMTC) programs at Housatonic, Naugatuck Valley, and Quinebaug Valley Community Colleges, the Connecticut Center for Advanced Technology, Inc. (CCAT) was tasked with developing and distributing a comprehensive industry skills survey to Connecticut’s manufacturing community. The intention of this survey and subsequent data analysis and reporting was to better define future AMTC programming by identifying local and regional training needs. In order to best represent the skill requirements of employers across the state, CCAT presented a broad range of manufacturers with survey questions focused on skills across multiple content areas that are aligned with industry-validated training curricula and assessments. These questions addressed skills in metalworking, machine and software experience, safety, process, and maintenance. Respondents were asked to provide input regarding requirements for employees at their own facilities. In each instance, respondents were also given an opportunity to list additional skills relevant to their particular production needs. Skill sets were also cross-walked with the existing AMTC curricula in order to illustrate alignment of statewide employer needs with the current certificate training programs (see Appendix A). CCAT received responses from 75 manufacturers representing individual companies from every geographic region in the state (see pages 3 and 4 and Appendix B for details on geographic distribution). Data was analyzed on both an aggregate and county (regional) basis, depending on survey questions and response deviation. Detailed information regarding survey methods is included below. Survey results are presented in the following pages, including implications and recommendations for future training activities, with further conclusions regarding overall industry needs, regional requirements, and curriculum alignment detailed in the “Findings” section of this report.

SURVEY METHODS

CCAT staff developed the survey questions using skill standards set by manufacturing industry-endorsed credentialing organizations including the National Institute for Metalworking Skills (NIMS) and the Manufacturing Skills Standards Council (MSSC). The survey was further refined by CCAT’s Advanced Manufacturing Center experts to include additional software and machine-specific questions, and to reflect unique sector requirements and future trends. A copy of the draft survey questions was forwarded to the BOR and the AMTC directors for their review (week of 12/16/13), as per the requirements of the Description of Services. Feedback was received with minimal changes suggested which were then incorporated, and the final draft was approved by the BOR the week of December 23, 2013. Per discussion with and approval by the BOR, CCAT created a survey distribution list that would expand beyond companies with an existing relationship with the AMTCs (i.e., manufacturing sector organizations and members of Industry Advisory Committees) in order to best represent the needs of the manufacturing industry on a statewide basis. CCAT utilized its own centralized database of Connecticut manufacturing company contacts, as well as including the BOR-provided industry

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6

24

2 3 1 5

14

18

2

Geographic Distribution of Respondents by County

Litchfield County

Hartford County

Tolland County

Windham County

New London County

Middlesex County

New Haven County

Fairfield County

Unknown

association and advisory committee contact lists. The final distribution list was scrubbed for any duplicate company names to ensure data integrity in that each survey question response count represented a discreet manufacturer. The final survey was posted electronically on the SurveyMonkey platform; a link to the survey was sent to 515 individual manufacturing companies via email on January 28, 2014. A reminder email was sent on February 7, 2014 to all companies that had not yet completed the survey, and the survey was closed at end-of-business on February 10, 2014. Survey responses were anonymous (although respondents were given an option to include the company name and contact information). The respondents were, however, required to provide the location (town) of the manufacturing facility to allow for specific geographic skill needs identification and analysis. With typical response rates falling between 10-20%, at 15% the CCAT survey is well within statistical norms. Finally, in addition to the statewide survey conducted by CCAT, Housatonic Community College independently disseminated a regional survey related to program development at their AMTC, and received a total of 24 responses. This survey covered a number of different areas not directly related to employer skill needs, however reference to the response data that was relevant (general skills, software tools, 3D printing) is included in this report (Appendix C). Although the CCAT survey was distributed to companies in this region, there is no way to determine whether there are shared respondents between the two surveys.

DEMOGRAPHIC INFORMATION

Survey responses were received from manufacturing companies that accurately represent a broad-based distribution. While the majority of respondents were located in Hartford, Fairfield, and New Haven counties (given the geographic concentration of manufacturing companies, this was expected), survey data was received from at least one respondent from each region, as the table below illustrates.

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Additionally, the survey responses reflect a statewide distribution of skills needs, with a total of 45 discreet cities/towns represented by responding companies (see table below).

*See Appendix A for specific information regarding respondent locations.

METALWORKING SKILLS

The first set of survey questions focused on a number of different metalworking skill categories for employees at a manufacturing facility. A total of 62 companies are represented in the response data. The questions primarily reflect skills that are evaluated in the NIMS Level I and Level II assessments, with some customization for more specific Connecticut manufacturing subsector needs. Respondents were asked to indicate whether the required skill(s) represented in the survey were needed at their facility at an entry or intermediate level, or were not needed by them at all. The charts presented below show needs from all manufacturers regardless of location, represented first by skill set, and then followed by a series of charts detailing individual skill level requirements, in decreasing order of need.

6

13

2 3 1 4

10

6

Individual Cities/Towns Represented by County *

Litchfield County

Hartford County

Tolland County

Windham County

New London County

Middlesex County

New Haven County

Fairfield County

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0 10 20 30 40 50 60

CNC Press Brake

CNC Milling: Set Up

CNC Milling Operations

CNC Turning: Set Up

CNC Turning Operations

CNC Programming

Conventional EDM

Tool & Die

Drill Press

Grinding

Measurement

Assembly: Mechanical

Assembly: Electrical

Assembly: Electro-Mechanical

Metalforming

Traditional Milling

Traditional Brake Press

Traditional Turning

Screw Machine Operations/Multiple Spindle

Setup Equipment w/Compound Dies

Operate Equipment w/Compound Dies

Setup Equipment w/Progressive Dies

Operate Equipment w/Progressive Dies

Entry Level Intermediate Not Needed

Metalworking Needs, by Skill – All Respondents

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17

16

15

14

14

13

11

10

9

8

7

7

7

6

5

4

3

2

2

2

2

2

2

0 10 20 30 40 50 60

Measurement


Drill Press


Traditional Milling

Grinding

Traditional Turning




CNC Milling: Set Up

Tool & Die


CNC Programming

CNC Turning: Set Up

Metalforming


CNC Press Brake

Conventional EDM





Entry Level Metalworking Skills, by Greatest Need – All Respondents

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40

38

33

31

30

28

27

25

25

24

22

21

21

19

16

16

9

8

8

8

8

7

7

0 10 20 30 40 50 60

Measurement

CNC Programming

CNC Milling: Set Up

CNC Turning: Set Up

Grinding


Tool & Die


Traditional Milling



Metalforming

Traditional Turning

Drill Press

Conventional EDM



CNC Press Brake






Intermediate Metalworking Skills, by Greatest Need – All Respondents

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45

44

43

43

43

42

38

36

30

29

27

21

21

20

20

20

17

16

16

13

13

13

2

0 10 20 30 40 50 60


CNC Press Brake





Conventional EDM



Metalforming


Drill Press

Traditional Turning

CNC Turning: Set Up


Tool & Die


CNC Milling: Set Up

Traditional Milling

CNC Programming

Grinding


Measurement

Metalworking Skills Not Needed – All Respondents

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The data was then analyzed by respondent location to illustrate regional and/or subsector variances. The results are represented in the following charts, with more detailed analysis in “Findings.”

Eastern Connecticut Manufacturers (Windham and New London Counties), by Need

0 1 2 3 4 5

Measurement

CNC Milling: Set Up


CNC Programming

Tool & Die

Grinding

Traditional Milling

Traditional Turning

CNC Turning: Set Up


Drill Press


Conventional EDM



Metalforming


CNC Press Brake







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0 5 10 15 20 25

Measurement

CNC Programming

CNC Milling: Set Up


Grinding

CNC Turning: Set Up



Traditional Milling

Tool & Die

Traditional Turning

Drill Press

Conventional EDM


Metalforming






CNC Press Brake




North-Central Connecticut Manufacturers (Hartford and Tolland Counties), by Need

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0 1 2 3 4 5 6 7

Measurement


CNC Programming

Drill Press

Grinding

CNC Milling: Set Up


CNC Turning: Set Up


Metalforming

Traditional Milling


Traditional Turning

Tool & Die



CNC Press Brake





Conventional EDM



Northwestern Connecticut Manufacturers (Litchfield County), by Need

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0 2 4 6 8 10 12 14 16

Measurement



CNC Programming

Traditional Milling

CNC Milling: Set Up


CNC Turning: Set Up


Tool & Die

Grinding


Metalforming

Traditional Turning

Drill Press

Conventional EDM




CNC Press Brake





South-Central Connecticut Manufacturers (New Haven and Middlesex Counties), by Need

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0 2 4 6 8 10 12 14 16

Measurement

Grinding



Drill Press

CNC Milling: Set Up

CNC Programming


Traditional Milling


CNC Turning: Set Up

Tool & Die

Metalforming



Traditional Turning

CNC Press Brake

Conventional EDM







Southwestern Connecticut Manufacturers (Fairfield County), by Need

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The open-ended question presented at the end of this section of the survey yielded an additional list of desired skills. In some cases, this demonstrates that Connecticut’s manufacturers have a need for customized training for both prospective and incumbent workers that is directly related to the specialization of their manufacturing processes and products. Therefore, in addition to the more broad-based programming currently offered by the community colleges, training that would provide specific skill acquisition – especially at a more advanced level – should also be considered. Respondents provided the following additional skills they require for employees at their facilities, several of which are not specifically in the Metalworking category but worth noting. None of the requested needs listed below are currently addressed in AMTC program curricula, with the exception of Wire EDM at NVCC with the acquisition of new Phase II equipment. As this list suggested, one standard program cannot necessarily meet all the regional and/or subsector-based needs of manufacturers. Metrology and Inspection

• Clean Room (Precision) Inspection and Assembly • NDT – Magnetic Particle, Nital Etch • Electronic Wireless Gaging • GD&T

Wire and Metalforming • CNC Wire Former Setup • Torsion Spring Machine Setup • Spring Coiler Setup • Fourslide Setup

Assembly • Fiber Optic Assembly • Assembly of product components

Maintenance • Machine Repair • Hydraulic Knowledge

Bonding and Welding • Metal and Plastic Welding • Metal to metal adhesive bonding • Wire Bonding • Welding MIG, TIG and Robotics

Other • Tool Making • Mold processing, repair, and setup • An understanding of threads • Composite Layup • Electroplating • CMM Programming • Laser Processing • Wire EDM* (will be taught at NVCC – see above)

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SOFTWARE TOOLS

The survey asked respondents to report on the various software programs used at their facilities. A total of 51 manufacturers answered this question. The chart below indicates percentages of use of specific software packages, with most respondents clearly favoring SolidWorks, Mastercam, and/or AutoCAD, very few using NX, Vericut, or Optipath, and 5.9% indicating no required use of software programs by their employees.

In response to the “Other” category, several respondents (16 total) listed additional software requirements, which included:

• MS Office • GibbsCam • Catia • TurboCad, CorelDraw, Corel PhotoPaint • Camworks (a Solidworks product) • Esprit, Pro-E, MiniTab • AS400 • RCS (5 axis airfoil machining) • Several internal applications (ERP, labor tracking, quality control, SPC) • Aerotech CNC A3200 • Keycreator/Kubotek • ProE • Mathworks • SPC (various) • MRP MAS90 • Time & Attendance

56.9%

49.0%

43.1%

5.9% 5.9% 3.9%

2.0%

0%

10%

20%

30%

40%

50%

60%

SolidWorks Mastercam AutoCAD Vericut No softwareused

Siemens/NX Optipath

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68.1% 66.0% 61.7% 61.7% 61.7%

53.2%

27.7%

8.5% 4.3% 4.3%

0%

10%

20%

30%

40%

50%

60%

70%

• Manufacturing Execution System • SMARTCAM (only by engineers and programmers)

MACHINE EXPERIENCE

The survey also asked manufacturers to identify those machines that employees needed to have experience with in order to work at their facilities. Respondents were asked to indicate requirements from a list of standard machinery, as well as provide any additional machines specific to their operations. The table below represents responses from a total of 47 manufacturers, regardless of facility location.

The data was then further analyzed by region, in order to best represent potential geographic differences in the needs of the state’s manufacturers. The following graphs show some similarities in required machining skills across geographic regions, as well as some significant variances in needs. These findings are further detailed at the end of the report.

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52.0% 48.0% 48.0% 48.0% 48.0%

28.0%

16.0%

4.0% 4.0% 4.0%

0%

10%

20%

30%

40%

50%

60%

75.0%

50.0% 50.0%

25.0% 25.0% 25.0% 25.0% 25.0%

0.0% 0.0% 0%

10%

20%

30%

40%

50%

60%

70%

80%

Eastern Connecticut Manufacturers (Windham and New London Counties) – 4 Respondents

North-Central Connecticut Manufacturers (Hartford and Tolland Counties) – 25 Respondents

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36.8%

31.6% 31.6% 31.6%

26.3% 26.3%

16.0%

5.0% 5.0%

0.0% 0%

5%

10%

15%

20%

25%

30%

35%

40%

66.7%

50.0% 50.0% 50.0% 50.0%

33.3%

16.7%

0.0% 0.0% 0.0% 0%

10%

20%

30%

40%

50%

60%

70%

Northwestern Connecticut Manufacturers (Litchfield County) – 6 Respondents

South-Central Connecticut Manufacturers (New Haven and Middlesex Counties) – 19 Respondents

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44.4%

38.9% 38.9%

33.3% 33.3%

22.2%

16.7%

5.0% 0.0% 0.0%

0%5%

10%15%20%25%30%35%40%45%50%

Southwestern Connecticut Manufacturers (Fairfield County) – 18 Respondents

As the charts above demonstrate, in some cases, a regional analysis of machine skills shows significant differences in required expertise. For example, whereas 48% of manufacturers in Hartford and Tolland Counties require Grinder experience, in a similar sampling size from south-central Connecticut (New Haven and Middlesex Counties), only 26.3% indicated a need for that skill, a statistically significant variance. These findings are further detailed below in the final section of the report.

Survey respondents also listed the following additional machine expertise as necessary for their facilities, once again reinforcing the need to develop and implement customized and/or OJT training opportunities.

• Mold Presses • Marking Equipment • Assembly Equipment • Packaging Equipment • Electron Beam Sterilization Equipment • CNC Router • CNC Swiss • CNC Mill-turn • Plastic Injection Molding Machines • Wire EDM • CMM, optical measurement , all electronic inspection equipment • Wire Forming and spring coiling machines • CNC Laser Equipment • Automatic Saw • Bar Feeder • Vacuum Pumps • CNC Wire Forming, coiling

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• Brake Press • Small Punch Press

SAFETY SKILLS

The next set of survey questions asked manufacturers to indicate whether specific skills related to workplace safety were required for employees in their facility. Sixty of the total survey respondents answered this series of questions. As evidenced by the responses (with one exception), manufacturers consistently answered in the positive >90% of the time in each individual category, with five of eight articulated skills required by 95%+ of respondents. Based on employer needs, program curricula should address these particular skills and assessments such as those offered by the NIMS Level I Certificate and/or the MSSC Certified Production Technician (CPT) would be highly effective in measuring skills acquisition. Skill Requirements Yes

Maintaining a safe and productive workplace, such as knowledge of common safety practices, systems, and the responsibilities of a frontline production worker 100%

Safety procedures such as first aid/first response, emergency exits/alarms, and clean-up for spills,

91.7%

Safety procedures such as material handling techniques and machinery/equipment safety functions to determine if all safeguards are operational.

98.3%

Safety procedures such as knowledge of Lock Out/Tag Out requirements 86.7%

Personal safety practices such as identifying unsafe conditions, using personal protective equipment and the ergonomic impact of work techniques

95%

Personal safety practices such as proper techniques for lifting loads, safety requirements for platforms, man lifts, ladders, material handling equipment, and safety requirements for manual, electrical powered pneumatic tools, and the operation of automated machines

96.7%

Safety policies and regulations, such as MSDS knowledge, OSHA and other government regulations

91.7%

Maintenance-related safety, knowledge of procedures to prevent accidents, safe use and storage of hazardous materials, and identification and reporting of unsafe work conditions

95%

Six survey respondents added additional safety skills, in some cases again indicating the specific requirements of a particular manufacturing environment. These included:

• Machine safety audits • Fork lift operations • Safety related to hydraulic testing at high pressure • Emergency evacuation • Label all materials in use at worksite based on MSDS

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QUALITY AND MEASUREMENT SKILLS

The following seven survey questions were devoted to skills related to quality processes, including measurement. As the data from 59 respondents indicates, manufacturers again – regardless of specific production areas – place significant emphasis on these employee skills. As with Safety Skills, programming should not only adequately address these content areas, but the use of industry endorsed performance-based assessments would be valuable as a means to demonstrate proficiency to future employers. Skill Requirements Yes

Overall quality process, such as quality standards, procedures, product specifications, and quality roles and responsibilities 98.3%

Overall quality process, such as identification of product defects/defect patterns, how to check and test good products and non-conforming products, and knowledge of quality terminology

98.3%

Quality systems and inspection tools, such as troubleshooting and categorizing defect types to determine root cause, determination of accuracy and precision when measuring product, use of inspection tools and equipment, and knowledge of inspection equipment calibration standards

91.5%

Corrective action, such as prevention of defective product production and correctly tagging and segregating non-conforming material 93.1%

Quality documentation, such as documentation process/requirements to ensure verifiable evidence of product quality and use of route sheets and statistical method charts 94.9%

Blueprint reading, including identification of product features, dimensions and tolerances, interpretation of geometric dimensioning and assembly tolerances 98.3%

Basic measurement, such as converting U.S. measurements to standard international metrics systems and using a machinist's rule, dial calipers, digital calipers, micrometer, dial indicator, digital gage etc.

100%

Respondents also indicated the following skills were relevant in their facilities:

• Understanding of ISO, FDA and GMP policies and procedures • Material identification, disposition and protection from contamination • We make gages, so most every piece is unique; tolerances are much tighter than most shops • NDT • Use of SPC and Process Control Charts • All aspects of calibration standards such as ISO/IEC 17025:2005 • Teamwork and attention to detail • CMM • Measurement style hand tool knowledge

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WORK FLOW AND PRODUCTION SKILLS (PROCESS)

As with safety and quality, the 58 manufacturers who responded to this set of questions largely indicated that process skills are an important component in their facilities. While percentages were not as high as for the previous content areas (Safety and Quality), more than two-thirds of manufacturers require all the skills below, with almost 90% in particular looking for general production equipment operations capabilities in their employees. Skill Requirements Yes

Work flow planning and control, such as Lean Manufacturing and High Performance Work Organizations, productivity measurement and improvement, and principles and practice of Just-in-time (JIT) inventory control

70.7%

Work flow planning and control, such as interpreting a production schedule, work order, bills of material and routing sheets

79.3%

Work flow planning and control, such as ensuring set-up and operation procedures are available and up-to-date

77.6%

Production equipment operations, such as starting and operating production machines, performing emergency shutdown of machines, and recognizing and addressing machine malfunctions

89.7%

Production equipment operations, such as knowledge of common types of mechanisms, force, torque, and effect of friction

68.4%

Production equipment operations, such as use of basic types of manual machine tools ( i.e. drill press and cutoff saw), and knowledge of basic machine tooling, casting, molding, and stamping processes

84.2%

Production materials, tools, and equipment, such as set-up, programming and operation of the computerized control process and set-up, testing, and adjustments to machinery operations

82.5%

Production materials, tools and equipment, such as knowledge of materials used in production and selection of proper lubricants and coolants

74.1%

Work orders and documentation, such as interpreting work orders, use of diagrams and technical drawings, and interpretation of route sheets and operation sheets to set-up and operate a machine

91.4%

Several additional skills were added by respondents, including: evaluation of cutting tools for wear or damage; properly assembling, setting, and measuring cutting tools; and SPC.

MAINTENANCE SKILLS

The final three survey questions related to maintenance. As with Process skills, the 57 responses indicate that >75% of manufacturers require these particular skills, with an emphasis on overall maintenance processes. No additional skill requirements were articulated.

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Skill Requirements Yes

Overall maintenance process, such as troubleshooting, following preventative maintenance schedules, recognition of significant wear and tear on equipment, knowledge of equipment alarms, and use of maintenance tools

89.5%

Documentation of maintenance, such as use of statistical methods chart, use of forms and procedures for documenting maintenance processes, and review of maintenance log/checklist to ensure preventative procedures are followed

77.2%

Potential maintenance issues with basic production systems, such as knowledge of electrical systems, pneumatic systems, hydraulic systems and machine automation systems.

77.2%

FINDINGS AND RECOMMENDATIONS

The following sections present a narrative overview and further analysis of the data provided above, with particular emphasis on those findings illustrating regional and/or subsector differences (where data has been aggregated by county) and curriculum alignment. Metalworking Skills Response data related to metalworking skills was presented in a number of different ways. An analysis of the skill needs of all respondents indicates that without exception, manufacturers have a greater need for intermediate level skills even among those skill areas with minimal needs such as Screw Machine Operations or CNC Press Brake. This is further illustrated by the next series of graphs, which show entry level and intermediate skill requirements ordered by need, and which skills are not required at all. When it comes to entry level skills, among all manufacturers the Top 5 greatest needs are in Measurement, Mechanical Assembly, Drill Press, CNC Milling, and Traditional Milling. It is important to note once again, however, that employers indicated a greater need for intermediate skills in each of these areas. In analyzing the Intermediate Skills chart, with the exception of Measurement – which was the also the most required entry level need – response data indicates that manufacturers are interested in a different set of skills at this level: CNC Programming, CNC Milling Set Up, CNC Turning Set Up, and Grinding. The implication here is that manufacturers place far less value on entry level skills in these areas as they represent more advanced concepts that inherently require more experience. A review of the skills deemed not needed illustrates difference in regional subsector production needs. The next set of charts present respondent data which has been aggregated by region and sorted by greatest need of both entry and intermediate level skill. While it is difficult to do a one-to-one comparison of these charts given the variance in sampling size, there are several noteworthy findings, including greater and lesser emphasis on more advanced skills based on region. For example, where specific skills are concerned, while manufacturers in the northwestern, south-central and southwestern part of the state have a high need for Mechanical Assembly skills, this experience appears to be far less important in north-central Connecticut. Similarly, entry level and intermediate Drill Press skills are among the Top 5 needs for both southwestern and northwestern employers, but responses from manufacturers in New Haven and Middlesex Counties show far less need for this skill.

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Software Tools Survey responses indicated primary use of SolidWorks, with almost 57% of all manufacturers requiring that experience at their facility. This was followed, respectively, by Mastercam (49%) and AutoCAD (43%) usage. A limited number of respondents (<6%) reported use of Vericut, Siemens/NX, or Optipath software, with just under 6% also reporting no skill requirement for these tools. While several of these software packages are addressed at an introductory level in the certificate program, none are taught with a level of depth to provide full proficiency. Insofar as future programming may expand these opportunities, the community colleges should consider SolidWorks training as a primary focus, with potential specialized and/or customized training in other tools. This was further confirmed by the regional survey conducted by Housatonic Community College AMTC staff, where 80% of respondents indicated that SolidWorks was the 3D modeling software used by their company. Of additional note from the Housatonic survey in this content area, few manufacturers indicated use of the MATLAB platform or interest in providing employees with training (see Appendix C). Machine Experience Data regarding machine experience was analyzed both by full cohort and on a regional basis. More than two-thirds of all respondents indicated a need for experience on both CNC Mills and Traditional Lathes, with almost 62% requiring CNC Lathe, Traditional Mill, and Grinder experience. More than half (53%) of manufacturers are looking for Drill Press skills, while less than one-third require experience with Stamping Equipment, only 8.5% with CNC Drive Press, and <5% needing employees with either Screw Spindle or 3D Printer experience. A review of the survey responses disaggregated on a county basis shows both similarities and differences in regional needs. While three-quarters of Eastern Connecticut manufacturers indicated a need for CNC Mill experience and 50% require experience with CNC and Traditional Lathes, only 25% indicated a requirement for Traditional Mill, Grinder, and Drill Press experience vs. all respondents. However, given the very small sampling size from Windham and New London counties, these results must not be considered fully indicative of manufacturers skill needs in the eastern part of the state. In the north-central part of Connecticut (Hartford and Tolland counties), 52% of manufacturers require CNC Lathe experience and nearly half look for skills with CNC Mills, Traditional Mills and Lathes, and Grinders. These results are fairly similar to the full cohort. Conversely, fewer require Drill Press experience (28% vs. +53%), and just 16% with Stamping Equipment vs. nearly 28% of all respondents. With 25 respondents from this region, this is a statistically significant difference and should be considered in programming and purchase decisions. In the northwestern part of the state – albeit with a smaller sampling size of only six survey respondents – the greatest need at almost 67% is for Grinder experience. Half of the manufacturers from this region require experience with CNC Lathes and Mills, Traditional Lathes, and Drill Presses. However, just one-third indicated a need for experience on Traditional Mills vs. almost two-thirds of all manufacturers. In southwestern Connecticut, and with a far greater number of respondents (18 total), far fewer manufacturers need employees with CNC and Traditional Mill (<40%), Traditional Lathe and Grinder (<35%), and CNC Lathe (<25%) experience. These results – particularly for Traditional and CNC Lathe and Grinder experience, are notably different when compared to the responses from all manufacturers. Similarly, the 19 south-central Connecticut employers who responded to the survey also indicated far less of a need in all categories than all respondents.

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Of particular note, regardless of geographic location, in no case did >5% of manufacturers indicate a need for experience with 3D printers, with just 4.3% of all respondents requiring that skill. While the Housatonic survey showed that 22.7% of respondents currently own a 3D printer, the question was not presented specific to skill requirements of all employees at the facility. And although the subsequent question on this survey regarding future purchase of a 3D printer elicited a high response percentage, it is still not clear how that purchase might translate to the need for training on this equipment (see Appendix C). Without direction from manufacturers regarding specific skills to guide curriculum development, purchase of 3D printers should be done cautiously. All the survey results for Machine Experience should be considered during the approval process for the Phase II equipment purchases, to better align manufacturer needs on a regional and sector basis with the individual programs at the BOR AMTCs. However, as with any survey, both the sampling size and accuracy of responses to individual questions must be taken into account. Safety Skills Manufacturers indicated a high need for a range of safety-related skills, with positive responses from 95%+ of respondents for five out of eight questions, >90% for two questions and nearly 87% for the final question. In addition to the skills presented in the survey, respondents added desired safety skills specific to their facilities. Based on a crosswalk with the existing certificate program curriculum, only three out of the eight survey topic areas in safety are currently being addressed to any significant degree (see Appendix A). With safety clearly a priority for employers, the BOR should consider how to best modify the AMTC curricula moving forward to address this need. Quality and Measurement Skills Like safety, these skills are a high priority for manufacturers, with most respondents (>95%) answering in the positive and >90% answering all questions positively. The list of additional skill requirements again reflect some very specific skills that may not be able to be taught as part of a standard curriculum. Nonetheless, while most of these topics are covered in an introductory fashion in the current curriculum, survey results should be taken into account to guide both program and purchase decisions. Process Skills Skills in work flow and production, while not as greatly desired as those related to safety, quality, and measurement are still considered important for a significant number of manufacturers. For all questions, better than two-thirds of respondents would look for these skills in their employees. In a review of the alignment of these topics to the current curriculum, a number of skills are not currently being taught despite the fact that >70% of all employers answered positively. These include work flow planning and control skills such as: Lean Manufacturing and High Performance Work Organizations, productivity measurement and improvement, and principles and practice of JIT inventory control; interpreting a production schedule, work order, bills of material and routing sheets; and ensuring set-up and operation procedures are available and up-to-date. In particular, while more than 90% of respondents indicated that “interpreting work orders, use of diagrams and technical drawings, and interpretation of route sheets and operation sheets to set-up and operate a machine” was a necessary skill, this is not addressed in the current curriculum.

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Maintenance Skills The final survey questions pertained to maintenance-related skills. Again, in all cases more than three-quarters of respondents provided a positive response to each question. While the curriculum does address overall maintenance processes, with 77%+ of manufacturers desiring skills related to documentation of maintenance and potential maintenance issues with basic production systems, these are topics that could be considered for further expansion of the current programming. Housatonic Community College Survey – General Skills Questions related to employee skills were presented in a dissimilar fashion from the CCAT survey, with respondents being asked to rate whether a particular skill was, (1) absolutely needed, (2) moderately needed, or (3) marginally needed. Of particular note are those skills which were deemed marginally needed by most manufacturers. These include:

• Understanding plastic materials, plastics processing, plastics manufacturing, and plastics production design (~74%);

• Performing time and motion studies on worker operations (~73%); • Developing computer programs for the processing of metal or plastic parts by automatic

machine tools, equipment, or systems; and • Researching, designing, developing or testing automation, intelligent systems, smart devices, or

industrial system controls (both~55%). These findings should be taken into account by the BOR in directing the expansion of the Housatonic AMTC program. Conclusion The results of the CCAT survey present a reasonably comprehensive view of what skills Connecticut’s manufacturers require of their workforce. Further, to the greatest degree possible survey data should inform AMTC programming decisions so as to best align the training that community colleges are providing with the needs of the state’s employers. In particular, response data available in the format presented in this report’s charts allows for the discreet analysis of specific regional skill needs. With this, the BOR can best guide the development of the AMTC curricula, plan for future customized training opportunities, and make purchasing decisions that are informed by a strategic use of this data.

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Skill Requirements Addressed in Curriculum Additional Information

Metalworking Skills CNC Press Brake No* Purchase of press brake at NVCC may address CNC Milling: Set Up Yes CNC Milling Operations Yes CNC Turning: Set Up Yes CNC Turning Operations Yes CNC Programming No Conventional EDM Yes - NVCC EDM machine purchase will address Tool & Die Yes* Introduction only; requires apprenticeship Drill Press Yes Grinding Yes Measurement Yes Assembly: Mechanical No Assembly: Electrical No Assembly: Electro-Mechanical No Metalforming No Traditional Milling Yes Traditional Brake Press No Traditional Turning Yes Screw Machine Operations Multiple Spindle No Setup Equipment with Compound Dies No* Purchase of press brake at NVCC may address Operate Equipment with Compound Dies No* Purchase of press brake at NVCC may address Setup Equipment with Progressive Dies No* Purchase of press brake at NVCC may address Operate Equipment with Progressive Dies No* Purchase of press brake at NVCC may address

Software AutoCAD, SolidWorks, Siemens/NX, Mastercam, Vericut, Optipath Exposure No software taught to full proficiency Machine Experience

Lathe Yes Mill Yes Press No* Purchase of press brake at NVCC may address CNC Mill Yes CNC Lathe Yes

APPENDIX A – Survey Skills Alignment with AMTC Curricula

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Drill Press Yes Screw Spindle No Stamping Equipment No* Purchase of press brake at NVCC may address Grinder Yes 3D Printer Unknown NVCC & HCC both purchasing

Safety Skills Maintaining a safe and productive workplace, such as knowledge of common safety practices, systems, and responsibilities of a frontline production worker

Yes

Safety procedures such as first aid/first response, emergency exits, emergency alarms, and clean-up for spills No

Safety procedures such as material handling techniques and machinery/equipment safety functions to determine if all safeguards are operational

Yes

Safety procedures such as knowledge of Lock Out/Tag Out requirements No Personal safety practices such as identifying unsafe conditions, using personal protective equipment, and the ergonomic impact of work techniques

Yes

Personal safety practices such as proper techniques for lifting loads; requirements for platforms, man lifts, ladders, material handling equipment; requirements for manual and electrical powered pneumatic tools; and the operation of automated machines

No

Policies and regulations, such as knowledge of MSDS, OSHA and other government regulations No

Maintenance-related safety, such as set-up to verify machine safety; knowledge of procedures to prevent accidents; safe use/storage of hazardous materials; and ID/reporting of unsafe work conditions

No

Quality and Measurement Overall quality process, such as quality standards, procedures, product specifications, and quality roles and responsibilities

Yes Introductory topic, not addressed comprehensively

Overall quality process, such as identification of product defects/defect patterns, how to check and test good products and non-conforming products, and knowledge of quality terminology

Yes Introductory topic, not addressed comprehensively

29 | P a g e


Quality systems and inspection tools, such as troubleshooting /categorizing defect types to determine root cause, determination of accuracy and precision when measuring product, use of inspection tools and equipment, and knowledge of inspection equipment calibration standards

Yes

Introductory topic (inspection methods quality management)

Corrective action, such as prevention of defective product production and correctly tagging and segregating non-conforming material No

Quality documentation, such as documentation process/requirements to ensure verifiable evidence of product quality and use of route sheets and statistical method charts

Yes

Blueprint reading, including identification of product features, dimensions and tolerances, interpretation of geometric dimensioning and assembly tolerances

Yes

Basic measurement, such as converting U.S. measurements to standard international metrics systems and using a machinist's rule, dial calipers, digital calipers, micrometer, dial indicator, digital gage etc.

Yes

Process Skills Work flow planning and control, such as Lean Manufacturing and High Performance Work Organizations, productivity measurement and improvement, and principles and practice of JIT inventory control

No

Work flow planning and control, such as interpreting a production schedule, work order, bills of material and routing sheets No

Work flow planning and control, such as ensuring set-up and operation procedures are available and up-to-date No

Production equipment operations, such as starting and operating production machines, performing emergency shutdown of machines, and recognizing and addressing machine malfunctions

Yes

Production equipment operations, such as knowledge of common types of mechanisms, force, torque, and effect of friction Yes

Production equipment operations, such as use of basic types of manual machine tools ( i.e. drill press and cutoff saw), and knowledge of basic machine tooling, casting, molding, and stamping processes

Yes

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Production materials, tools, and equipment, such as set-up, programming and operation of the computerized control process and set-up, testing, and adjustments to machinery operations

Yes

Production materials, tools and equipment, such as knowledge of materials used in production and selection of proper lubricants & coolants Yes

Work orders and documentation, such as interpreting work orders, use of diagrams and technical drawings, and interpretation of route sheets and operation sheets to set-up and operate a machine

No

Maintenance Skills Overall maintenance process, such as troubleshooting, following preventative maintenance schedules, recognition of significant wear and tear on equipment, knowledge of equipment alarms, and use of maintenance tools

Yes

Documentation of maintenance, such as use of statistical methods chart, use of forms and procedures for documenting maintenance processes, and review of maintenance log/checklist to ensure preventative procedures are followed.

No

Potential maintenance issues with basic production systems, such as knowledge of electrical systems, pneumatic systems, hydraulic systems and machine automation systems.

No

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Litchfield County • New Milford • Canaan • Terryville • Harwinton • Torrington • Winsted

Hartford County

• Bloomfield • New Britain • Glastonbury • Windsor • Farmington • Manchester • East Granby • East Berlin • Bristol • Suffield • East Windsor • Wethersfield • Berlin

Windham County

• Dayville • Woodstock • Plainfield

Tolland County

• Somers • Stafford Springs

Middlesex County

• Chester • Middlefield • East Hampton • Middletown

New Haven County • Cheshire • Prospect • Meriden • Wallingford • Northford • Milford • Waterbury • Branford • New Haven • Naugatuck

New London County

• Mystic Fairfield County

• Shelton • Bridgeport • Newtown • Stratford • Stamford • Fairfield

APPENDIX B – Respondent Company Reported Cities and Towns

73.91%17

21.74%5

4.35%1

23

78.26%18

17.39%4

4.35%1

23

47.83%11

30.43%7

21.74%5

23

26.09%6

52.17%12

21.74%5

23

43.48%10

52.17%12

4.35%1

23

43.48%10

34.78%8

21.74%5

23

21.74%5

43.48%10

34.78%8

23

4.55%1

22.73%5

72.73%16

22

27.27%6

50%11

22.73%5

22

18.18%4

27.27%6

54.55%12

22

13.64%3

31.82%7

54.55%12

22

47.83%11

43.48%10

8.70%2

23

36.36%8

40.91%9

22.73%5

22

Absolutelyneeded

Moderatelyneeded

Marginallyneeded

TotalRespondents

•Applybasicengineeringprinc iplesandtechnicalskil lstoidentifyandresolveproductionsolutionsinthemanufactureofproducts.

•Knowandunderstandmachineoperations.

•Knowandunderstandproductionl ineoperations.

•Conductengineeringandsystemsanalysis.

•Understandinstrumentation,physicalcontrols,automation,andComputerAidedManufacturing(CAM)

•Understandmanufacturingplanning,qualitycontrolandinformationstructure.

•Applyengineeringtheoryandprinc iplestoproblemsofindustriallayoutofmanufacturingproduction.

•Performtimeandmotionstudiesonworkeroperations.

•Set-up,operate,anddevelopcomputerprogramsforCNCmachining.

•Developcomputerprogramsfortheprocessingofmetalorplastic partsbyautomatic machinetools,equipment,orsystems.

•Research,design,developortestautomation,intell igentsystems,smartdevices,orindustrialsystemcontrols.

•Analyzespecifications,layoutmetalstock,set-up,andoperatemachinetools,andfitandassemblepartstomakeorrepairdiscs,cuttingtools,j igs,fixtures,gaugesandmachinehandtools.

•Repair,install,adjust,ormaintainindustrialproductionandprocessingmachinery,orrefineryandpipelinedistributionsystems.

HousatonicCommunityCollegeTechnicalProgramDevelopmentSurvey

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Appendix C - HCC Survey Skill-related Questions

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21.74%5

4.35%1

73.91%17

23

19.05%4

42.86%9

38.10%8

21

•Understandplastic materials,plasticsprocessing,plasticsmanufacturing,andplasticsproductiondesign.

•Understandappliedstatistics(statisticsusedinthequalityfield)andhavespecializedknowledgeinmechanicalanddimensionalinstruments.


37.50% 6

62.50% 10

Q9WouldyouliketohavetraininginMATLABavailableforyouremployees?

Answered:16 Skipped:8

TotalRespondents:16

Yes

No

0% 20% 40% 60% 80% 100%

AnswerChoices Responses

Yes

No


80% 16

10% 2

5% 1

15% 3

Q12Whattypesof3Dmodelingsoftwaredoesyourcompanyuse?


TotalRespondents:20

Solidworks

Pro-Engineer

Unigraphics

Other(pleasespecify)

0% 20% 40% 60% 80% 100%


Solidworks

Pro-Engineer

Unigraphics

Other(pleasespecify)


22.73% 5

77.27% 17

Q13Doyouhavea3Dprinterinyourcompany?


TotalRespondents:22

yes

no

0% 20% 40% 60% 80% 100%


yes

no

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