What is STEM Education? Why is STEM Education …€¦ · What is STEM Education? Why is STEM Education Important in the 21st Century? Many prominent leaders have called for reform

What is STEM Education? Why is STEM Education Important in the 21st

Century?

Many prominent leaders have called for reform of STEM education and recruitment of students to STEM fields of study as a matter of national importance. Publications and reports such as Science for All Americans (American Association for the Advancement of Science, 1990), Technically Speaking (National Academy of Engineering, 2002), The World is Flat (Friedman, 2005), Rising Above the Gathering Storm (Committee on Prospering in the Global Economy of the 21st Century, 2007), National Action Plan for Addressing the Critical Needs of the U.S. Science, Technology, Engineering, and Mathematics Education System (National Science Board, 2007), and Engineering in K-12 Education (National Academy of Engineering, 2009) have focused national attention on the need for STEM education and its relevance to the nation’s global competiveness. Common themes throughout include the importance of educating scientifically, numerically, and technically-literate students who possess 21st

century skills including problem solving and critical thinking.

The urgent need for improved education in STEM fields is underscored by the comparison of the performance of U.S. students in science and math in the TIMSS (Trends in International Mathematics and Science Study) and PISA (Program for International Student Assessment) assessments and the relatively small percentage of students in the U.S. entering and completing STEM degrees in post-secondary education. Since careers in science, technology, engineering, and mathematics fields contribute greatly to the nation’s capacity for innovation and are among the fastest-growing and highest-paying careers in the economy of the 21st

century, it is vital that we engage and prepare students in STEM education as well as excite them about career opportunities that are available in STEM fields.

STEM education involves more than education in the separate fields of science and math. It involves the development of a curriculum that integrates rigorous content from science, technology, engineering, and mathematics, within the context of designing solutions to real-world problems. It also often involves authentic experiences, such as industry mentorships, field trips, and guest speakers, to further enhance project-based curriculum and curriculum relevancy. In the process of problem solving, students are engaged in the application of science and mathematics through technological and engineering-design processes. They learn to conduct scientific experiments, gather and analyze data, draw and communicate conclusions, develop and evaluate prototypes, and think critically. Integrative STEM education is a very effective way to engage students in higher order critical thinking and problem-solving skills by placing rigorous mathematics and science in the context of technology and engineering, the "T and E" in STEM. In addition, incorporating personnel, projects, and expertise from business and industry into integrative STEM projects can serve to enhance curriculum relevancy as well as provide role models to excite more students about STEM careers. For more information on the Pennsylvania STEM Initiative, please see www.pasteminitaitive.org. For information about the Central PA STEM region, please contact [email protected].

- Allison Felix, Central PA STEM Region Coordinator

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mailto:[email protected]�

The Pennsylvania STEM Initiative is a statewide partnership dedicated to preparing the Commonwealth of Pennsylvania for global competitiveness through a statewide strategy of enhanced science, technology engineering and mathematics education and career development opportunities for Pennsylvania students and communities. This strategy is executed by the statewide STEM Initiative in cooperation with five regional STEM Networks across Pennsylvania.

Goals of the PA STEM Initiative 1. Increase the number and diversity of Pennsylvania’s students, residents and workers with high quality post-secondary STEM education and training. 2. Ensure that all graduates from Pennsylvania’s high schools meet or exceed proficiency in STEM content areas. 3. Diversify and increase the number of Pennsylvania teachers who are well prepared and highly-effective in providing STEM education. 4. Increase awareness of and commitment to STEM education as a priority for Pennsylvania. The PA STEM Initiative began in 2007. In 2008, five regions were established to deploy the outcomes of the initiative, initially disseminating information about STEM and PA STEM Initiative programs, recruiting STEM champions who would also sign a regional STEM compact, facilitating participation in regional STEM asset mapping, supporting the development of a regional economic gap analysis, and developing a regional strategic plan. Central PA STEM Region The Central PA STEM Region consists of 32 counties, 178 public school districts, 9 intermediate units, 5 workforce investment boards, and approximately 90 institutions of higher education. In order to disseminate information and facilitate regional collaboration, the region is divided into four “sub-regions,” Southern Alleghenies, South Central/Lancaster, Central, and North Central/Northern Tier. Central PA STEM Compact STEM champions have been identified throughout the STEM Region and have indicated their interest in helping advance the goals of the PA STEM Initiative by signing the Central PA STEM Compact. To date, 91 Central PA STEM Regional compacts have been signed. Compact signatories represent 10 business and industry stakeholders; 15 government, non-profit organization, workforce development, and economic development agency stakeholders; 19 higher education stakeholders, 47 K-12 education stakeholders.

Business and Industry

11%

Government, non-profit, workforce development, or

economic development

agency16%

Higher Education

21%

K-12 Education52%

Central PA STEM Regional Compact Stakeholder Representation

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http://www.newpa.com/newsroom/studies-and-reports/index.aspx�

http://www.paworkforce.state.pa.us/paworkforce/site/default.asp�

Central PA STEM Asset Mapping There are currently 197 STEM programs listed in the asset map database for the Central PA STEM Region, including assets such as individual STEM-related organizations, programs of study at institutions of higher education, adult training programs, outreach programs, and workforce development partnerships. Please see http://www.pasteminitiative.org/resources/directory.cfm for more information. Central PA STEM Economic Gap Analysis A regional Gap Analysis conducted by EMSI (Economic Modeling Specialists, Inc.) was developed in spring of 2009. To gain further insight into the characteristics of each sub-region within the Central PA STEM region, Lancaster County Workforce Investment Board and Central PA Workforce Development Corporation have conducted a more detailed analysis, including a more inclusive set of STEM occupations. The executive summaries for the sub-regional gap analysis are currently being developed and will be distributed to stakeholders in the near future. Central PA STEM Strategic Priorities Regional priorities were identified through two mechanisms: a regional survey of compact signatories as well as a regional strategic planning meeting. Based on the information gathered from those events, the following have been identified as priorities for the Central PA STEM Region: Consistent Themes: • Emphasize collaboration, less replication • Develop consistent communication, simple message for each audience • Utilize communication networks and resources that are already in place to disseminate information • Develop a mechanism to facilitate making resources available to those who use them (in conjunction with asset

map) • Produce substantive programs and resources Top Strategic Priorities: • Among Commonwealth’s STEM Initiative long-term goals: K-12 STEM proficiency for students. • Among K-12 STEM curricular goals: Interdisciplinary, project-based STEM curriculum. • Among K-12 STEM education, business, or university partnership priorities: Real world STEM project-based

curriculum in collaboration with businesses and universities. • Among activities for effectively preparing students for STEM careers:

o Inquiry-based activities (develop critical thinking, curiosity) o Career awareness (what are the jobs and what is necessary for success in these careers) o Activities to improve students’ ability to collect and analyze data

• Among STEM workforce priorities: Mechanisms for industries and workforce organizations for providing input into STEM preparation educational programs at the K-16 level.

In addition to regional strategic priorities, key communication messages have been gathered for K-12 students, post-secondary students, parents, educators and business/industry.

http://www.pasteminitiative.org/resources/directory.cfm�

The Central Regional Compact for Science Technology Engineering and Mathematics (STEM) Education

July 2008 Introduction The Central Region is the largest and most economically diverse regions within Pennsylvania’s STEM Initiative. The region is a combination of rural populations and cities; economic bases ranging from agriculture, steel, and coal; mountains and valleys; and a plethora of natural and human resources. To appeal to the broad economic and geographic base of the region, a balanced and diverse network of organizations will need to cooperate and collaborate with an approach for service in their sub regions and the entire region as a whole. Vision In order to ensure that industries in the Central Region are competitive in the global marketplace and that people in the Central Region have the skills necessary to work in the technologically challenging occupations that companies demand, the Central STEM Region will work to develop relevant, effective, and systemic science, technology, engineering, and mathematics efforts aligned with K-12 education, higher education, and workforce development. Implementation Members of the Central PA STEM Region commit to collaborating on STEM-related initiatives designed to emphasize the importance of a STEM-literate population through several methods including: communication on and advocacy of STEM initiatives and legislation sharing of information on research, programs, and efforts relating to STEM collaboration among stakeholder organizations for the development of programs designed for education, promotion, and advocacy of a STEM-literate population and competitive economy By signing the Central Regional Compact, I agree to become a partner in the Central STEM Region.

Name Title Signature Date

Organization Email Address Phone Please circle the category that best fits the description for your organization: K-12 Education Higher Education Workforce Investment Board Economic Development Agency or Non-Profit Organization Business Please return this form to: Central PA STEM Region C/O Saint Francis University Science Outreach Center 117 Evergreen Drive, Loretto, PA 15940 [email protected]

mailto:[email protected]�

Executive Summary

Prepared by Central Pennsylvania Workforce Development Corporation (CPWDC) June 2010

Report on Employment Gaps and Education Surpluses Lancaster Workforce Investment Board

Central Pennsylvania Workforce Investment Board PURPOSE The Report of Employment Gaps and Education Surpluses examines the job opportunities for graduates and students pursuing fields in science, technology, engineering, and math (STEM) in Central Pennsylvania. This report is but one of many possible approaches to studying the outlook of STEM‐related careers and answers the question: “are there more individuals completing educational programs than there are available jobs?” Encouraging students to pursue STEM careers is important because it helps fill employment gaps that currently exist and/or will exist in the near future, creates a competitive workforce, and encourages companies to locate in certain areas. BACKGROUND The scope of this analysis is limited to the Central Pennsylvania STEM Region, which includes 32 counties and is separated into 4 sub‐regions:

• Northern Tier: Bradford, Cameron, Clearfield, Elk, McKean, Potter, Sullivan, and Tioga Counties • Central: Centre, Clinton, Columbia, Lycoming, Mifflin, Montour, Northumberland, Snyder, and

Union Counties • Southern Alleghenies: Bedford, Blair, Cambria, Fulton, Huntingdon, and Somerset Counties • South Central: Adams, Cumberland, Dauphin, Franklin, Juniata, Lancaster, Lebanon, Perry, and

York Counties A total of 50 STEM occupations have been identified in the Central Pennsylvania STEM Region as being high‐wage, high‐growth, and high‐skill (HWHGHS). These occupations were further refined in each sub‐region based on local statistics and qualitative knowledge of the industries and occupations. Based on the available education and training programs and the number of individuals completing those programs, it was determined if an employment gap or education surplus exists in each sub‐region using data provided by Economic Modeling Specialists, Incorporated. An employment gap occurs when there are more job openings projected to be available than there are individuals completing relevant education programs, and an education surplus happens when there are more completers. To further categorize the results, the STEM occupations were classified into five industry sectors:

• Business • Computer Science • Science & Technology • Medical • Construction

RESULTS Based on this approach for determining the availability of STEM opportunities in the Central Pennsylvania region, both the Northern Tier and Southern Alleghenies sub‐regions were found to have employment gaps in the Science & Technology and Medical sectors, while the South Central sub‐region was found to a have gap in the Medical sector. The Central sub‐region is home to numerous educational facilities, which is likely causing the educational surpluses across all industries in this sub‐region. The results of this analysis are skewed by the relative presence or lack of post secondary institutions in each sub‐region as well as the historical employment base. Obviously, each training institution has the

Executive Summary


potential to draw students from outside its immediate sub‐region, and individuals’ search for work is not limited solely by the sub‐region in which they live and/or are trained. For the Northern Tier sub‐region:

• Four (4) training institutions were included in the analysis for the Northern Tier sub‐region. • There is a surplus of completers for general business degrees in the Business sector. Overall,

there is an employment gap for all business‐related HWHGHS (high wage, high growth, and high skill) STEM occupations, with a specific gap for accountants and auditors.

• The Computer Science sector has a good balance between completers and job openings. With such a small surplus estimated at only 12 completers annually, retention of local graduates should be a priority.

• When looking at the Science & Technology sector, there are no documented completers for engineering in the region. The only HWHGHS STEM occupation with any completers is Chemists. The Medical sector in the Northern Tier sub‐region shows a gap in every occupation.

• There is an employment gap in the Construction sector, particularly for Telecommunications Line Installers and Repairers. A surplus for Construction Managers exists, but it is undetermined if these completers who have earned general business degrees follow a career path within the construction sector or the business sector. Besides Construction Managers, there are no institutions providing training for HWHGHS STEM workers in the Construction Sector.

• Opportunities – the Northern Tier sub‐region may want to focus its efforts on o Identifying opportunities to provide residents with access to STEM related training

programs through collaborations with institutions outside its region or through distance education opportunities;

o Increasing local awareness of the demand for HWHGHS STEM workers in the sub‐region; o Strategies to retain local residents even if they received training outside the sub‐region; o And marketing of HWHGHS STEM employment opportunities to residents of other sub‐

regions in tandem with other regional attraction efforts. For the Central sub‐region:

• Nine (9) training institutions were included in the analysis for the Central sub‐region. • There are a large number of universities in the region producing many completers each year.

However, the employment outlook for the HWHGHS STEM occupations considered in the analysis for this sub‐region is relatively low compared to other areas, leading to employment surpluses in each industry grouping.

• The only occupations that show an employment gap are Computer Specialists, All Other, Pharmacists, and Physicians and Surgeons.

• Opportunities – the Central sub‐region may want to focus its efforts on o Recognizing itself as a producer of HWHGHS STEM workers; o Working closely with economic development organizations to ensure that the sub‐

region can support emerging businesses; o And developing strategies to support business development and expansion to increase

HWHGHS STEM employment opportunities.

Executive Summary


For the Southern Alleghenies sub‐region: • A total of 11 training institutions were included in the analysis for the Southern Alleghenies sub‐

region. • There is generally a balance between completers and job openings across most HWHGHS STEM

occupations in the Business sector. Chief executives are responsible for what appears to be a large surplus, but when you consider the nature of a job that often requires years of experience, you can see how the completer data may not truly reflect the number of completers who find immediate employment in this occupation.

• Job opportunities in the Computer Science sector also show a balance between completers and openings. A surplus of 25 completers does exist, but these completers may find employment as Computer Systems Analysts, where the only employment gap occurs.

• An employment gap exists in the Science & Technology sector. Statewide programs, such as Penn State Main campus, could possibly cover the gap.

• No significant surplus exists in the Medical sector. With each occupation requiring vastly different skills, there are no education programs available for several occupations. The job demand for workers in these jobs will have to be filled by completers from outside the region.

• Excluding data for Construction Managers, where individuals working in this occupation do not always follow the same path, there are no education programs available for HWHGHS STEM jobs in the Construction sector.

• Opportunities – the Southern Alleghenies sub‐region may want to focus its efforts on o Managing the balance of completers to employment opportunities to ensure that the

Region not only meets immediate needs but is poised to respond to emerging and growth industries.

For the South Central sub‐region:

• A total of 27 training institutions were included in the analysis for the South Central sub‐region. • There are significant completer surpluses for HWHGHS STEM occupations in the Business sector.

Chief Executives require a large breadth of backgrounds and substantial experience; therefore the surplus of completers may not be relevant.

• Overall the Computer Science sector shows a balance between the number of completers and job openings. There are significant gaps and surpluses for several occupations, but completers who are unable to find employment in one field may be able to fill the gaps.

• For Science & Technology, the overall situation points to a balance between completers and projected demand; however, several occupations may require specialized education that is lacking in the region. Despite the gaps for engineers, the statewide scenario looks more balanced due to nearby Penn State Main Campus.

• With the exception of Respiratory Therapists, the Medical sector has employment gaps for each HWHGHS STEM occupation, some of which are substantial. There are no education programs for several occupations in the region.

• There is a large completer surplus for HWHGHS STEM occupations in the Construction sector, specifically Construction Managers. This could be misleading, considering how the completers have general business degrees and may not necessarily stay in this sector. There are no education programs available for Telecommunications Installers and Repairers.

• Opportunities – the South Central sub‐region may want to focus its efforts on

Executive Summary


o Managing the balance of completers to employment opportunities to ensure that the Region not only meets immediate needs but is poised to respond to emerging and growth industries.

o Continuing to proactively address the growing demand for Medical professionals.

The importance of this report is evident for many audiences. Employers could view this data to understand the abundance (or limited supply) of individuals completing training programs in certain occupations that are vital to their companies. Understanding this data can help existing companies expand based on what is revealed in the data. If there is projected to be a large completer surplus for Database Administrators, computer science employers may want to consider expanding to include operations that involve this STEM occupation. An over‐supply of completers may also attract companies from outside the area, making this a possible tool for economic developers. Conversely, if there are expected to be too many job openings available for the low number of completers, employers may need to consider training incumbent workers, expanding their recruitment area or implementing career ladders to assist individuals in moving along a career path. The idea of training the current workforce to enhance workers’ skills to gain employment in STEM occupations is not considered in this report. Educators at the postsecondary level looking to modify their current programs should also pay attention to the findings presented in this report. The needs of local employers change constantly depending on many factors (market, economy, available workers), and this report only represents a point‐in‐time analysis. However, it does reveal if each sub‐region is producing more completers than there are job opportunities, or not enough completers. The interaction between sub‐regions is vital, as graduates from programs in one area may not find employment in that same region. Employment gaps and completer surpluses that are presented in this report may exist locally, but when considering the entire 32‐county region perhaps the disparities are reduced. Teachers and guidance counselors can use this report to steer students towards STEM, not necessarily a specific occupation, but classes that concentrate on these particular topics. Knowing that there will be opportunities in several STEM fields, this will help lay the foundation for success as it pushes students to their full potential. Overall, while the 32 county Central STEM Region is large and diverse, it is an area of great compatibility. Where some sub‐regions are strong in terms of educational availability, others offer great opportunity for employment. None of the sub‐regions can exist in a vacuum and instead should look at how best to capitalize on the regional strengths and opportunities to ensure that the Region cultivates a STEM culture.

1

Central Pennsylvania Sub‐Regions

Report on Employment Gaps and Education Surpluses STEM: Science, Technology, Engineering, and Mathematics

Lancaster Workforce Investment Board Central Pennsylvania Workforce Investment Board July 31, 2009

2

Table of Contents

Summary ....................................................................................................................................................... 5

What is S.T.E.M.? .......................................................................................................................................... 6

Research Model ............................................................................................................................................ 6

Northern Tier Sub‐Region ............................................................................................................................. 9

Of Central Pennsylvania ........................................................................................................................... 9

Business ..................................................................................................................................................... 9

Computer Science ................................................................................................................................. 10

Science and Technology ...................................................................................................................... 10

Medical ...................................................................................................................................................... 10

Construction ............................................................................................................................................ 11

Central Sub‐Region ..................................................................................................................................... 19

Of Central Pennsylvania .............................................................................................................................. 19

3

Business ................................................................................................................................................... 19


Southern Alleghenies Sub‐Region ............................................................................................................... 27


Business ................................................................................................................................................... 27



Medical ...................................................................................................................................................... 29

Construction ............................................................................................................................................ 29

South Central Sub‐Region ........................................................................................................................... 38


Business ................................................................................................................................................... 38



Medical ...................................................................................................................................................... 40

4

Construction ............................................................................................................................................ 41

Completer Surplus ...................................................................................................................................... 50

5

Summary The Report on Employment Gaps and Education Surpluses explores the potential for science, technology, engineering, and mathematics (STEM) jobs in the Central Pennsylvania Region. For the purposes of this report, Central Pennsylvania includes 32 counties, divided into four sub-regions: Northern Tier, Central, Southern Alleghenies, and South Central (see ST below).

Summary: Table (ST)

Central Pennsylvania Sub-Regions

Northern Tier Central Southern

Alleghenies South

Central Bradford Centre Bedford Adams Cameron Clinton Blair Cumberland Clearfield Columbia Cambria Dauphin

Elk Lycoming Fulton Franklin McKean Mifflin Huntingdon Juniata Potter Montour Somerset Lancaster

Sullivan Northumberland Lebanon Tioga Snyder Perry

Union York In the Central Pennsylvania Region, 50 STEM occupations have been identified and each of the sub-regions has been evaluated for their potential STEM employment and education according to five industry sectors: Business, Computer Science, Science and Technology, Medical, and Construction. An employment gap occurs when the number of individuals completing programs for employment is less than the number of employment openings, while an education surplus occurs when the number of individuals completing programs for employment is greater than the number of employment openings. The Northern Tier and Southern Alleghenies sub-regions were found to have employment gaps in the Science and Technology, and Medical sectors, while the South Central sub-region was found to a gap in the Medical sector. Interestingly, the Central sub-region was found to have no employment gaps. The Central sub-region is home to numerous educational facilities, which is likely causing the educational surpluses in this sub-region. What remains to be better understood is the mobility of individuals completing their education (completers) in the Central sub-region. Further research is needed to determine what mobility patterns, if any, exists for Central sub-region completers.

6

What is S.T.E.M.?

STEM stands for Science, Technology, Engineering, and Mathematics. Jobs requiring STEM skills are usually high paying and in demand nationwide. It is important for a development area to encourage residents to acquire these skills for two reasons; (1) to fill employment gaps already in the region and (2) to remain/become competitive as a workforce and encourage new and growing industries to enter their region. For more information, please visit www.pasteminitiative.com.

Research Model In Central Pennsylvania there are approximately 50 STEM jobs that are considered high wage, high skill, and high growth (HWHSHG). The following (RM-1) is the list of the 50 STEM occupations that were found to be HWHSHG, sorted according to SOC code. The occupations selected were required to meet the following criteria:

• pay $25.00 or more per hour • have 100 or more new and replacement jobs openings in the next five years • have 20% growth in new and replacement jobs in the next five years

Research Model: Table 1 (RM-1)

SOC Code

HWHSHG Jobs in Central PA

11‐1011 Chief Executives 11‐2021 Marketing Managers 11‐3021 Computer and Information Systems Managers 11‐3031 Financial Managers 11‐9021 Construction Managers 11‐9041 Engineering Managers 11‐9111 Medical and Health Services Managers 13‐1081 Logisticians 13‐2011 Accountants and Auditors 13‐2031 Budget Analysts 13‐2051 Financial Analysts 13‐2052 Personal Financial Advisors 13‐2053 Insurance Underwriters 15‐1031 Computer Software Engineers, Applications 15‐1032 Computer Software Engineers, Systems Software 15‐1051 Computer Systems Analysts 15‐1061 Database Administrators 15‐1071 Network and Computer Systems Administrators 15‐1081 Network Systems and Data Communications Analysts 15‐1099 Computer Specialists, all other 15‐2031 Operations Research Analysts 15‐2041 Statisticians

7

Research Model: Table 1 (RM-1) SOC Code

HWHSHG Jobs in Central PA

17‐1011 Architects, Except Landscape And Naval 17‐2051 Civil Engineers 17‐2071 Electrical Engineers 17‐2072 Electronics Engineers, Except Computer 17‐2081 Environmental Engineers 17‐2112 Industrial Engineers 17‐2141 Mechanical Engineers 19‐2031 Chemists 19‐3031 Clinical, Counseling, and School Psychologists 25‐1099 Postsecondary Teachers 29‐1021 Dentists, General 29‐1051 Pharmacists 29‐1069 Physicians And Surgeons 29‐1071 Physician Assistants 29‐1111 Registered Nurses 29‐1123 Physical Therapists 29‐1126 Respiratory Therapists 29‐1131 Veterinarians 29‐2011 Medical And Clinical Laboratory Technologists 29‐2021 Dental Hygienists 29‐2032 Diagnostic Medical Sonographers 29‐9011 Occupational Health and Safety Specialists 33‐3021 Detectives And Criminal Investigators 41‐9031 Sales Engineers

49‐2022 Telecommunications Equipment Installers and Repairers, Except Line

Installers 49‐9051 Electrical Power‐Line Installers and Repairers 49‐9052 Telecommunications Line Installers and Repairers 51‐8013 Power Plant Operators

These 50 occupations were the basis for a sub-regional HWHSHG occupational analysis. The sub-regions included in this study are the Northern Tier, Central, Southern Alleghenies, and South Central. These four sub-regions combined result in the 32 counties that make up the Central Pennsylvania STEM Region. However, due to the varying economic conditions, specifically wage rates, across the regions, occupations were identified as HWHSHG in each sub-region based on the following criteria (RM-2)

8

Based on data provided by Economic Modeling Specialists Incorporated, 2009, an annualized projection was extracted for new and replacement jobs from 2007 to 2012 along with educational/training completers from 2007.1 New and replacement jobs include all openings that will result both from new jobs being created and existing jobs being vacated due to retirement, etc. and filled with new hires. The difference between the number of job openings and the number of completers represents employment gaps or educational/training surpluses. Jobs that have been identified as HWHGHS are then broken down into five industry sectors: Business, Computer Science, Science and Technology, Medical, and Construction.2 Postsecondary teacher gaps are not included in the following analysis. There are indications of significant gaps in the postsecondary teacher occupations; however, this is not anticipated to be a problem because individuals in this occupation are aware of the relocation and travel expectations of their employment. Of course, more research and analysis is needed to evaluate the circumstances surrounding this occupation. For the purposes of this analysis, the total number of graduates from educational programs was divided evenly between the jobs that might employ those graduates.3

1 It is difficult to project completers due to the volatile nature of university enrollments. 2 The Medical sector includes Veterinarians due to the similar nature of the work; however the fields are not related. In the Science and Technology sector, ‘Engineering Manager Completers’ are combined with completers from other engineering programs and divided evenly- there is no ‘Engineering Manager’ training/educational program in the Central PA region. 3 For example: If accountants, auditors and budget analysts all require an accounting degree, and there are 100 accounting completers in a given region, then each occupation will be considered to have 33 completers.

Research Model: Table 2 (RM-2)

Sub-Regional STEM Methodology

Northern Tier Sub-Region

Central Sub-Region

Southern Alleghenies Sub-Region

South Central Sub-Region

High Wage at least $15/hour at least $15/hour at least $15/hour at least $25/hour

High Skill at least Long-term on-the-job training

High Growth at least 100 new and replacement jobs over the next five years

High Growth Percentage at least 20% growth in new and replacement jobs over the next five years

9

Northern Tier SubRegion Of Central Pennsylvania

The Northern Tier sub-region is composed of the following counties: Bradford, Cameron, Clearfield, Elk, McKean, Potter, Sullivan, and Tioga Counties. In this sub-region 43 of the 50 HWHGHS jobs are applicable to the model and are further identified in the following tables and graphs (NT-T-1 through NT-T-5 and NT-G-1 through NT-G-5). Business The general outlook for the region shows a surplus of completers for general business degrees, but a gap for accountants/auditors and budget analysts. As accounting requires a specific set of skills that a general business degree usually will not develop, most new jobs in the field will need to come from outside the region. The following institutions are providing the Northern Tier sub-region with the skills needed for the Business sector (NT-T-1).

Northern Tier: Table 1 (NT-T-1) Business Completers in the Northern Tier

Sub-Region Institution Completers Mansfield University of Pennsylvania 60 Pennsylvania State University- Du Bois 50 University of Pittsburgh- Bradford 36 Du Bois Business College 16

10

Computer Science The Computer Science sector has a good balance between completers and job openings. However with such a small surplus (estimated at only 12 completers annually), retention of local graduates should be a priority. The following institutions are providing the Northern Tier sub-region with the skills needed for the Computer Science sector (NT-T-2).

Northern Tier: Table 2 (NT-T-2)Computer Science Completers in the Northern

Tier Sub-RegionInstitution Completers Du Bois Business College 14 Mansfield University of Pennsylvania 12 University of Pittsburgh- Bradford 10 Pennsylvania State University- Du Bois 1

Science and Technology When looking at the Science and Technology sector, it is evident that there are no completers for engineering in the region. However, nearby Penn State Main Campus and other statewide engineering programs will likely provide a supply to mitigate this gap. The following institutions are providing the Northern Tier sub-region with the skills needed for the Science and Technology sector (NT-T-3).

Northern Tier: Table 3 (NT-T-3)Science and Technology Completers in the

Northern Tier Sub-Region Institution Completers **University of Pittsburgh- Bradford 3 **Mansfield University of Pennsylvania 2

**these programs are for chemistry Medical The Medical sector in the Northern Tier sub-region shows a gap in every medical field. Furthermore, there is a substantial lack of existing training and educational programs in the region for dental and medical workers. The following institutions are the few providing the Northern Tier sub-region with the skills needed for the Medical sector (NT-T-4).

Northern Tier: Table 4 (NT-T-4)

MedicalInstitution Completers *Mansfield University of Pennsylvania 61 *University of Pittsburgh- Bradford 40 **Pennsylvania State University- Du Bois 1

*Mostly registered nursing programs **Medical administration program

11

Construction The Construction sector indicates that there are gaps in the Northern Tier, particularly in the telecommunications installation/repair fields. The surplus of construction manager completers is only evident quantitatively, as ‘construction manager completers’ is shown exclusively as general business degrees. What is more likely is that construction managers would move up a career path within the construction sector and not the business sector. There are no institutions providing training for STEM workers in the Construction Sector. Tables and Graphs The following table and graphs highlight the potential gaps and surpluses that may be seen in the Northern Tier sub-region. Potential gaps result from a greater number of openings than completers, while potential surpluses result from greater number completers than openings.


Northern Tier Sub-Region Employment Gaps/Surpluses

SOC Codes Occupation 2007

Jobs 2012 Jobs

Annual Openings

2007 Completions

Gaps (-) Surplus (+)

Business

13-2011 Accountants and Auditors 641 645 23 11 -12

13-2031 Budget Analysts 13 12 0 2 2

11-1011 Chief Executives 245 216 8 149 141

13-2051 Financial Analysts 32 34 1 0 -1

11-3031 Financial Managers 206 198 4 0 -4

13-2053 Insurance Underwriters 48 50 3 0 -3

13-1081 Logisticians 56 59 2 0 -2

11-2021 Marketing Managers 48 45 2 0 -2

13-2052 Personal Financial Advisors 27 32 1 0 -1

41-9031 Sales Engineers 54 50 2 0 -2

Total 1,370 1,341 47 162 115

Computer Science

11-3021 Computer and Information Systems Managers 48 48 2 6 4

12




Jobs 2012 Jobs

Annual Openings

2007 Completions


15-1031 Computer Software Engineers, Applications 15 18 1 3 2

15-1032 Computer Software Engineers, Systems Software 22 25 1 4 3

15-1099 Computer Specialists, All Other 40 40 2 0 -2

15-1051 Computer System Analysts 58 64 4 12 8

15-1061 Database Administrators 20 22 1 3 2

15-1071 Network and Computer Systems Administrators 141 155 9 5 -4

15-1081 Network Systems and Data Communications Analysts 43 59 5 4 -1

Total 387 431 25 37 12

Science and Technology

17-2051 Civil Engineers 77 68 2 0 -2

19-2031 Chemists 46 48 3 5 2

17-2071 Electrical Engineers 55 42 0 0 0

17-2072 Electronics Engineers, Except Computer 54 47 1 0 -1

11-9041 Engineering Managers 90 77 1 0 -1

17-2081 Environmental Engineers 11 11 1 0 -1

17-2112 Industrial Engineers 250 265 15 0 -15

17-2141 Mechanical Engineers 175 153 3 0 -3

51-8013 Power Plant Operators 109 78 1 0 -1

Total 867 789 27 5 -22

Medical

29-2021 Dental Hygienists 131 166 12 0 -12

13




Jobs 2012 Jobs

Annual Openings

2007 Completions


29-1021 Dentists, General 57 58 2 0 -2

29-2032 Diagnostic Medical Sonographers 66 71 3 0 -3

29-2012 Medical and Clinical Laboratory Technologists 147 146 4 0 -4

11-9111 Medical and Health Services Managers 218 232 11 1 -10

29-1051 Pharmacists 218 247 13 0 -13

29-1123 Physical Therapists 144 173 9 0 -9

29-1071 Physician Assistants 65 75 4 0 -4

29-1069 Physicians and Surgeons 410 441 21 0 -21

29-1111 Registered Nurses 2,496 2,819 147 94 -53

29-1126 Respiratory Therapists 93 105 5 7 2

29-1131 Veterinarians 40 51 4 0 -4

Total 4,085 4,584 236 102 -134

Construction

11-9021 Construction Managers 47 47 1 75 74

49-9051 Electrical Power-Line Installers and Repairers 74 59 2 0 -2

49-2022 Telecommunications Equipment Installer and Repairers, except Line Installers 65 73 5 0 -5

49-9052 Telecommunications Line Installers and Repairers 222 259 19 0 -19

Total 408 438 27 75 48

14

Northern Tier: Graph 1 (NT-G-1)

15


16


17


18


19

Central SubRegion Of Central Pennsylvania

The Central sub-region is composed of the following counties: Centre, Clinton, Columbia, Lycoming, Mifflin, Montour, Northumberland, Snyder, and Union Counties. In the Central sub-region 16 of the 50 HWHGHS jobs are applicable to the model and are further identified in the following tables and graphs (C-T-1 through C-T-5 and C-G-1 through C-G-5). The Central sub-region is unique in that it has a small demand for employees in the region, but a substantial number of universities. The only exceptions to this surplus pattern are the Pharmacists occupation and Physicians and Surgeons occupation. As other sub-regions are trying to fill employment gaps, it may be in the Central sub-region’s interests to attempt to attract employers rather than focusing on training residents. It may also be the case that local residents do not make up a large portion of attendance at the many of the universities in the Central sub-region. Business The following institutions are providing the Central sub-region with the skills needed for the Business sector (C-T-1).

20

Central: Table 1 (C T-1)

Business Completers in the Central SubRegion Institution Completers Pennsylvania State University- Main Campus 305 Bloomsburg University of Pennsylvania 45 Bucknell University 44 Susquehanna University 22 Lock Haven University of Pennsylvania 20 South Hills School of Business and Technology 19 Lycoming College 9 Pennsylvania College of Technology 7

Computer Science The following institutions are providing the Central sub-region with the skills needed for the Computer Science sector (C-T-2).

Central: Table 2 (C T-2) Computer Science Completers in the Central

SubRegion Institution Completers Pennsylvania State University- Main Campus 180 Pennsylvania College of Technology 121 South Hills School of Business and Technology 79 Bucknell University 27 Bloomsburg University of Pennsylvania 24 Susquehanna University 9 Lock Haven University of Pennsylvania 7 Lycoming College 2

Science and Technology The following institutions are providing the Central sub-region with the skills needed for the Science and Technology sector (C-T-3).

Central: Table 3 (C-T-3) Science and Technology Completers in the Central

SubRegion Institution Completers Pennsylvania State University- Main Campus 412 Bucknell University 43

Medical The following institutions are providing the Central sub-region with the skills needed for the Medical sector (C-T-4).

21

Construction Based on the criteria utilized in this analysis, the Construction sector does not appear to have quantifiable demand in the Central sub-region. Tables and Graphs The following table and graphs highlight the potential gaps and surpluses that may be seen in the Central sub-region. Potential gaps result from a greater number of openings than completers, while potential surpluses result from greater number completers than openings.

Central: Table 5 (C-T-5)

Central Sub-Region Employment Gaps/Surplus


Jobs 2012 Jobs

Annual Openings

2007 Completions


Business

13-2011 Accountants and Auditors 1,508 1,658 83 471 388

11-1011 Chief Executives 446 423 20 1,640 1,620

Total 1,954 2,081 103 2,111 2,008

Computer Science



15-1051 Computer System Analysts 412 482 36 40 4

15-1071 Network and Computer Systems Administrators 449 522 35 310 275

Central: Table 4 (C-T-4) Medical Completers in the Central

SubRegion Institution Completers Pennsylvania State University- Main Campus 379 Pennsylvania College of Technology 172 Bloomsburg University of Pennsylvania 64 Central Susquehanna Intermediate Unit LPN Career 57 Lock Haven University of Pennsylvania 32 Susquehanna University 1

22

Central: Table 5 (C-T-5)

Central Sub-Region Employment Gaps/Surplus


Jobs 2012 Jobs

Annual Openings

2007 Completions


15-1081 Network Systems and Data Communications Analysts 326 466 41 97 56

15-1099 Computer Specialists, All Other 310 327 20 0 -20

Total 2,271 2,756 191 883 692


17-2051 Civil Engineers 554 552 29 253 224

17-2081 Environmental Engineers 260 268 17 45 28

17-2112 Industrial Engineers 421 484 33 157 124

Total 1,235 1,304 78 455 377

Medical

29-2021 Dental Hygienists 308 381 26 50 24

11-9111 Medical and Health Services Managers 644 707 37 133 96

29-1051 Pharmacists 455 542 33 0 -33

29-1069 Physicians and Surgeons 958 1,048 53 0 -53

29-1111 Registered Nurses 5,465 6,264 340 522 182

Total 7,830 8,942 489 705 216

23

Central: Graph 1 (C-G-1)

24


25


26


27

Southern Alleghenies SubRegion Of Central Pennsylvania

The Southern Alleghenies sub-region consists of Cambria, Blair, Huntingdon, Somerset, Bedford, and Fulton Counties. In the Southern Alleghenies region 41 of the 50 HWHGHS are applicable to the model and are further identified in the following tables and graphs (Table SA-T-1 through SA-T-6 and Graph SA-G-1 through SA-G-5). Business Job opportunities in the Business sector show a solid balance between completers and job openings into 2012. Accountants, Auditors and Budget Analysts all require the same accounting background. Although the surplus for Budget Analysts appears to be large, when the three jobs are added together the total surplus shrinks to about 20.** Insurance Underwriters, Logisticians, Sales Engineers and Market Research Analysts do not have specific programs in the Southern Allegheny sub-region; however a general business background may be sufficient when combined with on-the-job training.** Although marketing is considered a part of business, the majority of marketing graduates will be unable to find employment in their field in the Southern Allegheny sub-region.** The Chief Executive occupation is a job with a vague educational background and requires ample experience in a given field; therefore, completers’ information does not really apply.** The following institutions are providing the Southern Alleghenies sub-region with the skills needed for the Business sector (SA-T-1).

28

Southern Alleghenies: Table 1 (SA-T-1) Business Completers in the Southern

Alleghenies SubRegion Institution Completers University of Pittsburgh- Johnstown 123 Pennsylvania State University- Altoona 72 Saint Francis University 65 Juniata College 43 Mount Aloysius College 40 Pennsylvania Highlands Community College 20

Commonwealth Technical Institute 18 Du Bois Business College 9

Computer Science Job opportunities in the Computer Science sector also show a balance between completers and openings into 2012. The following institutions are providing the Southern Alleghenies sub-region with the skills needed for the Computer Science sector (SA-T-2).

Southern Alleghenies: Table 2 (SA-T-2) Computer Science Completers in the Southern

Alleghenies SubRegion Institution Completers YTI Career Institute 27 Saint Francis University 23 University of Pittsburgh- Johnstown 17 Pennsylvania Highlands Community College 17

Juniata College 9 Mount Aloysius College 6

Science and Technology In the Southern Alleghenies sub-region there exists a large employment gap in the Science and Technology sector; however, Penn State Main Campus has an extensive engineering program. When combined with other programs in the state, it is likely that the gap is quantitative, while qualitative information suggests otherwise. Penn State Altoona has an electrical engineering program in the sub-region, which represents a large surplus of completers. Currently, all other engineering employment gaps must be filled by out-of-region sources. Between 50 and 55 engineers in the civil, environmental, industrial, and mechanical fields are needed by 2012. Most statewide programs, such as Penn State Main campus, should cover the gap. The following institutions are providing the Southern Allegheny sub-region with the skills needed for the Science and Technology sector (SA-T-3).

29

Southern Alleghenies: Table 3 (SA-T-3) Science and Technology Completers in the

Southern Alleghenies SubRegion Institution Completers Pennsylvania State University- Altoona 24 Juniata College 18 Saint Francis University 6 University of Pittsburgh- Johnstown 6

Medical In the Southern Alleghenies sub-region the Medical sector requires vastly different skills for each job. Therefore there is no general outlook. Dental Hygienists, Dentists, Sonographers, Pharmacists, Physicians and Surgeons require the entire labor force to be imported from outside the region. Registered Nursing programs are available but a small employment gap will continue to persist into 2012. No significant surplus exists in the Medical sector within the Southern Alleghenies sub-region. The following institutions are providing the Southern Alleghenies sub-region with the skills needed for the Medical sector (SA-T-4).

Southern Alleghenies: Table 4 (SA-T-4) Medical Completers in the Southern

Alleghenies SubRegion Institution Completers Pennsylvania Highlands Community College 28

Mount Aloysius College 148 Saint Francis University 43 Altoona Area Vocational Technical School 13 Conemaugh Valley Memorial Hospital 65 Pennsylvania State University- Altoona 35 University of Pittsburgh- Johnstown 13

Construction Construction Managers have a large breadth of possible backgrounds. The general education listed in the report is not an adequate depiction of the real situation. Telecommunication Installers and Repairers have a moderate projected growth through 2012; however, there are no educational/training opportunities available in the Southern Alleghenies sub-region. The following institutions are providing the Southern Alleghenies sub-region with the skills needed for the Construction sector (SA-T-5).

Southern Alleghenies: Table 5 (SA-T-5) Construction Completers in the Southern

Alleghenies SubRegion Institution Completers University of Pittsburgh- Johnstown 123 Pennsylvania State University- Altoona 72

30

Mount Aloysius College 31 Saint Francis University 21 Pennsylvania Highlands Community College 20

Juniata College 16 Du Bois Business College 9 Commonwealth Technical Institute 3 Saint Francis University 1

Tables and Graphs The following table and graphs highlight the potential gaps and surpluses that may be seen in the Southern Allegheny sub-region. Potential gaps result from a greater number of openings than completers, while potential surpluses result from a greater number completers than openings.

Southern Alleghenies: Table 6 (SA-T-6)

Southern Alleghenies Sub-Region Employment Gaps/Surplus


Jobs 2012 Jobs

Annual Openings

2007 Completions


Business

13-2011 Accountants and Auditors 982 1,015 41 30 -11

13-2031 Budget Analysts 46 43 2 33 31

11-1011 Chief Executives 353 318 12 162 150

13-2051 Financial Analysts 86 91 2 1 -1

11-3031 Financial Managers 341 332 8 1 -7


13-1081 Logisticians 128 135 5 0 -5

19-3021 Market Research Analysts 195 201 4 0 -4

11-2021 Marketing Managers 78 78 3 25 22

13-2052 Personal Financial Advisors 77 86 3 1 -2

41-9031 Sales Engineers 55 53 2 0 -2

Total 2,470 2,465 87 253 166

31




Jobs 2012 Jobs

Annual Openings

2007 Completions


Computer Science



15-1051 Computer System Analysts 355 394 27 5 -22

15-1061 Database Administrators 61 67 2 21 19

15-1071 Network and Computer Systems Administrators 285 314 19 33 14

15-1081 Network Systems and Data Communications Analysts 81 110 9 20 11

Total 988 1,119 69 94 25


17-2051 Civil Engineers 394 372 16 0 -16

19-2031 Chemists 175 171 8 27 19


11-9041 Engineering Managers 142 133 4 8 4


17-2112 Industrial Engineers 304 334 21 0 -21

17-2141 Mechanical Engineers 532 471 11 0 -11

51-8013 Power Plant Operators 66 49 1 8 7

Total 1,798 1,698 67 51 -16

Medical

29-2021 Dental Hygienists 247 294 19 0 -19


32




Jobs 2012 Jobs

Annual Openings

2007 Completions



11-9111 Medical and Health Services Managers 435 487 27 40 13

29-2011 Medical and Clinical Laboratory Technologists 316 346 16 24 8

29-1051 Pharmacists 417 506 32 0 -32

29-1123 Physical Therapists 247 299 16 30 14

29-1069 Physicians and Surgeons 837 888 40 0 -40



29-1131 Veterinarians 12 12 1 23 22

Total 7,010 7,905 414 369 -45

Construction

11-9021 Construction Managers 129 122 3 150 147


49-2022 Telecommunications Equipment Installers and Repairers 75 71 3 0 -3


Total 552 518 20 150 130

33

Southern Alleghenies: Graph 1 (SA-G-1)

34


35


36


37


38

South Central SubRegion Of Central Pennsylvania

The South Central sub-region consists of Adams, Cumberland, Dauphin, Franklin, Juniata, Lancaster, Lebanon, Perry, and York Counties. In the South Central sub-region 43 of the 50 HWHGHS are applicable to the model and are further identified in the following tables and graphs (Table SC-T-1 through SC-T-6 and Graph SC-G-1 through SC-G-5). Business The general pattern for the South Central sub-region shows a surplus of completers in the Business sector. Accountants, Auditors and Budget Analysts require the same accounting background; however, when all three are grouped together, there is still a moderate gap in accounting completers. Insurance Underwriters, Sales Engineers, and Logisticians do not usually require a specific degree. A general business degree and on-the-job training should be sufficient preparation. Chief Executives require a large breadth of backgrounds and substantial experience, therefore the surplus of completers is not relevant. The bulk of the 990 completers are general business degrees. Marketing Manager is a popular program in the entire Central Pennsylvania Region; however the demand for marketing completers is relatively small. The following institutions are providing the South Central region with the skills needed for the Business sector (SC-T-1).

39

South Central: Table 1 (SC-T-1)

Business Completers in the South Central SubRegion Institution Completers Harrisburg Area Community College- Harrisburg 328 Shippensburg University of Pennsylvania 327 York College Pennsylvania 216 Pennsylvania State University- Penn State Harrisburg 202 Millersville University 184 Elizabethtown College 128 Gettysburg College 119 Lebanon Valley College 102 Franklin and Marshall College 81 Dickinson College 80 Central Pennsylvania College 78 YTI Career Institute 76 Messiah College 76 Pennsylvania State University- Penn State York 66 Consolidated School of Business 39 Pennsylvania State University- Penn Mont Alto 15 Wilson College 14 Kaplan Career Institute 11 Yorktowne Business Institute 9

Computer Science In the South Central sub-region, projected demand in the Computer Science sector is in balance with the expected number of completers through 2012. Computer Software Engineers may require specific knowledge and skills not offered with other programs. This could be causing an employment gap. The following institutions are providing the South Central sub-region with the skills needed for the Computer Science sector (SC-T-2).

South Central: Table 2 (SC-T-2) Computer Science Completers in the South Central Sub

Region Institution Completers YTI Career Institute 156 Kaplan Career Institute 91 Shippensburg University of Pennsylvania 87 Pennsylvania State University- Penn State Harrisburg 66 Harrisburg Area Community College- Harrisburg 52 Millersville University 44 ITT Technical Institute- Mechanicsburg 42 Pennsylvania State University- Penn State York 34 Elizabethtown College 26 Central Pennsylvania College 26 Messiah College 20 Thaddeus Stevens College of Technology 12

40

York College Pennsylvania 11 Dickinson College 9 Harrisburg University of Science and Technology 4 Lebanon Valley College 3 Pennsylvania State University- Penn Mont Alto 3 Keystone Technical Institute 1 Wilson College 1

Science and Technology In the South Central sub-region, the overall situation points to a balance between completers and projected demand; however, each specific field may require specialized education and training that is lacking in the region. Despite the regional gaps for engineers, the statewide scenario looks more balanced due to nearby Penn State Main Campus. The following institutions are providing your region with the skills needed for the Science and Technology sector (SC-T-3).

South Central: Table 3 (SC-T-3) Science and Technology Completers in the South Central

SubRegion Institution Completers Pennsylvania State University- Penn State Harrisburg 84 York College Pennsylvania 31 Messiah College 30 Elizabethtown College 14 Franklin and Marshall College 11 Millersville University 9 Gettysburg College 9 Lebanon Valley College 8 Harrisburg Area Community College- Harrisburg 7 Dickinson College 7 Pennsylvania State University- Penn State York 6 Shippensburg University of Pennsylvania 5

Medical With the exception of Respiratory Therapists, the Medical sector in the South Central sub-region has employment gaps, some of which are substantial. There are no medical, dental or veterinarian schools in the region and while there is a large amount of registered nursing completers, the demand is still projected to be larger. The following institutions are providing the South Central sub-region with the skills needed for the Medical sector (SC-T-4).

South Central: Table 4 (SC-T-4) Medical Completers in the South Central SubRegion

Institution Completers Harrisburg Area Community College- Harrisburg 188 York College Pennsylvania 134

41

Lancaster General College of Nursing and Health Services 68 Messiah College 49 Pennsylvania State University- Penn Mont Alto 46 York County School of Technology Practical Nursing 44 Lebanon County Area Vocational Technical School 43 Lebanon Valley College 23 Millersville University 21 Yorktowne Business Institute 17 Pennsylvania State University- Penn State Harrisburg 15 Thaddeus Stevens College of Technology 8 Shippensburg University of Pennsylvania 2

Construction The South Central sub-region has a large employment gap for high skilled construction occupations. Interestingly, Construction Manager completers are mostly general business degrees. There are virtually no programs available for the training and educating of Telecommunications Installers and Repairers. The following institutions are providing the South Central sub-region with the skills needed for the Construction sector (SC-T-5).

South Central: Table 5 (SC-T-5) Construction Completers in the South Central SubRegion

Institution Completers Harrisburg Area Community College- Harrisburg 8 Lancaster County Career and Technology Center 4

Tables and Graphs The following table and graphs highlight the potential gaps and surpluses that may be seen in the South Central sub-region. Potential gaps result from a greater number of openings than completers, while potential surpluses result from a greater number completers than openings.


South Central Sub-Region Employment Gaps/Surplus


Jobs 2012 Jobs

Annual Openings

2007 Completions


Business

13-2011 Accountants and Auditors 6,736 7,356 243 107 -136

13-2031 Budget Analysts 453 466 13 127 114

11-1011 Chief Executives 1,878 1,903 56 990 934

42




Jobs 2012 Jobs

Annual Openings

2007 Completions


13-2051 Financial Analysts 917 1,038 29 28 -1

11-3031 Financial Managers 1,953 2,058 49 24 -25


13-1081 Logisticians 1,152 1,269 41 0 -41

11-2021 Marketing Managers 666 711 24 201 177

13-2052 Personal Financial Advisors 431 516 21 24 3

41-9031 Sales Engineers 484 498 15 0 -15

Total 15,597 16,761 520 1,501 981

Computer

11-3021 Computer and Information Systems Managers 1,193 1,283 37 77 40

15-1031 Computer Software Engineers, Applications 2,176 2,615 120 19 -101


15-1099 Computer Specialists, All Other 1,417 1,498 54 0 -54

15-1051 Computer System Analysts 3,515 3,951 180 42 -138

15-1061 Database Administrators 985 1,114 36 61 25

15-1071 Network and Computer Systems Administrators 2,124 2,394 102 303 201

15-1081 Network Systems and Data Communications Analysts 804 1,019 59 104 45

Total 12,997 14,772 624 658 34


17-2051 Civil Engineers 1,646 1,751 64 0 -64

19-2031 Chemists 412 427 14 70 56

43




Jobs 2012 Jobs

Annual Openings

2007 Completions



17-2072 Electronics Engineers, Except Computer 1,033 1,044 26 0 -26

11-9041 Engineering Managers 631 646 16 87 71


17-2112 Industrial Engineers 1,503 1,638 63 1 -62

17-2141 Mechanical Engineers 1,680 1,692 39 38 -1

51-8013 Power Plant Operators 334 324 10 51 41

Total 8,149 8,470 262 308 46

Medical

29-2021 Dental Hygienists 1,149 1,348 62 30 -32



29-2012 Medical and Clinical Laboratory Technologists 1,569 1,726 55 5 -50

11-9111 Medical and Health Services Managers 1,406 1,600 65 39 -26

29-1051 Pharmacists 1,465 1,693 71 0 -71

29-1123 Physical Therapists 1,112 1,340 59 19 -40

29-1071 Physician Assistants 421 498 21 0 -21

29-1069 Physicians and Surgeons 4,729 5,322 204 0 -204



29-1131 Veterinarians 425 530 29 0 -29

44




Jobs 2012 Jobs

Annual Openings

2007 Completions


Total 26,899 31,102 1,291 662 -629

Construction

11-9021 Construction Managers 831 882 23 1,412 1,389


49-2022 Telecommunications Equipment Installer and Repairers 623 662 23 0 -23


Total 2,636 2,838 102 1,416 1,314

45

South Central: Graph 1 (SC-G-1)

46


47


48


49


50

Completer Surplus The Central sub-region has a large surplus of high-wage, high-growth, high skill completers but very little demand. The scale and proximity of these graduates should be taken into consideration when analyzing gaps and surpluses in the Central Pennsylvania Region. The following is a breakdown of completers that will most likely exit the Central Pennsylvania Region. All Information is based on the Central sub-region, with the exception of institutions in the South Central sub-region (marked SC) and the Southern Alleghenies (marked SA). Further research is needed to determine if these sub-region surpluses have the potential to fill gaps in other sub-regions (C-T-1).

Completer: Table 1 (C-T-1)

Completer Surplus

Institutions/Occupational Programs Completers

Business Pennsylvania State University- Main Campus Finance, General 325 Accounting 305 Marketing/Marketing Management, General 288 Business Administration and Management, General (MA) 162 Business Administration and Management, General (PhD) 16 Business/Commerce, General (AA) 9 Logistics and Materials Management 1 Management Sciences and Quantitative Methods, Other 1 Bloomsburg University of Pennsylvania Business Administration and Management, General (BA) 281 Business Administration and Management, General (MA) 30 Business/Commerce, General (MA) 11 Business/Commerce, General (BA) 9 Educational Evaluation and Research 1 Bucknell University Business Administration and Management, General (BA) 88 Business Administration and Management, General (MA) 1 Lock Haven University of Pennsylvania Business Administration and Management, General (BA) 60 Business Administration and Management, General (AA) 2 Susquehanna University Marketing/Marketing Management, General 46 Finance, General 41 South Hills School of Business and Technology Marketing/Marketing Management, General 44 Pennsylvania College of Technology Business Administration and Management, General (AA) 35

51


Completer Surplus


Business Administration and Management, General (BA) 33 Pennsylvania State University- Penn State Harrisburg (SC) Management Science, General 80 Shippensburg University of Pennsylvania (SC) Management Science, General 30 Total 1,899

Computer Pennsylvania State University- Main Campus Information Science 418 Computer and Information Sciences, General 68 Computer Engineering, General 62 Management Information Systems, General 51 Computer Science (MS) 19 Computer Science (PHD) 18 South Hills School of Business and Technology Computer Science 79 Bucknell University Computer Engineering, General 17 Computer and Information Sciences, General 10 Bloomsburg University of Pennsylvania Computer Science 15 Computer and Information Sciences, General 9 Pennsylvania College of Technology Computer Systems Networking and Telecommunications 52 Computer Systems Networking and Telecommunications (assoc) 44 Computer and Information Systems Security 17 Information Technology 14 Computer Systems Analyst 11 Management Information Systems, General 5 Lock Haven University of Pennsylvania Management Information Systems, General 4 Total 913

Science and Technology Pennsylvania State University- Main Campus Electrical, Electronics and Communications Engineering (BS) 183 Civil Engineering, General 177 Industrial Engineering 124 Chemical Engineering (BS) 113

52


Completer Surplus


Aerospace, Aeronautical and Astronautical Engineering (BS) 98 Engineering Mechanics 81 Architectural Engineering (BS) 78 Architectural Engineering (MS) 57 Architecture (Barch, BA/BS, March, MA/MS, PhD) 52 Electrical, Electronics and Communications Engineering (MS) 45 Mechanical Engineering (MS) 40 Landscape Architecture (BS, BSLA, BLA, MSLA, MLA, PhD) 40 Biomedical/Medical Engineering (BS) 36 Nuclear Engineering (BS) 36 Chemistry (PhD) 35 Chemistry (BS) 35 Materials Science (BS) 24 Engineering Science (BS) 23 Environmental/Environmental Health Engineering 23 Agricultural/Biological Engineering and Bioengineering (BS) 22 Aerospace, Aeronautical and Astronautical Engineering (MS) 22 Civil Engineering, General (MS) 20 Electrical, Electronics and Communications Engineering (PhD) 20 Materials Science (PhD) 19 Environmental/Environmental Health Engineering (MS) 19 Industrial Engineering (PHD) 18 Industrial Engineering (MS) 15 Nuclear Engineering (MS) 14 Petroleum Engineering (BS) 13 Engineering Science (MS) 12 Civil Engineering, General (PHD) 11 Materials Science (MS) 10 Chemical Engineering (PhD) 10 Agricultural/Biological Engineering and Bioengineering (PhD) 7 Engineering, Other 7 Surveying Engineering 6 Engineering, General 6 Aerospace, Aeronautical and Astronautical Engineering (PhD) 6 Materials Engineering (PhD) 6 Mining and Mineral Engineering (BS) 5 Biomedical/Medical Engineering (PhD) 5 Engineering Mechanics (MS) 5

53


Completer Surplus


Agricultural/Biological Engineering and Bioengineering (MS) 4 Petroleum Engineering (PhD) 4 Petroleum Engineering (MS) 4 Architectural Engineering (PhD) 4 Aerospace, Aeronautical and Astronautical Engineering 4 Environmental/Environmental Health Engineering (PHD) 3 Materials Engineering (MS) 3 Chemical Engineering (MS) 3 Biomedical/Medical Engineering (MS) 2 Nuclear Engineering (PhD) 2 Mining and Mineral Engineering (MS) 2 Chemical Engineering 1 Bucknell University Civil Engineering, General 40 Chemical Engineering (BS) 24 Chemistry, General (BS) 15 Electrical, Electronics and Communications Engineering (BS) 15 Biomedical/Medical Engineering 13 Chemistry, General (MS) 5 Chemical Engineering (MS) 4 Electrical, Electronics and Communications Engineering (MS) 1 Lycoming College Chemistry, General 9 Bloomsburg University of Pennsylvania Chemistry, General 8 Electrical, Electronics and Communications Engineering 8 Susquehanna University Chemistry, General 7 Lock Haven University of Pennsylvania Chemistry, General 7 Total 1,770

Medical Pennsylvania State University- Main Campus Registered Nurse 237 Healthcare Administration/Management 88 Pennsylvania College of Technology Registered Nurse 93 Allied Health Diagnostic/Intervention/Treatment Professions 44

54


Completer Surplus


Dental Hygienist (assoc) 34 Healthcare Administration/Management 18 Dental Hygienist 16 South Hills School of Business and Technology Diagnostic Medical Sonographer & Ultrasound Technician 29 Bloomsburg University of Pennsylvania Clinical Laboratory Science/Medical Technology/Technologist 4 Millersville University (SC) Occupational Safety and Health Technology/Technician 14 Lock Haven University of Pennsylvania Physician Assistant 50 Quality Control and Safety Technologies/Technicians, Other 1 Saint Francis University (SA) Physician Assistant 86 Total 714

55

Science and Technology Lattice and Skills Tier

56

Engineering 1

Civil Engineer Zone 4

$64,920

Engineering Managers

Zone 5 $100,000

Surveyors Zone 4

$48,140

Environmental Engineers

Zone 4 $67,550

Surveying Technician

Zone 3 $31,540

Civil Engineers Technicians

Zone 3 $36,270

Environmental Engineering Technicians

Zone 3 $35,040

Architectural and Civil Drafters Zone 3

$39,150

Traffic Technicians

Zone 3 $43,670

Architects, Except Landscape and

Naval Zone 5

$64,920

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

57

Engineering 2

Industrial Engineering Technician

Zone 3 $46,780


Zone 5 $100,000

Mechanical Engineer Zone 4

$70,030

Industrial Engineers

Zone 4 $67,550

Mechanical Drafter Zone 3

$43,820

Mechanical Engineering Technician

Zone 3 $43,200

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

58

Engineering 3


Zone 5 $100,000

Power Plant Operator Zone 3

$54,900

Electrical Engineer Zone 4

$75,200

Power Distributors and

Dispatchers Zone 3

$66,860

Electrical and Electronics

Engineers Tech Zone 3

$43,200

Electrical and Electronics

Drafters Zone 3

$46,780

Electronics Engineer Zone 4

$79,400

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

59

Chemists

Chemical Plant and System Operators

Zone 2 $49,050

Chemists Zone 4

$62,650

Chemical Technicians

Zone 3 $40,350

Chemical Engineers

Zone 4 $74,230

Chemical Equipment Operators and Tenders

Zone 2 $42,720

Chemistry Teachers, Postsecondary

Zone 5 $61,490

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

60

Science and Technology Competency Model Tier Name Tier Block

F O U N D A T I O N

1 Personal Effectiveness

Integrity Professionalism Initiative

Dependability and Reliability Willingness to Learn

2 Academic Competencies


Communication - Listening and

Speaking

Critical and Analytical Thinking

Active Learning

Reading Writing Mathematics Basic

Computer Skills

3 Workplace Competencies

Business Fundamentals Teamwork Adaptability/Flexibility Customer

Focus

Planning and Organizing

Creative Thinking

Problem Solving and Decision-Making

Working with Tools

and Technology

Workplace Computer

Applications

Scheduling and

CoordinatingChecking, Examining and Recording

I N D U S T R Y

4

Industry-Wide Technical Competencies

Industry Principles& Concepts

Industry Operations & Production

Industry Laws & Regulations

Health & Safety Customer Service Quality

Assurance/Quality Control

Tier Name Block Information Tier 1 -Personal Effectiveness Competencies

Integrity: Acting fairlyTreats others with honesty, fairness and respect; makes decisions that are objective and reflect the just treatment of others.

Behaving ethicallyAbides by a strict code of ethics and behavior; chooses an ethical course of action and does the right thing, even in

61

the face of opposition; encourages others to behave accordingly.

Professionalism: Demonstrating self-controlDemonstrates self-control by maintaining composure and keeping emotions in check even in very difficult situations; deals calmly and effectively with stressful situations.

Maintains a positive attitudeProjects a professional image of oneself and the organization; demonstrates a positive attitude towards work; takes pride in one's work and the work of the organization.

Professional appearanceMaintains a professional demeanor; dresses appropriately for occupation and its requirements; maintains appropriate personal hygiene;

Substance abuseIs free from substance abuse.

Initiative: Achievement motivationIntrinsically driven to succeed and excel; strives to exceed standards and expectations; exhibits confidence in capabilities and an expectation to succeed in future activities.

PersistingPursues work with energy, drive, and a strong accomplishment orientation; persists and expends extra effort to accomplish tasks even when conditions are difficult or deadlines are tight; persists at a task or problem despite interruptions, obstacles, or setbacks.

Setting challenging goalsEstablishes and maintains personally challenging but realistic work goals; exerts effort toward task mastery; brings issues to closure by pushing forward until a resolution is achieved.

Taking initiativeGoes beyond the routine demands of the job; takes initiative in seeking out new work challenges and increasing the variety and scope of one's job; seeks opportunities to influence events and originate action; assists others who have less experience or have heavy workloads.

Dependability and Reliability: Attending to detailsDiligently checks work to ensure that all essential details have been considered; notices errors or inconsistencies that others have missed, and takes prompt, thorough action to correct errors.

62

Complying with policiesFollows written and verbal directions; complies with organizational rules, policies and procedures.

Fulfilling obligationsBehaves consistently and predictably; is reliable, responsible and dependable in fulfilling obligations; diligently follows through on commitments and consistently meets deadlines.

Showing up on timeDemonstrates regular and punctual attendance; rarely is late for meetings or appointments.

Willingness to Learn: Anticipating changes in workAnticipates changes in work demands and searches for and participates in assignments or training that address these changing demands; treats unexpected circumstances as opportunities to learn.

Demonstrating an interest in learningDemonstrates an interest in personal learning and development; seeks feedback from multiple sources about how to improve and develop, and modifies behavior based on feedback or self-analysis of past mistakes.

Identifying career interestsTakes charge of personal career development by identifying occupational interests, strengths, options and opportunities; makes insightful career planning decisions based on integration and consideration of others' feedback, and seeks out additional training to pursue career goals.

Participating in trainingTakes steps to develop and maintain knowledge, skills, and expertise necessary to achieve positive results; participates fully in relevant training programs and actively pursues other opportunities to develop knowledge and skills.

Tier 2 -Academic Competencies

Science and Technology: ApplicationApplies basic scientific principles and technology to complete tasks.

ComprehensionUnderstands basic scientific principles and to use commonly available technology; understands the scientific method (i.e., identifies problems, collects information, forms opinions and draws conclusions); understands overall intent and proper procedures for set-up and operation of equipment.

Communication - Listening and Speaking: Two-way communicationPractices meaningful two-way

63

communication (i.e., speaks clearly, pays close attention and seeks to understand others, listens attentively and clarifies information); attends to nonverbal cues and responds appropriately.

Critical and Analytical Thinking: Mental agilityIdentifies connections between issues; quickly understands, orients to, and learns new assignments; shifts gears and changes direction when working on multiple projects or issues.

ReasoningPossesses sufficient inductive and deductive reasoning ability to perform job successfully; critically reviews, analyzes, synthesizes, compares and interprets information; draws conclusions from relevant and/or missing information; understands the principles underlying the relationship among facts and applies this understanding when solving problems.

Active Learning: ApplicationIntegrates newly learned knowledge and skills with existing knowledge and skills; uses newly learned knowledge and skills to complete specific tasks; uses newly learned knowledge and skills in new or unfamiliar situations.

Learning strategiesApplies a range of learning techniques to acquire new knowledge and skills; processes and retains information; identifies when it is necessary to acquire new knowledge and skills.

Reading: ComprehensionLocates, understands and interprets written information in prose and in documents such as manuals, reports, memos, letters, forms, graphs, charts, tables, calendars, schedules, signs, notices, applications and directions; understands the purpose of written materials; attains meaning and comprehends core ideas.

Writing: MechanicsUses standard syntax and sentence structure; uses correct spelling, punctuation, and capitalization; uses appropriate grammar (e.g., correct tense, subject-verb agreement, no missing words).

Organization and DevelopmentCreates documents such as letters, directions, manuals, reports, graphs, and flow charts; communicates thoughts, ideas, information, messages and other written information, which may contain technical material, in a logical, organized and coherent manner; ideas are well developed with supporting information and examples.

64

Mathematics: ApplicationPerforms basic math computations accurately; translates practical problems into useful mathematical expressions and uses appropriate mathematical formulas and techniques.

ComputationAdds, subtracts, multiplies, and divides with whole numbers, fractions, decimals, and percents; calculates averages, ratios, proportions and rates; converts decimals to fractions; converts fractions to percents.

Measurement and estimationTakes measurements of time, temperature, distances, length, width, height, perimeter, area, volume, weight, velocity, and speed; uses and reports measurements correctly; converts from one measurement to another (e.g., from English to Metric).

QuantificationReads and writes numbers; counts and places numbers in sequence; recognizes whether one number is larger than another.

Basic Computer Skills: Using a personal computer and related applications to convey and retrieve information Comprehending the basicsUnderstands and efficiently uses basic computer hardware (e.g. PCs, printers) and software (e.g. word processing software, spreadsheet software) to perform tasks; understands common computer terminology (e.g., program, operating system) and is familiar with the fundamental capabilities of computers.

Entering dataEnters data into computer files quickly, with an acceptable degree of accuracy; double checks data entry carefully; notices when data are missing or look wrong and takes steps to ensure computer files are complete and accurate.

Preparing documentsUses word processing programs to create, edit, and retrieve document files; types materials quickly and accurately; checks work carefully and identifies/corrects typographical errors; uses basic reference materials and tools (e.g., spell check) to ensure accuracy.

Tier 3 -Workplace Competencies

Business Fundamentals: Business ethicsDemonstrates respect for coworkers, colleagues, and customers; acts in the best interest of the company, the community, and the environment; complies with applicable laws and rules governing work and reports loss, waste, or theft or company property

65

to appropriate personnel.

Situational awarenessUnderstands the organization's mission and functions; recognizes one's role in the functioning of the company and understands the potential impact one's own performance can have on the success of the organization; grasps the potential impact of the company's well-being on employees.

Teamwork: Establishing productive relationshipsDevelops constructive and cooperative working relationships with others; exhibits tact and diplomacy and strives to build consensus; shows sensitivity to the thoughts and opinions of other team members; delivers constructive criticism and voices objections to others' ideas and opinions in a supportive, non-accusatory manner; responds appropriately to positive and negative feedback.

Identifying with the team and its goalsIdentifies the goals, norms, values, and customs of the team; is a team player and contributes to the group's effort; uses a group approach to identify problems and develop solutions based on group consensus; effectively communicates with all members of the group or team to achieve team goals and objectives.

Resolving conflictsBrings others together to reconcile differences; handles conflicts maturely by exercising "give and take" to achieve positive results for all parties; reaches formal or informal agreements that promote mutual goals and interests, and obtains commitment to those agreements from individuals or groups.

Adaptability/Flexibility: Dealing with ambiguityTakes effective action when necessary without having to have all the necessary facts in hand; easily changes gears in response to unpredictable or unexpected events, pressures, situations and job demands; effectively changes plans, goals, actions or priorities to deal with changing situations.

Employing unique analysesEmploys unique analyses and generates new, innovative ideas in complex areas; integrates seemingly unrelated information to develop creative solutions; develops innovative methods of obtaining or using resources when insufficient resources are available.

Entertaining new ideasIs open to considering new ways of doing things; actively seeks out and carefully considers the merits of new

66

approaches to work; willingly embraces new approaches when appropriate and discards approaches that are no longer working.

Customer Focus: Acting professionallyIs pleasant, courteous and professional when dealing with internal or external customers; develops constructive and cooperative working relationships with customers, and displays a good-natured, cooperative attitude; is calm and empathetic when dealing with hostile customers.

Keeping customers informedFollows up with customers during projects and following project completion; keeps clients up to date about decisions that affect them; seeks the comments, criticisms and involvement of customers; adjusts services based on customer feedback.

Providing personalized serviceProvides prompt, efficient and personalized assistance to meet the requirements, requests, and concerns of customers; provides thorough, accurate information to answer customers questions and inform them of commitment times or performance guarantees; actively looks for ways to help customers by identifying and proposing appropriate solutions and/or services; establishes boundaries as appropriate for unreasonable customer demands.

Understanding customer needsDemonstrates a desire to understand customer needs; listens to what customers are saying and asks questions as appropriate; demonstrates awareness of client goals.

Planning and Organizing: Allocating resourcesEstimates resources needed for project completion; allocates time and resources effectively and coordinates efforts with all affected parties; keeps all parties informed of progress and all relevant changes to project timelines.

Anticipating obstaclesAnticipates obstacles to project completion and develops contingency plans to address them; takes necessary corrective action when projects go off-track.

PlanningApproaches work in a methodical manner; plans and schedules tasks so that work is completed on time; keeps track of details to ensure work is performed accurately and completely.

PrioritizingPrioritizes various competing tasks and performs them

67

quickly and efficiently according to their urgency; finds new ways of organizing work area or planning work to accomplish work more efficiently.

Creative Thinking: Generating innovative solutionsUses information, knowledge, and beliefs to generate original, innovative solutions to problems; reframes problems in a different light to find fresh approaches; entertains wide-ranging possibilities others may miss; takes advantage of difficult or unusual situations to develop unique approaches and useful solutions.

Seeing the big pictureHas broad knowledge and perspective; pieces together seemingly unrelated data to identify patterns and trends and to see a bigger picture; understands the pieces of a system as a whole and appreciates the consequences of actions on other parts of the system; possesses a big-picture view of the situation.

Problem Solving and Decision-Making: Choosing a solutionDecisively chooses the best solution after contemplating available approaches to the problem; makes difficult decisions even in highly ambiguous or ill-defined situations; quickly chooses an effective solution without assistance when appropriate.

Generating alternativesIntegrates previously learned and externally obtained information to generate a variety of high-quality alternative approaches to the problem; skillfully uses logic and analysis to identify the strengths and weaknesses, the costs and benefits, and the short- and long-term consequences of different approaches.

Identifying the problemAnticipates or recognizes the existence of a problem; identifies the true nature of the problem by analyzing its component parts; uses all available reference systems to locate and obtain information relevant to the problem; recalls previously learned information that is relevant to the problem.

Implementing the solutionCommits to a solution in a timely manner, and develops a realistic approach for implementing the chosen solution; observes and evaluates the outcomes of implementing the solution to assess the need for alternative approaches and to identify lessons learned.

Locating, gathering, and organizing relevant informationEffectively uses both internal resources (e.g., internal computer networks, company filing systems) and external resources (e.g., internet search

68

engines) to locate and gather information; examines information obtained for relevance and completeness; recognizes important gaps in existing information and takes steps to eliminate those gaps; organizes/reorganizes information as appropriate to gain a better understanding of the problem.

Working with Tools and Technology: Keeping current Demonstrates an interest in learning about new and emerging tools and technologies; seeks out opportunities to improve knowledge of tools and technologies that may assist in streamlining work and improving productivity. Selecting toolsSelects and applies appropriate tools or technological solutions to frequently encountered problems; carefully considers which tools or technological solutions are appropriate for a given job, and consistently chooses the best tool or technological solution for the problem at hand. TroubleshootingLearns how to maintain and troubleshoot tools and technologies. Workplace Computer Applications: E-mailingComposes professional e-mails to communicate business-related information to coworkers, colleagues, and customers; understands the company e-mail system and its basic functions (e.g., replying to/forwarding messages, using electronic address books, attaching files); ensures that key stakeholders are kept informed of communications by copying (i.e., "CCing") them on important e-mails when appropriate.

Internet applicationsEffectively uses the internet and web-based tools to manage basic workplace tasks (e.g., timekeeping, maintaining employee records, conducting information searches); understands and performs internet functions requiring the use of log-in and password information; is aware of company guidelines surrounding internet usage and complies with those guidelines.

Scheduling and Coordinating: ArrangingMakes arrangements (e.g. for traveling, meetings) that fulfill all requirements as efficiently and economically as possible; handles all aspects of arrangements thoroughly and completely with little or no supervision.

Coordinating in distributed environmentsCoordinates schedules of colleagues, co-workers, and clients in regional locations (i.e., across time zones) to ensure that inconvenience is minimized and productivity is enhanced; leverages technology (e.g., internet,

69

teleconference) to facilitate information sharing in distributed work environments; takes advantage of team member availability throughout business hours in multiple time zones to enhance productivity.

InformingResponds to the schedules of others affected by arrangements; informs others of arrangements, giving them complete, accurate and timely information; insures that others receive needed materials in time.

ShiftworkEffectively coordinates the transition of employees at the beginning and end of each work shift; disseminates crucial information in an organized manner to rapidly bring employees up to speed at the start of their shifts; ensures that employees are updated on work completed on past shifts and work that still needs to be completed.

VerifyingTakes steps to verify all arrangements; recognizes problems, generates effective alternatives, and takes corrective action.

Checking, Examining and Recording: Completing formsSelects and completes appropriate forms quickly and completely; attends to and follows through on important information in paperwork; expedites forms, orders or advances that require immediate attention.

Detecting errorsDetects and corrects errors, even under time pressure; notices errors or inconsistencies; forwards or processes forms in a timely and accurate manner.

Maintaining logsKeeps logs, records and files that are up-to-date and readily accessible; updates logs, files and records, noting important changes in status.

Obtaining informationObtains appropriate information, signatures and approvals promptly; verifies that all information is present and accurate before forwarding materials.

Tier 4 - Technical Competencies

Industry Principles & Concepts: Knowledge of the principles and concepts related to an industry. Industry CharacteristicsExhibits knowledge of industry features and characteristics; demonstrates awareness of industry-related factors that could contribute or hinder product or service development.

70

Industry DevelopmentsDemonstrates awareness of emerging industry concepts and principles; adapts current practices to incorporate advances in an industry. Industry Operations & Production: Performs activities associated with setting up, monitoring, controlling and improving industry processes to meet industry requirements; demonstrates understanding of the operations performed by entities within an industry. Production ProceduresEngages in the processing and production of goods or services; reads manuals and/or other forms of information to determine production or service processes and production or service requirements; sets up and monitors equipment or materials involved in the production or service process. Industry Laws & Regulations: Knowledge of local, state, and federal laws and regulations that impact the industry. Legal ResponsibilitiesUnderstands the legal responsibilities of an industry; maintains awareness of the implications of industry actions; demonstrates knowledge of laws, legal codes, court procedures, and/or agency rules; performs duties in accordance with regulations, policies, laws and legislated rights of employees, customers and/or clients. Legal and Regulatory ComplianceComplies with relevant laws issued by federal agencies; follows standards produced by industry organizations; identifies appropriate jurisdiction for local, state, and federal regulatory agencies as they pertain to the industry; applies mandated standards for harassment, labor, and/or employment laws. Health & Safety: Abides by the procedures necessary to ensure a safe and healthy work environment. Corrects Unsafe SituationsIdentifies unsafe working conditions and takes prompt, corrective action; ÂÂÂstays alert to, and takes preventive action against hazards and threats; recommends measures to protect employees or workers from hazardous working conditions; follows protocol for reporting safety violations; investigates accidents to determine how to prevent future occurrences. Safety ProceduresDemonstrates knowledge of relevant occupational safety and health laws and regulations; complies with safety codes, standards, and guidelines; adheres to work-site safety programs; understands emergency response plans; demonstrates knowledge of first aid procedures. Customer Service: Listens to customer needs and provides personalized assistance to meet those needs. Customer AssistanceInitiates customer contact; educates the customer regarding products and/or services through telephone, email and/or face-to-face interactions; responds to customer inquires; ensures that appropriate actions were taken to assist customer;

71

resolves customer complaints; refers unresolved customer concerns to appropriate entities for further action. Service PerformanceAssesses customer needs in order to provide personalized customer care; executes customer's service expectations and meets industry standards for service. Quality Assurance/Quality Control: Ensures materials, processes, services, and products meet quality specifications during and after production or performance. Quality AssuranceVerifies to determine whether a product or service that is under development meets specified requirements; inspects products or services during development to catch defects or problems before product or service is finalized; monitors quality of materials throughout the production process. Quality ControlIdentifies quality standards for a product or service; ensures that finished products or services conform to an establish set of quality standards within an industry; determines if a finished product or service meets customer/client requirements; takes action to identify whether products or services conform to requirements or reveal defects; reports quality failures to appropriate individuals for corrective action.

72

Computer Lattice and Skills Tier

73

Computers

Computer ProgrammersZO

NE 4 $69,620

Network Systems and Data Communication Analysts ZONE 3

$71,100

Database AdministratorsZONE 4 $69,740

Computer Security

Specialists ZONE 4 $66,310

Computer Systems

Analysts ZONE 4 $75,500

Computer Software Engineers, Systems

Software ZONE 4 $92,340

Computer Software Engineers,

Application ZONE 4 $85,430

Computer and Information System Managers ZONE 4

$112,210

Computer Science Teachers,

Postsecondary ZONE 5 $66,440

Computer and Information

Scientist, Research ZONE 5

$97,970

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

74

Computer Technology Skills Competency Model Tier Name Tier Block

F O U N D A T I O N







Speaking


Active Learning


Computer Skills



Focus


Creative Thinking


Working with Tools

and Technology

Workplace Computer

Applications

Scheduling and

Coordinating

Checking, Examining and Recording

I N D U S T R Y

4


Customer Service

Quality Assurance/Quality Control

Sales & Marketing


Integrity: Behaving ethicallyAbides by a strict code of ethics and behavior; chooses an ethical course of action and does the right thing, even in the face of opposition; encourages others to behave accordingly.

75

Taking responsibilityTakes responsibility for accomplishing work goals within accepted timeframes; accepts responsibility for one's decisions and actions and for those of one's group, team, or department; attempts to learn from mistakes.







Working independentlyDevelops own ways of doing things; is able to perform effectively even with minimal direction, support or approval and without direct supervision.

Dependability and Reliability: Attending to detailsDiligently checks work to ensure that all essential details have been considered; notices errors or

76

inconsistencies that others have missed, and takes prompt, thorough action to correct errors.










Communication - Listening and Speaking: ListeningReceives, attends to, interprets, understands, and responds to verbal messages and other cues; picks out important information in verbal messages; understands complex instructions; appreciates

77

feelings and concerns of verbal messages.

Two-way communicationPractices meaningful two-way communication (i.e., speaks clearly, pays close attention and seeks to understand others, listens attentively and clarifies information); attends to nonverbal cues and responds appropriately.




Learning strategiesApplies a range of learning techniques to acquire new knowledge and skills; processes and retains information; identifies when it is necessary to acquire new knowledge and skills.

Reading: ApplicationIntegrates what is learned from written materials with prior knowledge; applies what is learned from written material to follow instructions and complete specific tasks; applies what is learned from written material to future situations.

ComprehensionLocates, understands and interprets written information in prose and in documents such as manuals, reports, memos, letters, forms, graphs, charts, tables, calendars, schedules, signs, notices, applications and directions; understands the purpose of written materials; attains meaning and comprehends core ideas.

Writing: MechanicsUses standard syntax and sentence structure; uses correct spelling, punctuation, and capitalization; uses appropriate grammar

78

(e.g., correct tense, subject-verb agreement, no missing words).







Business Fundamentals: Business ethicsDemonstrates respect for coworkers, colleagues, and customers; acts in the best interest of the company, the community, and the environment; complies with applicable laws and rules governing work and reports loss, waste, or theft or company property to appropriate personnel.

Teamwork: Acknowledging team membership and roleAccepts membership in the team; shows loyalty to the team; determines when to be a leader and when to be a follower depending on what is needed to achieve the team's goals and objectives; encourages others to express their ideas and opinions; identifies and draws upon team members'

79

strengths and weaknesses to achieve results; learns from other team members.

Establishing productive relationshipsDevelops constructive and cooperative working relationships with others; exhibits tact and diplomacy and strives to build consensus; shows sensitivity to the thoughts and opinions of other team members; delivers constructive criticism and voices objections to others' ideas and opinions in a supportive, non-accusatory manner; responds appropriately to positive and negative feedback.





Entertaining new ideasIs open to considering new ways of doing things; actively seeks out and carefully considers the merits of new approaches to work; willingly embraces new approaches when appropriate and discards approaches that are no longer working.

Customer Focus: Acting professionallyIs pleasant, courteous and professional when

80

dealing with internal or external customers; develops constructive and cooperative working relationships with customers, and displays a good-natured, cooperative attitude; is calm and empathetic when dealing with hostile customers.




PrioritizingPrioritizes various competing tasks and performs them quickly and efficiently according to their urgency; finds new ways of organizing work area or planning work to accomplish work more efficiently.



Problem Solving and Decision-Making: Choosing a solutionDecisively chooses the best solution after contemplating available approaches to the problem; makes difficult decisions even in highly ambiguous or ill-defined situations; quickly chooses an effective solution without assistance when

81

appropriate.

Generating alternativesIntegrates previously learned and externally obtained information to generate a variety of high-quality alternative approaches to the problem; skillfully uses logic and analysis to identify the strengths and weaknesses, the costs and benefits, and the short- and long-term consequences of different approaches.



Locating, gathering, and organizing relevant informationEffectively uses both internal resources (e.g., internal computer networks, company filing systems) and external resources (e.g., internet search engines) to locate and gather information; examines information obtained for relevance and completeness; recognizes important gaps in existing information and takes steps to eliminate those gaps; organizes/reorganizes information as appropriate to gain a better understanding of the problem.

Working with Tools and Technology: Keeping current Demonstrates an interest in learning about new and emerging tools and technologies; seeks out opportunities to improve knowledge of tools and technologies that may assist in streamlining work and improving productivity. Selecting toolsSelects and applies appropriate tools or technological solutions to frequently encountered problems; carefully considers which tools or technological solutions are appropriate for a given job, and consistently chooses the best tool or technological solution for the problem at hand. TroubleshootingLearns how to maintain and troubleshoot tools and technologies. Workplace Computer Applications:

82

E-mailingComposes professional e-mails to communicate business-related information to coworkers, colleagues, and customers; understands the company e-mail system and its basic functions (e.g., replying to/forwarding messages, using electronic address books, attaching files); ensures that key stakeholders are kept informed of communications by copying (i.e., "CCing") them on important e-mails when appropriate.


Keyboarding and word processingSkillfully uses word-processing software; streamlines document processing by employing a variety of common software functions; uses correct style and format, even when confronted by uncommon requirements that deviate from standard guides; consults appropriate manuals when uncertain about the correct style and format.

SpreadsheetsUses spreadsheet software to enter, manipulate, edit and format text and numerical data; effectively creates and saves worksheets, charts, and graphs that are well organized, attractive, and useful.

Scheduling and Coordinating: ShiftworkEffectively coordinates the transition of employees at the beginning and end of each work shift; disseminates crucial information in an organized manner to rapidly bring employees up to speed at the start of their shifts; ensures that employees are updated on work completed on past shifts and work that still needs to be completed.

Checking, Examining and Recording: Detecting errorsDetects and corrects errors, even under time pressure; notices errors or inconsistencies; forwards or processes forms in a timely and accurate manner.


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Customer Service: Listens to customer needs and provides personalized assistance to meet those needs. Service PerformanceAssesses customer needs in order to provide personalized customer care; executes customer's service expectations and meets industry standards for service. Quality Assurance/Quality Control: Ensures materials, processes, services, and products meet quality specifications during and after production or performance. Quality AssuranceVerifies to determine whether a product or service that is under development meets specified requirements; inspects products or services during development to catch defects or problems before product or service is finalized; monitors quality of materials throughout the production process. Sales & Marketing: Promotes and sells industry products and/or services. Product and Service InformationDemonstrates knowledge of products and services as well as promoting, showing, and selling strategies; demonstrates the function, operation and utility of products and services.

84

Construction Lattice and Skills Tier

85

Construction Managers

First-Line Supervisors/Managers of Construction Trades and

Extraction Workers ZONE 3

$58,000

Operating Engineers and

Other Construction Equipment Operators

ZONE 3 $41,300

Construction Manager ZONE 4 $78,200

Construction Laborer ZONE 1 $30,100

Carpenters ZONE 3 $38,100

Electricians ZONE 3 $49,100

Heating, Ventilation, and Air Conditioning

Installers ZONE 3 $40,400

Masons ZONE 3 $37,500

Plumbers ZONE 3 $50,500

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

86

Telecommunication Construction

First-Line Supervisors/Managers

of Mechanics, Installers, and Repairers

ZONE 3 $57,100

Electrical Power-Line

Installers and Repairers

ZONE 3 $55,400

Telecommunications Line Installers and

Repairers ZONE 3

$53,350

Telecommunication equipment installers

and repairers ZONE 3 $52,200

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

87

Construction Competency Model Tier Name Tier Block

F O U N D A T I O N







Speaking


Active Learning


Computer Skills


Teamwork Adaptability/Flexibility Customer Focus


Creative Thinking


Working with Tools and

Technology

Workplace Computer

ApplicationsChecking, Examining and Recording

I N D U S T R Y

4


Customer Service Quality Assurance/Quality Control



Behaving ethicallyAbides by a strict code of ethics and behavior; chooses an ethical course of action and does the right thing, even in the face of opposition; encourages others to behave accordingly.

88










Complying with policiesFollows written and verbal directions;

89

complies with organizational rules, policies and procedures.








Communication - Listening and Speaking: ListeningReceives, attends to, interprets, understands, and responds to verbal messages and other cues; picks out important information in verbal messages; understands complex instructions; appreciates feelings and concerns of verbal messages.


Critical and Analytical Thinking:

90

Mental agilityIdentifies connections between issues; quickly understands, orients to, and learns new assignments; shifts gears and changes direction when working on multiple projects or issues.




IntegrationCritically evaluates and analyzes information in written materials; integrates and synthesizes information from multiple written materials.

Writing: MechanicsUses standard syntax and sentence structure; uses correct spelling, punctuation, and capitalization; uses appropriate grammar (e.g., correct tense, subject-verb agreement, no missing words).



Measurement and estimationTakes measurements of time, temperature, distances, length, width, height, perimeter, area, volume, weight, velocity, and speed; uses and reports measurements correctly; converts from one measurement to another (e.g., from

91

English to Metric).





Teamwork: Acknowledging team membership and roleAccepts membership in the team; shows loyalty to the team; determines when to be a leader and when to be a follower depending on what is needed to achieve the team's goals and objectives; encourages others to express their ideas and opinions; identifies and draws upon team members' strengths and weaknesses to achieve results; learns from other team members.


Identifying with the team and its goalsIdentifies the goals, norms, values, and customs of the team; is a team player and contributes to the group's effort; uses a group approach to identify problems and develop solutions based on group consensus; effectively communicates with all members of the group or team to achieve

92

team goals and objectives.


Adaptability/Flexibility: Entertaining new ideasIs open to considering new ways of doing things; actively seeks out and carefully considers the merits of new approaches to work; willingly embraces new approaches when appropriate and discards approaches that are no longer working.

Customer Focus: Keeping customers informedFollows up with customers during projects and following project completion; keeps clients up to date about decisions that affect them; seeks the comments, criticisms and involvement of customers; adjusts services based on customer feedback.






93

Creative Thinking: Seeing the big pictureHas broad knowledge and perspective; pieces together seemingly unrelated data to identify patterns and trends and to see a bigger picture; understands the pieces of a system as a whole and appreciates the consequences of actions on other parts of the system; possesses a big-picture view of the situation.


Working with Tools and Technology: Keeping current Demonstrates an interest in learning about new and emerging tools and technologies; seeks out opportunities to improve knowledge of tools and technologies that may assist in streamlining work and improving productivity. Selecting toolsSelects and applies appropriate tools or technological solutions to frequently encountered problems; carefully considers which tools or technological solutions are appropriate for a given job, and consistently chooses the best tool or technological solution for the problem at hand. TroubleshootingLearns how to maintain and troubleshoot tools and technologies. Workplace Computer Applications: SpreadsheetsUses spreadsheet software to enter, manipulate, edit and format text and numerical data; effectively creates and saves worksheets, charts, and graphs that are well organized, attractive, and useful.

Scheduling and Coordinating: InformingResponds to the schedules of others affected by arrangements; informs others of arrangements, giving them complete, accurate and timely information; insures that others receive needed materials in time.

Checking, Examining and Recording: Detecting errorsDetects and corrects errors, even under time pressure; notices errors or inconsistencies; forwards or processes forms in a timely and accurate manner.

Maintaining logsKeeps logs, records and files that are up-to-date and readily accessible; updates logs, files and records, noting important

94

changes in status.


Customer Service: Listens to customer needs and provides personalized assistance to meet those needs. Customer AssistanceInitiates customer contact; educates the customer regarding products and/or services through telephone, email and/or face-to-face interactions; responds to customer inquires; ensures that appropriate actions were taken to assist customer; resolves customer complaints; refers unresolved customer concerns to appropriate entities for further action. Service PerformanceAssesses customer needs in order to provide personalized customer care; executes customer's service expectations and meets industry standards for service. Quality Assurance/Quality Control: Ensures materials, processes, services, and products meet quality specifications during and after production or performance. Quality AssuranceVerifies to determine whether a product or service that is under development meets specified requirements; inspects products or services during development to catch defects or problems before product or service is finalized; monitors quality of materials throughout the production process. Quality ControlIdentifies quality standards for a product or service; ensures that finished products or services conform to an establish set of quality standards within an industry; determines if a finished product or service meets customer/client requirements; takes action to identify whether products or services conform to requirements or reveal defects; reports quality failures to appropriate individuals for corrective action.

95

Medical Lattices and Skills Tier

96

Veterinarians

Nonfarm Animal Caretakers

ZONE 2 $17,220

Veterinary Assistants and Laboratory

Animal Caretakers ZONE 2 $22,900

Veterinary Technologists and

Technicians ZONE 3 $28,390

Veterinarians ZONE 5 $86,400

Animal Scientists ZONE 5 $54,030

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

97

Registered Nurse

Psychiatric Aides ZONE 2 $26,550

Nursing Aides, Orderlies, and

Attendants ZONE 2 $24,300

Home Health Aides ZONE 2 $19,970

Personal and Home Care Aides

ZONE 2 $19,490

Licensed Practical and

Licensed Vocational Nurses ZONE 3 $38,430

Registered Nurses ZONE 3 $58,100

Psychiatric Technicians

ZONE 3 $29,430

Medical and Health Services Managers

ZONE 5 $71,100

Nursing Instructors and Teachers,


On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

98

Diagnostic Medical Sonographers

Health Specialties Teachers,


Diagnostic Medical Sonographers

ZONE 3 $53,970

Cardiovascular Technologists

and Technicians ZONE 3 $41,970

Radiologic Technicians

ZONE 3 $45,800

Radiologic Technologists

ZONE 3 $45,790

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

99

Pharmacists

Pharmacy Aides

ZONE 2 $18,510

Pharmacy


Pharmacists

ZONE 2 $91,900

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

100

Medical and Clinical Lab Techs

Medical Records and Health

Informational Technicians

ZONE 2 $29,020

Medical and Clinical Laboratory


Medical Equipment Preparers

ZONE 2 $27,430

Medical and Clinical Laboratory

Technologists ZONE 4 $47,750

Medical and Health Services Managers

ZONE 5 $71,100

Medical Scientists, Except

Epidemiologists ZONE 5 $77,060

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

101

Physical Therapists

Physical Therapist

Aides ZONE 2 $23,960

Occupational Therapists

Assistants ZONE 3 $40,170

Physical Therapist Assistant

ZONE 3 $38,120

Massage Therapists

ZONE 3 $29,140

Occupational Therapists

ZONE 5 $59,770

Athletic Trainers ZONE 5 $36,320

Physical Therapists ZONE 5 $68,010

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

102

Dentists

Dental Laboratory Technicians ZONE

2 $35,340

Dental Assistants

ZONE 2 $28,730

Dental Hygienists

ZONE 3 $54,530

Dentists ZONE 5 $116,800

Orthodontists ZONE 5

$145,600

Oral and Maxillofacial

Surgeons ZONE 5

$145,600

Prosthodontists ZONE 5 $145,600

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

103

Physicians

Physical Therapist Aides

ZONE 2 $23,960

Physical Therapist

Assistants ZONE 3 $38,120

Medical Assistants

ZONE 3 $26,020

Physician Assistants ZONE 5 $67,630

Physical Therapists ZONE 5 $68,010

Family and General Practitioners and/or Specialized Doctors

ZONE 5 $145,600+

Surgeons ZONE 5

$145,600+

Anesthesiologists ZONE 5

$145,600+

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

104

Medical Skills Competency Model Tier Name Tier Block

F O U N D A T I O N


Interpersonal Skills Integrity Professionalism

Initiative Dependability and Reliability

Willingness to Learn




Speaking


Active Learning


Computer Skills


Teamwork Adaptability/Flexibility Customer Focus


Creative Thinking


Working with Tools

and Technology

Workplace Computer

Applications


I N D U S T R Y

4



Customer Service

Quality Assurance/Quality Control


Interpersonal Skills: Demonstrating concern for othersShows sincere interest in others and their concerns, and demonstrates sensitivity to the needs and feelings of others; helps others resolve sensitive interpersonal

105

problems as appropriate; looks for ways to help people, and pitches in to help others.


Behaving ethicallyAbides by a strict code of ethics and behavior; chooses an ethical course of action and does the right thing, even in the face of opposition; encourages others to behave accordingly.








Setting challenging goalsEstablishes and maintains personally

106

challenging but realistic work goals; exerts effort toward task mastery; brings issues to closure by pushing forward until a resolution is achieved.








Identifying career interestsTakes charge of personal career development by identifying occupational interests, strengths, options and opportunities; makes insightful career planning decisions based on integration and consideration of others' feedback, and seeks out additional training to pursue career goals.

Participating in trainingTakes steps to develop and maintain

107

knowledge, skills, and expertise necessary to achieve positive results; participates fully in relevant training programs and actively pursues other opportunities to develop knowledge and skills.





SpeakingExpresses information to individuals or groups taking into account the audience and the nature of the information (e.g., technical or controversial); speaks clearly and confidently; information is organized in a logical manner; speaks using common English conventions including proper grammar, tone and pace; tracks audience responses and reacts appropriately to those responses; effectively uses eye contact and non-verbal expression.




108



Attention to detailIdentifies main ideas; notes details and facts; detects inconsistencies; identifies implied meaning and details; identifies missing information; identifies trends.


Writing: ToneWrites in a manner appropriate for business; uses language appropriate for the target audience; uses appropriate tone and word choice (e.g., writing is professional and courteous).


Measurement and estimationTakes measurements of time, temperature, distances, length, width, height, perimeter, area, volume, weight, velocity, and speed; uses and reports measurements correctly; converts from one measurement to another (e.g., from English to Metric).

QuantificationReads and writes numbers; counts and places numbers in sequence; recognizes whether one number is larger than another.

Basic Computer Skills: Using a personal computer and related applications to convey and retrieve information Comprehending the basicsUnderstands and efficiently uses basic

109

computer hardware (e.g. PCs, printers) and software (e.g. word processing software, spreadsheet software) to perform tasks; understands common computer terminology (e.g., program, operating system) and is familiar with the fundamental capabilities of computers.







Resolving conflictsBrings others together to reconcile differences; handles conflicts maturely by exercising "give and take" to achieve positive results for all parties; reaches formal or informal agreements that promote mutual goals and interests, and obtains

110

commitment to those agreements from individuals or groups.



Entertaining new ideasIs open to considering new ways of doing things; actively seeks out and carefully considers the merits of new approaches to work; willingly embraces new approaches when appropriate and discards approaches that are no longer working.



Providing personalized serviceProvides prompt, efficient and personalized assistance to meet the requirements, requests, and concerns of customers; provides thorough, accurate information to answer customers questions and inform them of commitment times or performance guarantees; actively looks for ways to help customers by identifying and proposing appropriate solutions and/or services; establishes boundaries as appropriate for unreasonable customer demands.

Understanding customer needsDemonstrates a desire to understand customer needs; listens to what customers are saying and asks

111

questions as appropriate; demonstrates awareness of client goals.








Generating alternativesIntegrates previously learned and externally obtained information to generate a variety of high-quality

112

alternative approaches to the problem; skillfully uses logic and analysis to identify the strengths and weaknesses, the costs and benefits, and the short- and long-term consequences of different approaches.




Working with Tools and Technology: Keeping current Demonstrates an interest in learning about new and emerging tools and technologies; seeks out opportunities to improve knowledge of tools and technologies that may assist in streamlining work and improving productivity. Selecting toolsSelects and applies appropriate tools or technological solutions to frequently encountered problems; carefully considers which tools or technological solutions are appropriate for a given job, and consistently chooses the best tool or technological solution for the problem at hand. Workplace Computer Applications: E-mailingComposes professional e-mails to communicate business-related information to coworkers, colleagues, and customers; understands the company e-mail system and its basic functions (e.g., replying to/forwarding messages, using electronic address books, attaching files); ensures that key stakeholders are kept informed of communications by copying (i.e., "CCing") them on

113

important e-mails when appropriate.


Scheduling and Coordinating: InformingResponds to the schedules of others affected by arrangements; informs others of arrangements, giving them complete, accurate and timely information; insures that others receive needed materials in time.


VerifyingTakes steps to verify all arrangements; recognizes problems, generates effective alternatives, and takes corrective action.

Checking, Examining and Recording: Completing formsSelects and completes appropriate forms quickly and completely; attends to and follows through on important information in paperwork; expedites forms, orders or advances that require immediate attention.

Detecting errorsDetects and corrects errors, even under time pressure; notices errors or inconsistencies; forwards or processes forms in a timely and accurate manner.



114


Industry Laws & Regulations: Knowledge of local, state, and federal laws and regulations that impact the industry. Legal ResponsibilitiesUnderstands the legal responsibilities of an industry; maintains awareness of the implications of industry actions; demonstrates knowledge of laws, legal codes, court procedures, and/or agency rules; performs duties in accordance with regulations, policies, laws and legislated rights of employees, customers and/or clients. Legal and Regulatory ComplianceComplies with relevant laws issued by federal agencies; follows standards produced by industry organizations; identifies appropriate jurisdiction for local, state, and federal regulatory agencies as they pertain to the industry; applies mandated standards for harassment, labor, and/or employment laws. Customer Service: Listens to customer needs and provides personalized assistance to meet those needs. Customer AssistanceInitiates customer contact; educates the customer regarding products and/or services through telephone, email and/or face-to-face interactions; responds to customer inquires; ensures that appropriate actions were taken to assist customer; resolves customer complaints; refers unresolved customer concerns to appropriate entities for further action. Service PerformanceAssesses customer needs in order to provide personalized customer care; executes customer's service expectations and meets industry standards for service. Quality Assurance/Quality Control: Ensures materials, processes, services, and products meet quality specifications during and after production or performance. Quality ControlIdentifies quality standards for a product or service; ensures that finished products or services conform to an establish set of quality standards within an industry; determines if a finished product or service meets customer/client requirements; takes action to identify whether products or services conform to requirements or reveal defects; reports quality failures to appropriate individuals for corrective action.

115

Bussines Lattices and Skills Tier

116

Logisticians

Logisticians ZONE 4 $64,300

Dispatchers, Except Police, Fire

and Ambulance ZONE 2

$32,900

Production, Planning, and

Expediting Clerks ZONE 2

$39,800

First-Line Supervisors/Manager

s of Production and Operating Workers

ZONE 3 $50,700


s of Mechanics, Installers, and

Repairers ZONE 3

$57,100

Industrial Production Managers ZONE 3 $76,900

Cargo and Freight Agents

ZONE 3 $32,700

$26,700

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

117

Sales Engineer

Telemarketers ZONE 2 $23,800

Door-To-Door Sales Workers, News and Street Vendors, and

Related Workers ZONE 2 $18,700

Parts Salespersons

ZONE 2 $28,600

Retail Salespersons

ZONE 2 $20,100


s of Retail Sales Workers ZONE 2 $36,800

Sales Representatives (Wholesale and

Manufacturing, Technical and Scientific Projects)

ZONE 4 $69,600

Sales Engineer ZONE 4 $70,300

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

118

Finance

Loan Officers ZONE 3 $45,100

Personal Financial Advisors ZONE 4 $60,500

Loan Interviewer and

Clerk ZONE 3 $27,600

$26 00

Securities, Commodities, and Financial Services

Sales Agents ZONE 4 $57,000

Loan Counselors

ZONE 4 $37,100

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

119

Finance 2

Credit Analysts ZONE 4 $45,800

Accountants and Auditors ZONE 4 $56,700

Budget Analysts ZONE 4 $62,700

Financial Analysts ZONE 4 $62,200

Chief Executives

ZONE 5 $132,500

Treasurers and

Controllers ZONE 5 $86,400

Financial Managers

ZONE 4 $86,400

Bookkeeping, Accounting, and Auditing Clerks

ZONE 3 $30,200

Personal Financial Advisors ZONE 4 $60,500

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

120

Survey Researcher

ZONE 4 $21,400

MarketingMarketing Manager ZONE 4 $93,000

Advertising Sales Agent

ZONE 3 $42,900

Public Relations Specialist ZONE 4 $49,400

Advertising and Promotions

Manager ZONE 4

$78,800

Public Relations Manager ZONE 4

$72,300

Market Research Analyst ZONE 4 $47,700

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

121

Insurance UnderwritersInsurance

Underwriters ZONE 4 $57,000

Insurance Sales Agent

ZONE 3 $47,000

Insurance Appraisers, Auto

Damage ZONE 3 $51,300

Insurance Adjusters,

Examiners, and Investigators

ZONE 3 $51,900

Insurance Claims and

Policy Processing

Clerks ZONE 2 $31,100

Title Examiners,

Abstractors, and Searchers

ZONE 3 $35,900

On STEM LIST

Not on list

Zone 5

Zone 4

Zone 3

Zone 5

Zone 4

Zone 3

122

Business Skills Competency Model Tier Name Tier Block

F O U N D A T I O N


Interpersonal Skills Integrity Professionalism

Initiative Dependability and Reliability


Communication - Listening and Speaking

Critical and Analytical Thinking Reading

Writing Mathematics Basic

Computer Skills



Focus



Working with Tools and Technology

Workplace Computer

Applications


I N D U S T R Y

4


Industry Principles & Concepts

Industry Operations & Production


Customer ServiceQuality

Assurance/Quality Control

Sales & Marketing


Interpersonal Skills: Learning about other culturesTakes action to learn about and understand the climate, orientation, needs, and values of other groups, organizations, or cultures.

Maintaining open communicationMaintains open lines of communication with others; encourages others to approach him/her with problems and successes; establishes a high degree of trust and credibility with others.

123

Working with diverse peopleIs flexible and open-minded when dealing with a wide range of people; listens to and considers others' viewpoints; works well and develops effective relationships with diverse personalities.

Integrity: Behaving ethicallyAbides by a strict code of ethics and behavior; chooses an ethical course of action and does the right thing, even in the face of opposition; encourages others to behave accordingly.






Initiative: PersistingPursues work with energy, drive, and a strong accomplishment orientation; persists and expends extra effort to accomplish tasks even when conditions are difficult or deadlines are tight; persists at a task or problem despite interruptions, obstacles, or setbacks.


Taking initiativeGoes beyond the routine demands of the job; takes initiative in seeking out new work challenges and increasing the variety and scope of one's job; seeks opportunities to influence events

124

and originate action; assists others who have less experience or have heavy workloads.

Working independentlyDevelops own ways of doing things; is able to perform effectively even with minimal direction, support or approval and without direct supervision.

Dependability and Reliability: Complying with policiesFollows written and verbal directions; complies with organizational rules, policies and procedures.





Persuasion/InfluenceInfluences others; persuasively presents thoughts and ideas; gains commitment and ensures support for proposed ideas.

SpeakingExpresses information to individuals or groups taking into account the audience and the nature of the information (e.g., technical or controversial); speaks clearly and confidently; information is organized in a logical manner; speaks using common English conventions including proper grammar, tone and pace; tracks audience responses and reacts appropriately to those responses; effectively uses eye contact and non-verbal expression.


Critical and Analytical Thinking: Mental agilityIdentifies connections between issues; quickly understands, orients to, and learns new assignments; shifts gears and

125

changes direction when working on multiple projects or issues.



Attention to detailIdentifies main ideas; notes details and facts; detects inconsistencies; identifies implied meaning and details; identifies missing information; identifies trends.

Writing: Organization and DevelopmentCreates documents such as letters, directions, manuals, reports, graphs, and flow charts; communicates thoughts, ideas, information, messages and other written information, which may contain technical material, in a logical, organized and coherent manner; ideas are well developed with supporting information and examples.




126




Business Fundamentals: Business ethicsDemonstrates respect for coworkers, colleagues, and customers; acts in the best interest of the company, the community, and the environment; complies with applicable laws and rules governing work and reports loss, waste, or theft or company property to appropriate personnel.

Market knowledgeUnderstands market trends in the industry and the company's position in the market; knows who the company's primary competitors are, and stays current on organizational strategies to maintain competitiveness.

Situational awarenessUnderstands the organization's mission and functions; recognizes one's role in the functioning of the company and understands the potential impact one's own performance can have on the success of the organization; grasps the potential impact of the company's well-being on employees.


Establishing productive relationshipsDevelops constructive and cooperative working relationships with others; exhibits tact and diplomacy and strives to build consensus; shows sensitivity to the thoughts and opinions of other team members; delivers constructive criticism and voices objections to others' ideas and opinions in a supportive, non-accusatory manner; responds appropriately to

127

positive and negative feedback.







Providing personalized serviceProvides prompt, efficient and personalized assistance to meet the requirements, requests, and concerns of customers; provides thorough, accurate information to answer customers questions and inform them of commitment times

128

or performance guarantees; actively looks for ways to help customers by identifying and proposing appropriate solutions and/or services; establishes boundaries as appropriate for unreasonable customer demands.







Working with Tools and Technology: Keeping current Demonstrates an interest in learning about new and emerging tools and technologies; seeks out opportunities to improve knowledge of tools and technologies that may assist in streamlining work and improving productivity.

129

Workplace Computer Applications: E-mailingComposes professional e-mails to communicate business-related information to coworkers, colleagues, and customers; understands the company e-mail system and its basic functions (e.g., replying to/forwarding messages, using electronic address books, attaching files); ensures that key stakeholders are kept informed of communications by copying (i.e., "CCing") them on important e-mails when appropriate.


Keyboarding and word processingSkillfully uses word-processing software; streamlines document processing by employing a variety of common software functions; uses correct style and format, even when confronted by uncommon requirements that deviate from standard guides; consults appropriate manuals when uncertain about the correct style and format.

SpreadsheetsUses spreadsheet software to enter, manipulate, edit and format text and numerical data; effectively creates and saves worksheets, charts, and graphs that are well organized, attractive, and useful.

Scheduling and Coordinating: ArrangingMakes arrangements (e.g. for traveling, meetings) that fulfill all requirements as efficiently and economically as possible; handles all aspects of arrangements thoroughly and completely with little or no supervision.


Checking, Examining and Recording: Completing formsSelects and completes appropriate forms quickly and completely; attends to and follows through on important information in paperwork; expedites forms, orders or advances that

130

require immediate attention.




Industry Principles & Concepts: Knowledge of the principles and concepts related to an industry. Industry CharacteristicsExhibits knowledge of industry features and characteristics; demonstrates awareness of industry-related factors that could contribute or hinder product or service development. Industry DevelopmentsDemonstrates awareness of emerging industry concepts and principles; adapts current practices to incorporate advances in an industry. Industry Operations & Production: Performs activities associated with setting up, monitoring, controlling and improving industry processes to meet industry requirements; demonstrates understanding of the operations performed by entities within an industry. Operation ProceduresOperates the equipment and/or machinery involved in the production of goods and/or services; coordinates the operation of equipment to ensure the satisfactory production of goods and/or services; uses techniques and processes that include methods, materials, tools, and technologies to produce goods and/or services. Production ProceduresEngages in the processing and production of goods or services; reads manuals and/or other forms of information to determine production or service processes and production or service requirements; sets up and monitors equipment or materials involved in the production or service process. Industry Laws & Regulations: Knowledge of local, state, and federal laws and regulations that impact the industry. Legal ResponsibilitiesUnderstands the legal responsibilities of an industry; maintains awareness of the implications of industry actions; demonstrates knowledge of laws, legal codes, court procedures, and/or agency rules; performs duties in accordance with regulations, policies, laws and legislated rights of employees, customers and/or clients. Legal and Regulatory ComplianceComplies with relevant laws issued by federal agencies; follows standards produced by industry

131

organizations; identifies appropriate jurisdiction for local, state, and federal regulatory agencies as they pertain to the industry; applies mandated standards for harassment, labor, and/or employment laws. Customer Service: Listens to customer needs and provides personalized assistance to meet those needs. Customer AssistanceInitiates customer contact; educates the customer regarding products and/or services through telephone, email and/or face-to-face interactions; responds to customer inquires; ensures that appropriate actions were taken to assist customer; resolves customer complaints; refers unresolved customer concerns to appropriate entities for further action. Service PerformanceAssesses customer needs in order to provide personalized customer care; executes customer's service expectations and meets industry standards for service. Quality Assurance/Quality Control: Ensures materials, processes, services, and products meet quality specifications during and after production or performance. Quality AssuranceVerifies to determine whether a product or service that is under development meets specified requirements; inspects products or services during development to catch defects or problems before product or service is finalized; monitors quality of materials throughout the production process. Quality ControlIdentifies quality standards for a product or service; ensures that finished products or services conform to an establish set of quality standards within an industry; determines if a finished product or service meets customer/client requirements; takes action to identify whether products or services conform to requirements or reveal defects; reports quality failures to appropriate individuals for corrective action. Sales & Marketing: Promotes and sells industry products and/or services. Product Promotion/SaleIdentifies and pursues prospective customers and appropriate customer bases; monitors customer preferences to determine focus of sales efforts; emphasizes and promotes product features in marketing or sales; directs and coordinates activities involving sales and services; gains customers' commitment to buy products and/or services; demonstrates an ability to close the sale. Product and Service InformationDemonstrates knowledge of products and services as well as promoting, showing, and selling strategies; demonstrates the function, operation and utility of products and services. Sales AssistanceAssists in the selection of products and services based on the match between customer needs and product specifications; informs customers regarding service contracts,

132

estimates delivery of services, and/or other information regarding the purchase of products; resolves customer complaints regarding sales.

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What is STEM Education? Why is STEM Education …€¦ · What is STEM Education? Why is STEM Education Important in the 21st Century? Many prominent leaders have called for reform