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Program Review Winter 2018Manufacturing DepartmentPlastics-Polymer Engineering Technology Certificate & AAASPlastics-Polymer Engineering Technology, AAAS (Ferris State University-Manufacturing Engineering Technology)Plastics-Polymer Engineering Technology, AAAS (Ferris State University-Plastics Engineering Technology)This Program Review was completed byMargaret Sesselmann, Troy Walwood and Scott LampeReview/Evaluation of CIP/SOC CodesGuiding QuestionsTo what extent does the CIP code for this program represent the broad purpose, scope, and content of this program?To what extent does the SOC code(s) identified for this program represent appropriate job(s) that students will be able to obtain with this credential?Are the CIP and SOC codes aligned? ?If not, what changes need to be made?What to Document in FindingsDocument the current CIP code and whether or not a change is warranted. ?If a change is being made, indicate the new CIP code. Document the appropriate SOC codes for this program. ?FindingsCurrent CIP code number is Plastics & Polymer Engineering Technology, AAAS/Certificate (CIP - 15.0607) ?Definition: A program that prepares individuals to apply technical knowledge and skills to plan, manufacture, assemble, test, and prepare parts, machines, and structures in which materials are cast, formed, shaped or molded.Appropriate SOC codes include: ?17-3026; 17-3029.05; 17-3029.07; 17-3029.09; 19-4099.01; 51-1011; 51-4021; 51-4031; 51-9061All SOC codes identified represent appropriate jobs which are obtainable for students graduating with the AAAS Degree (Academic Program Code: 935,797 or 798), or the Certificate (Academic Program Code: 945) credential.All listed CIP/SOC codes are aligned with the program. ?No CIP/SOC changes are needed.Action PlansNo action plans are needed during this review cycle.We do need to continue to review CIP/SOC codes to make sure they are relevant and up to date.Labor Market Information (LMI) Program Health IndicatorsTo what extent does the environmental scanning information and data support the continuation or discontinuation of the program?Guiding QuestionsDoes the traditional LMI support the development or continuation of this program?Does the Job Postings LMI support the development or continuation of this program?Does the environmental scanning data support the development or continuation of this program?What to Document in FindingsWrite a brief summary of how the LMI/Environmental Scanning information supports the continuation or discontinuation of the program. ??If applicable, identify any other data or information that you believe to be valuable in understanding the market/environment for this program.Document any questions or concerns that arose from the discussion with your Dean/Associate Dean about the LMI/Environmental Scanning information. ?Append the LMI analysis from GRCC IRP to this document.Append any other data, information, articles, etc., that you think help to facilitate understanding of the market/environment for the program. ?FindingsThe LMI/Environmental Scanning data supports the continuation of the certificate and AAAS programs. ?The skill set and courses within the programs which make up GRCC’s Plastic and Polymer programs (Academic codes 945, 935, 797 and 798), are appropriate and up to date in the development of students for a wide array of careers. ?Some of these careers are Process Technicians, Mold Setters, Engineers, Sales, Supervisors, Project Engineers, Product Managers and various other careers in the field.A review of the data shows employment opportunities for our graduates. ?We need to fill many open positions in the industry due to the fact that we have an older than average worker in the field. ?This positive trend is going to continue for a long time. We have more jobs than graduates. Our industry partners are very concerned about this huge hole for qualified talent. ?They are turning to GRCC for help. Our Advisory Board has stated many times they have jobs going unfilled because they cannot find enough or qualified people to fill the openings. ?We will continue to work with our Advisory Board and figure out how we can help them fill these openings.On 2/19/18 Senator Debbie Stabenow was at the College for a visit and listed below is a summary of some the important items she discussed and it all goes back to not enough people to fill the jobs.GRAND RAPIDS, MICH. - Michigan needs to continue building on efforts to eliminate unfilled jobs throughout the state, said Democratic Sen. Debbie Stabenow Monday at a conference in Grand Rapids. The senator cited a report by Deloitte and the Manufacturing Institute that claims, by 2025, over 3.5 million manufacturing jobs will become available, with many going unfilled. "I've been doing small business visits all over Michigan," Stabenow said. "Everywhere I go...I ask people the same question, 'What's your biggest challenge?' The number one answer was talent. 'We need a skilled workforce. I don't have the workers I need.'" Stabenow's plan also focuses on connecting students with career and job opportunities. ?"[I want to] make more opportunities for students to use Pell grants and make more financial aid," she said. " And we don't have enough career counselors...We are, unfortunately, one of the states with the highest ratios of students to career counselors. And that affects how much time career counselors can spend time with students." Action PlansNo action plans related to the LMI/Environmental Scanning analysis are needed.Key Performance Indicator AnalysisWhat do the GRCC Key Performance Indicators (KPIs) and Perkins Indicators (if applicable) tell us about the program?Guiding Questions Enrollment & Demographics ?Is the program consistently attracting new students?Do the current enrollment trends ensure program viability and sustainability? ?Given the LMI information, what is an appropriate size for this program (to ensure there is not oversaturation in the market or demand that exceeds supply)?Retention & GraduationDo students appear to be progressing through the program well? ?Are there concerns in this area? To what extent are students transferring prior to graduation? ?What are possible reasons for this?Is the yearly ratio of the number of students enrolled to the number of graduates appropriate given program goals? ?Why or why not?What to Document in FindingsWrite a brief summary of the trends for each of the KPIs for the program using the guiding questions.Document any questions or concerns that arose from the discussion with your Dean/Associate Dean about the KPIs. ?Append the data summaries from GRCC IRP. ?Append any other data, information, articles, etc., that you think help to facilitate understanding of KPIs. ?FindingsNo actions or changes were suggested as a result of the KPI Analysis work session.Our Certificate Degree (code 945) is very popular among our Industry Partners because it gives students flexibility with only 2 core classes and then options for them after that. ?The younger student is attracted to the transfer programs (code 797 and 798) and the working adult is attracted to the 2 year AAAS degree (code 935). So as you can see we can accommodate every type of student.As we look at the data it is showing that enrollment of new students in all of the programs continues in an overall steady trend. ?Current workforce needs show this trend is going to continue because of the need for qualified personnel. We see this trend continuing to grow in the future.We did discuss how developing a common understanding of how students are advised in the laddered programs would help in interpreting the enrollment and graduation data in the future.One key finding from the Plastics program was the increase in graduates since the curriculum has been restructured!The retention and graduation rates are consistent with other programs at the college. ?We have many non-traditional students that will come to the college to simply upgrade a skill while having no intention of receiving a credential. ?I do not know how those students are tracked but we do have several at the college currently updating a job skill. We try and convince these students to continue on to a Certificate or AAAS degree. ?Students seem to be flowing through the programs successfully. ?We have a seamless transition from one-degree program to the next. ?We have a plan in process that will capture if a student wants to go a different direction within the degreed programs. ?It is seamless from our Certificate to AAAS degrees, if a student’s wants to.There was a question about the seemingly high number of graduates in the Plastics - FSU ME program that might be worth further investigation. ?Action PlansWe do not know how to track this but it would be nice to track how once our transfer students go on the 4-year institution how they do there. ?Today, it is just a conversation with the college or a student and we just ask how things are going. We do not track that and it would be nice to see.We would also like to see how students are doing once they graduate from here. ?That is also a word of mouth, if we run into a student someplace and ask how things are going. ?We ask the student to keep in touch once they leave here. They say they will, but it never seems to go anywhere from there. ?The next time we hear from them is in an email when they say I am working at this company and we need people, what do you have for me. ?There is something that we are not certain if the data catches this is, we track graduation rates and lots of other things. ?Do we track once a student leaves here what are they doing? All of our students that want to work can work. We usually have several job opportunities for these students. ?Job placement is very high for our graduates. We do not know if we capture that in the data but it would be nice to know, once a student leaves here how are they doing? Curriculum ReviewGuiding QuestionsTo what extent is the program curriculum aligned with the external professional standards? ?What changes should be made to ensure alignment? Are the current courses within the program or discipline appropriately and sufficiently addressing external standards? Are the Program Learning Outcomes and competencies organized in a way that is easy to use assessment data for improvement? Are new courses needed? ?Are there Program Outcomes or “goals” expected for the program other than the GRCC Key Performance Indicators for academic programs? (often aligned with accreditation standards)Do what extent are the Program Learning Outcomes meeting the criterion on the Program Learning Outcome checklist?Do the Program Learning Outcomes adequately cover the external standards?Are the Program Learning Outcomes and competencies organized in a way that is easy to use assessment data for improvement? What changes were made to the PLOs?Which ILO competencies will be embedded in the curriculum?Identify which ILO competencies are being embedded in the program.What was learned about the curriculum from the Curriculum Mapping?Are the pre-requisites for the courses in the program appropriate?What to Document in FindingsDocument External Standards with which this program is aligned. ?Paste link to additional pertinent information about external standards OR append this information.Document newly identified Program Outcomes.Document the revised Program Learning Outcomes.Document the ILO competencies being embedded in the program and how they were selected.Document changes that are being made to the program and/or courses.Append the Curriculum Map.FindingsProgram OutcomesNo Program Outcomes have been identified for this program.Program Learning OutcomesNewly Identified Program Learner Outcomes (PLO) Include: ? Use Proper safety equipment and procedures while working with the equipmentProperly install molds and dies into molding machines and set up auxiliary equipmentFollow proper procedures, including troubleshooting, to produce a quality molded part that meets the proper dimensions and appearance criteria.Understand behavior of polymer materials and their characteristicsIt is important to note that the above PLO’s were created and approved by our Plastics Advisory Board which is made up of Industry Leaders and experts in the field. ?This work was completed during our Advisory meetings in the fall of 2017 and Winter of 2018.Institutional Learning OutcomesInstitutional Learning Outcomes (ILO) embedded in the program include:Critical ThinkingCT1CT2CT4CT7CT8CT9CT10CommunicationCS1CS3CS5CS7CS9Social ResponsibilityNonePersonal ResponsibilityPR1PR3PR4PR5PR6PR9PR10These ILOs were selected were based on the experience of the Faculty and Advisory Board Members. ?If you would like to see more detail of the PLO’s and ILO’s they are listed in the Plastics Engineering Technology Curriculum Map.Credit of Prior LearningIndustry at current does not have a standardized program at which to measure student success, however industry does offer alternative training through RJG Inc. The course work at RJG, has become nationally recognized and has been offered and taught at GRCC to assist companies in the region. GRCC offers training in addition to the degree programs; Systematic Molding 1 and Master Molder 1. This coursework is applicable to aiding students in their knowledge base and students may also use credit for prior learning to with knowledge learned in these courses to meet some course requirements. For more details about this, see Appendix IV. Curriculum ChangesThe following changes were made for the 2018-2019 academic year: For the AAAS degree code (935) we have reduced the credit hours for completion from 64 to 61. We did this by giving the students more options when it comes to selecting a few core classes. ?We are allowing students to select on class out of the following to achieve this. They can select either DR-150, EG-110 or MN-249. During advising times, we will work with the student to help them determine which class to choose based on their goals down the road.As of this writing our Articulation Agreements with Ferris State University are in process with completion of those in the very near future. ?Both institutions are interested in continuing both the Plastics-Polymer Engineering Technology, AAAS (Ferris State University-Manufacturing Engineering Technology) Plastics-Polymer Engineering Technology, AAAS (Ferris State University-Plastics Engineering Technology). We are just waiting for Ferris to finish their portion of the agreements.Action PlansWe will be adding a Social Responsibility Activity SR 6 to our MN-220 class. ?No further action plans are required during this cycle for programs already in place.Assessment of Student Learning PlanningIn planning for assessment, identify which Program Learning Outcome and Institutional Learning Outcome you will be evaluating and the method you will be using to gather data about that outcome (see measures below) over the next 5-years.OUTCOMES & MEASURES IDENTIFICATIONIdentify the type of measurement instrument used to collect data and where/how this will be accomplished, i.e., which course. ?Indicate whether the measure is a direct or indirect measure of student learning. You must include at least one direct measure. ?Examples of common direct measures include tests, quizzes, projects w/rubrics, student performance w/ratings or rubric, and written assignment w/rubric. ?Common examples of indirect measures include: student surveys, faculty surveys, focus groups, advisory board minutes, and faculty discussions.Plan for Assessment of Institutional Learning OutcomesInstitutional Learning OutcomeMeasure(s)Academic Year Outcome will be assessedCritical ThinkingMN 100 Group Project-CT 1: Students create a seven step problem resolution metrics, provided by a predetermined issue statement: written assignment w/rubric. Direct2018 - 2019 (data collection)2019-2020 (implement change/collect data)CommunicationMN 217- Assessment-CS 7 - Written Assignment with PowerPoint and presentations (Lab group activity) Hydraulic ApplicationDirect2020-2021 (data collection)2021-2022 (implement change/collect data)Social Responsibility MN 220-Group Discussion about recycling and the pros and cons of doing thatDirect2022-2023 (data collection)2023-2024 (implement change/collect data)Personal ResponsibilityMN 220-Group Work lab #4 Injection Molding lab exercise with excel document completed, working well in teamsDirect2017-2018 (collect data)2018-2019 (implement change/collect data)Program Learning OutcomesProgram Learning OutcomeMeasure(s)Academic Year Outcome will be assessedUse proper safety equipment and procedures while working with the equipment.Assessed by testing in the MN 244 courseMeasured in each of the following MN 165, MN 219, MN 220 and MN 242Direct2020-2021 (collect data)2021-2022 (implement change/collect data)Properly install molds and dies into molding machines and set up auxiliary equipment.Assessed by final assignment in MN 242, following die change documentation in lab manual. Direct2018-2019 (collect data)2019-2020 (implement change/collect data)Follow proper procedures, including troubleshooting, to produce a quality molded part that meets the proper dimensions and appearance criteria.MN 242 final exam lab project, producing properly manufactured part injection molded process; completed D2 setup card with examplesDirect2018-2019 (collect data)2019-2020 (implement change/collect data)Understand behavior of polymer materials and their characteristics. Assessed in MN 219 written examDirect2018-2019 (collect data)2019-2020 (implement change/collect data)Action PlansCommunication ILO - Develop a check sheet/rubric for data collection for Written Assignment/PowerPoint (MN -217)Social Responsibility - MN 220-Group Discussion about recycling and the pros and cons of doing that (create test questions to be added to Test 1 in MN 220)Appendix IAdditional article reports on the needs in our industry:Plastics Industry Adds Jobs, continues to Outpace Manufacturing as a Whole in Plastics Industry Association’s Size & Impact ReportFor more information, contact:Jacob Barron Manager, Communications202.974.5249jbarron@Wed January 11, 2017U.S. plastics industry remains third-largest manufacturing sector overall, accounts for $418.4 billion in shipments and 954,000 workers in 2015.WASHINGTON, January 11, 2017—The Plastics Industry Association’s (PLASTICS’) Size & Impact Report showed that the U.S. plastics industry is ready to lead a revolution in American manufacturing. Using the most recently available data, the report found that the U.S. plastics industry accounted for $418.4 billion in shipments in 2015 and 954,000 jobs, a 1.4-percent increase over 2014. When suppliers to the U.S. plastics industry are included, the total shipments figure balloons to $571.5 billion, and the jobs figure soars to 1.75 million, a nearly three-percent increase.The report also showed plastics’ continued, 35-year track record of strength when compared to the U.S. manufacturing sector as a whole. From 1980 to 2015, the U.S. plastics industry has outpaced all of U.S. manufacturing in terms of growth in real shipments, real value added, productivity growth and, most impressively, employment, adding jobs at an annualized rate of 0.3 percent during that time period, while manufacturing as a whole lost jobs at an annualized rate of -1.2 percent.“On the heels of the arrival of a new Congress and, soon, a new Administration, the Size & Impact Report shows why the plastics industry will be such an important part of the effort to support job growth in manufacturing. The U.S. plastics industry continues to meet the needs of the global market, and then some; every day seems to bring news of a new, innovative application for plastic materials that makes the world a stronger, more sustainable place,” said PLASTICS President and CEO William R. Carteaux. “The plastics industry is ready to work together with Congress, the Administration and its partners to lead American manufacturing into a new golden era.”The latest Size & Impact Report, the first released under the organization’s new brand, Plastics Industry Association, comes on the heels of its Global Business Trends Report and differs in that it also includes state-level data and insights. State highlights include Texas being home to the largest number of plastics employees, with 76,700, but the plastics industry is most important to Indiana, where jobs in plastics account for 16.5 of every 1,000 non-farm jobs. Michigan is a close second in this regard, with 16.1 of every 1,000 non-farm jobs being in plastics.For a full copy of the U.S. Size & Impact Report, email Jacob Barron (jbarron@).###The Plastics Industry Association (PLASTICS), formerly SPI, is the only organization that supports the entire plastics supply chain, representing nearly one million workers in the $418 billion U.S. industry. Since 1937, PLASTICS has been working to make its members and the industry more globally competitive while advancing recycling and sustainability. To learn more about PLASTICS’ education initiatives, industry-leading insights and events, networking opportunities and policy advocacy, and North America’s largest plastics trade show, NPE: The Plastics Show, visit . Connect with PLASTICS on Twitter, Facebook and LinkedIn.From car parts to chemicals, the manufacturing sector is responsible for a fifth of Michigan’s output What does Michigan make?By Violet Ikonomova HYPERLINK "" @violetikon HYPERLINK "" ShutterstockA 2017 Ford Mustang. The car is built at Michigan’s Flat Rock Assembly Plant.We couldn't do a guide chronicling all of the cool things made in Michigan without taking a page to talk about the state's biggest economic driver: the manufacturing sector.Sure, Michigan ?— and the United States overall — is not the manufacturing powerhouse it once was, largely due to a drop in demand for domestic goods because of the cheaper cost of things made abroad, but the sector remains vital to Michigan's economy — much more so than in other states.Manufacturing accounts for 20 percent Michigan's total output, according to the National Association of Manufacturers — the second highest share of state gross domestic product in the country. And the sector employs about 14 percent of the state's total workforce. More than 600,000 Michiganians held manufacturing jobs as of May 2017, making Michigan the state with the third-most manufacturing jobs as a share of total employment.And while manufacturing job growth has been largely stagnant in the U.S. since the recession, Michigan has bucked the trend. According to the Michigan Manufacturers Association (MMA), the state has led the nation in manufacturing job growth every year since 2009. In the past 12 months, the sector has added 10,000 jobs."The state has been breaking down all sorts of competitive barriers — for example, eliminating the personal property tax on manufacturing equipment," says Mike Johnston, vice president of government affairs for the MMA. "Michigan [also] did a great job of making sure the auto industry recovered here, when it could have gone anywhere else."Indeed, the bulk of Michigan's manufacturing jobs are auto-related, with metals, machinery, food and beverage, and plastics and rubber rounding out the top five manufacturing employment sectors in the state.But despite the recent success of the automotive industry, Michigan's manufacturing sector, overall, is expected to see a 1.5 percent decline in employment by 2020, according to the state's Workforce Development Agency.The projected decline comes as manufacturing plants around the state see advanced technology take hold, but economists and manufacturing experts alike are hesitant to say if improved technology will lead to job losses."Robots are not taking over the factory, much the opposite," says Robert Scott, senior economist and director of trade and manufacturing policy research at the Economic Policy Institute. "The problem is that demand [for domestic products] is not growing at all, and so any productivity growth has resulted in job loss."Scott says two factors are to blame: an increase in demand for imported manufactured goods because they're cheap, and generally slow economic growth in the wake of the recession.But despite that national trend, manufacturing experts believe the sector will remain a mainstay of the Michigan economy for years to come. They say the challenge, however, will lie in getting people to pursue different skill-sets as the nature of the work evolves."We need workers who can run the modern manufacturing plant that involves automation," says Johnston. "Because it increases efficiency and production ... you need more people with higher skill sets."Governor Rick Snyder in 2015 launched an effort to increase skilled trades employment in the state and has devoted tens of millions of dollars in state money to expanding career technical training at community colleges and high schools.Says Johnston, "The state that wins the battle [to improve career technical development] will win the economic growth battle."Appendix IILabor Market Information (LMI) Program Health Indicators Program InformationProgram Name: Tooling and Manufacturing Technology, AAAS (908); HYPERLINK "" Tooling and Manufacturing Technology, Certificate (920); Plastics & Polymer Engineering Technology, AAAS (935); Plastics and Polymer Engineering Technology, Certificate (945)Program CIP: 48.0501, 15.0607, 15.0612, 15.0613, 15.0699Program SOC(s): 17-3026, Industrial Engineering TechniciansDefinition of Market: Prosperity Region 4 – Allegan, Barry, Ionia, Kent, Lake, Mason, Mecosta, Montcalm, Muskegon, Newaygo, Oceana, Osceola, Ottawa CountiesDate: April 17, 2017Data SummaryIndicatorValueValue 2ColorCurrent Workforce Size 2015-20161,2281,247Projected Growth 2015-202512%148 JobsProjected Annual Openings/2015 Annual Openings4855Regional Completions 201480Supply Gap (+25)*Percent Potential Retirement over the next 10 Years.22%279 jobsUnique Job Postings vs Total Job Postings Jan. 2015 to Jan. 20171,5897,807Posting Intensity for Regional jobs for IET compared to All Jobs in Region5:17:1Average Monthly Hires to Average Monthly Postings36:591:2Median Hourly Wage$21.12Decision Making ProcessHow large is the current WF? There were 1,228 workers employed regionally as Industrial Engineering Technicians (IET) in 2015, the number grew to 1,247 in 2016 (1.5% increase)What is the percentage growth projected over the next 10 years? 12% (As fast as average.)By how many workers will be added to the occupation over the next 10 years? 148Is the size and growth of the occupation sufficient to support the program? YesIf yes, Healthy continue to #2.If no, consider #2, #3What were the annual openings in 2015? 55 (This is more than the projected annual openings (48) over the next 10 years.)How many completions were awarded in 2014? 80Supply Surplus (+25)*Are the annual openings greater than the completions? NoIf no, we are probably over producing graduates in this area, but consider #3What percentage of the occupation may retire over the next 10 years?Greater that 15%? (279 potential retirements)10 -15% (>200 potential retirements)Less than 10%Yes if “a.” or “b.”, consider relative to #1If no, consider # 1 & #2 and other factors Were the number of unique job postings over the past 12 months large enough to show evidence of demand?(> 2000 High Demand)1,589(> 1000 Moderate Demand)(< 1000 Low Demand)If “yes,” go to #5If low or none, consider gathering environmental scanning data (occupation may no post jobs online)What is the Posting Intensity of the occupation compared to the Posting Intensity of the Region? [Compare the current month’s total postings/current months unique postings (Posting Intensity) to the region’s Posting Intensity] Industrial Production Technicians 5:1, Region 7:1If Occupation’s Posting Intensity is >/= Regional Posting Intensity, move aheadIf low, consider all other factors, including environmental scanning and #6What is the ratio of average monthly hires to average monthly postings? 36:59 or 1:2Health: If high, No, but the ratio shows that manufacturing is advertising monthly for more than they are hiring.If low, consider 1-5 or seek out environmental scanning data What wages can a completer becoming an Industrial Production Technician expect?25th Percentile75th PercentileMedian Wage$17.29$26.84$21.12If Median Wages greater than $12/hour, Yes.If less than $12/hour, examine 1-6 and get employer data about wage.Analysis NarrativeThe number of Industrial Engineering Technicians in the region are growing and will continue to grow through 2025.In 2015 there were 1,228 Industrial Engineering Technicians in our 13 County Area. The number grew to 1,247 in 2016, a 1.5% increase. The 10 year forecast for this occupation shows it growing as fast as average at a rate of 12%. This will add 148 jobs to the occupation between 2015 and 2025.Growth is not the only source of openings for Industrial Engineering Technicians. Forty-eight (48) openings are projected annually due to growth and replacement during the same 10 year period. The demand for Industrial Engineering Technicians is less than the supply which means there are less openings than completers (80 in 2015) annually. In actuality there were 55 opening in 2015 causing a surplus gap of (+252) in the region. In part, the number of annual openings will be driven by the fact that 22% (279 out of 1,228) of the workforce could potentially retire over the next ten years. The number of completions may in fact not be accurate because there are several CIP codes used for the same occupation and it is not certain what occupation they actually acquire.Another indicator of a demand in the occupation is reflected in the number of unique Internet job posting over the past 2 years. Between 2015 & 2017 there have been 1,589 unique postings in our region. Internet postings are not the only way that manufacturing uses to recruit new workers, but it is one indicator of demand.Another indicator of job demand is the ratio of the number of average monthly posting to the number of unique postings (Defined as Posting Intensity). For Industrial Engineering Technicians this ratio is 5:1 and is less than the ratio for all job ads (7:1) in the region. This is an indicator that employers are making an average effort to get qualified workers as evidenced by the number of Internet job ads.A similar metric that indicates that jobs for Industrial Engineering Technicians are in demand is the ratio of average monthly hires to average monthly postings. There 1 hire monthly for every 2 job ads posted which indicates that employers are advertising for more workers than they are hiring. This could mean that there are not enough IETs available.Finally the median wage is above $12/hr. and the starting wage is between $14.77 and $17.29 per hour. (Starting wages could vary depending on education, experience, geographic region, and employer.)Observations: Considering all the data above, from multiple sources, growth and demand for Industrial Engineering Technicians is moderate to high and GRCC should explore the knowledge and tasks needed through O-Net and employer feedback to determine exactly what the market is looking for. Data show that the number of actual openings is less than the projected openings. However, it has been difficult to determine the actual supply of IETs in the region. Further research could discover more growth for this occupation. A cautionary note is that the data does not include completers from GRCC’s non-credit Job Training program (or other non-credit programs) nor does it include completers from ISD’s who could potentially compete for some jobs in the field. Opportunities & Threats Opportunities2017 Manufacturing Trends: Five articles about external forces affecting Manufacturing.Other Trends:Information TechnologyAutomationProductivityRoboticsAdditive ManufacturingInternet of Things (IOT)Ferris State University has a Bachelor’s degree for Manufacturing Engineering Technology. This may be a possible transfer opportunity.O-Net has several other titles which may be an indication of emerging jobs, but at this point have no regional data. These links provide the knowledge, skills and abilities needed for these emerging occupations. They include:Quality Control AnalystsRobotics TechniciansIndustrial Engineering TechnologistsMechanical Engineering TechnologistsManufacturing Production TechniciansThreatsPrograms in Manufacturing in the region are found at Ferris State University, Muskegon Community College, Montcalm Community College, and West Shore Community College. In 2015 Ferris had the most completers in manufacturing (88) while GRCC had 25 completers. The other community colleges had very few graduates in the occupations studied. It is difficult to assess the overall supply gap for manufacturing jobs in the 13 county region because it is difficult to determine the overall supply. Job Postings for many of the occupations would suggest that completers with manufacturing skills (particularly high skill-high tech) are in great demand. We also see the supply gap in manufacturing emphasized in many area articles. Feedback from groups such as Talent 2025 employers would also support this high demand. It is interesting to note that 29 awards for CNC Machinist were award by Ferris State University at the Certificate level. Also, as mentioned above we don’t have a complete accounting of all completers in manufacturing. However, it is safe to say that manufacturing jobs are presently undersupplied in the region. The biggest threat is the cyclic nature of the demand for manufactured goods, especially automobiles, which could see a downturn in future. The best strategy to counter this possible threat is to produce completers that have both high skill and high tech abilities.Analysis QuestionsDoes the traditional LMI support the development or continuation of this program?If yes, move forward If yes with concerns/considerations, identify next step/action planIf no, pursue Program DiscontinuationDoes the Job Postings LMI support the development or continuation of this program?If yes, move forward If yes with concerns/considerations, identify next step/action planIf no, pursue Program DiscontinuationDoes the environmental scanning data support the development or continuation of this program?If yes, move forward If yes with concerns/considerations, identify next step/action planIf no, pursue Program DiscontinuationSources and NotesNote: Growth rate: the percent change in the number of jobs added or lost in a U.S. occupation or industry over a given projection period; growth rate adjectives used in the OOH are defined by the following percent changes for the 2012–22 employment projections:much faster than the average: 22 percent or morefaster than the average: 15 percent to 21 percentas fast as the average: 8 percent to 14 percentmore slowly than the average: 3 percent to 7 percentlittle or no change: –2 percent to 2 percentdecline: –3 percent or more AnalystEMSI Job Postings AnalyticsLabor Market Information (LMI) Program Health Indicators Program InformationProgram Name: Tooling and Manufacturing Technology, AAAS (908); Tooling and Manufacturing Technology, Certificate (920); Plastics & Polymer Engineering Technology, AAAS (935); Plastics and Polymer Engineering Technology, Certificate (945)Program CIP: 48.0501, 15.0607, 15.0702Program SOC(s): 51-9061, Inspectors, Testers, Sorters, Samplers, and WeighersDefinition of Market: Prosperity Region 4 – Allegan, Barry, Ionia, Kent, Lake, Mason, Mecosta, Montcalm, Muskegon, Newaygo, Oceana, Osceola, Ottawa CountiesDate: April 17, 2017Data SummaryIndicatorValueValue 2ColorCurrent Workforce Size 2015-20166,6156,761Projected Growth 2015-202514%938 JobsProjected Annual Openings/2015 Annual Openings277396Regional Completions 201476Supply Gap (-320)Percent Potential Retirement over the next 10 Years.24%1,579 jobsUnique Job Postings vs Total Job Postings Jan. 2015 to Jan. 20171,0538,420Posting Intensity for Regional Quality Jobs compared to All Jobs in Region8:17:1Average Monthly Hires to Average Monthly Postings329:418:1Median Hourly Wage$14.98Decision Making ProcessHow large is the current WF? There were 6,615 workers regionally employed as Inspectors, Sorters, Testers, Samplers and Weighers (QCTs) in 2015, the number grew to 6,761 in 2016 (22% increase)What is the percentage growth projected over the next 10 years? 14% (As fast as average.)By how many workers will be added to the occupation over the next 10 years? 938Is the size and growth of the occupation sufficient to support the program? YesIf yes, Healthy continue to #2.If no, consider #2, #3What were the annual openings in 2015? 396 (This is greater than the projected annual openings (277) over the next 10 years.)How many completions were awarded in 2014? 76Supply Gap (-320) Are the annual openings greater than the completions? YesIf no, we are probably over producing graduates in this area, but consider #3What percentage of the occupation may retire over the next 10 years?Greater that 15%? (>600 potential retirements)10 -15% (>200 potential retirements)Less than 10%Yes if “a.” or “b.”, consider relative to #1If no, consider # 1 & #2 and other factors Were the number of unique job postings over the past 2 years large enough to show evidence of demand?(> 2000 High Demand)1,579(> 1000 Moderate Demand)(< 1000 Low Demand)If “yes,” go to #5If low or none, consider gathering environmental scanning data (occupation may no post jobs online)What is the Posting Intensity of the occupation compared to the Posting Intensity of the Region? [Compare the current month’s total postings/current months unique postings (Posting Intensity) to the region’s Posting Intensity] QCTs 8:1, Region 7:1If Occupation’s Posting Intensity is >/= Regional Posting Intensity, move aheadIf low, consider all other factors, including environmental scanning and #6What is the ratio of average monthly hires to average monthly postings? 329:41 or 8:1Health: If high, YesIf low, consider 1-5 or seek out environmental scanning data What wages can a Quality Control Technician expect?25th Percentile75th PercentileMedian Wage$11.78$18.85$14.98If Median Wages greater than $12/hour, Yes.If less than $12/hour, examine 1-6 and get employer data about wage.Analysis NarrativeThe number of Quality Control Technicians in the region is growing and will continue to grow through 2025. Replacement due to potential retirements will be the largest source of demand.In 2015 there were 6,615 Quality Control Technicians in our 13 County Area. The number grew to 6,761 in 2016, a 22% increase. The 10 year forecast for this occupation shows it growing as fast as average at a rate of 14%. This will add 938 jobs to the occupation between 2015 and 2025.Growth is not the only source of openings for QCTs. Two hundred and seventy-seven (277) openings are projected annually due to growth and replacement during the same 10 year period. The demand for QCTs is greater than the supply which means there are more openings than completers (76 in 2015) annually. In actuality there were 396 opening in 2015 causing a supply gap of (-320) in the region. In part, the number of annual openings will be driven by the fact that 24% 1,579 out of 6,615) of the workforce could potentially retire over the next ten years.Another indicator of a demand in the occupation is reflected in the number of unique Internet job postings. Over the past 2 years (2015-2017) there have been 1,053 unique postings in our region. Internet postings are not the only way that the manufacturing industry uses to recruit new workers, but it is one indicator of demand.Another indicator of job demand is the ratio of the number of average monthly posting to the number of unique postings (Defined as Posting Intensity). For QCTS this ratio is 8:1 and is greater than the ratio for all job ads (7:1) in the region. This is an indicator that employers are making an extra effort to get qualified workers as evidenced by the number of Internet job ads.A similar metric that indicates that jobs in QCTs are in demand is the ratio of average monthly hires to average monthly postings. There are 8 hires monthly for every job ad posted which indicates a strong demand for QCTs.Finally the median wage is above $12/hr. and the starting wage is between $10.23 and $11.78 per hour. This is $2.75 below the national average. If demand continues wages should rise for qualified QCTs. (Starting wages could vary depending on education, experience, geographic region, and employer.)Observations: Considering all the data above, from multiple sources, growth and demand for Quality Control Technicians is high and GRCC could potentially increase the number of program completions to meet market demand. This is especially true since the gap between completers and the number workers needed in the field is increasing. Data show that the number of actual openings is far greater than the projected openings Opportunities & Threats See Industrial Engineering Technicians for this report.Analysis QuestionsDoes the traditional LMI support the development or continuation of this program?If yes, move forward If yes with concerns/considerations, identify next step/action planIf no, pursue Program DiscontinuationDoes the Job Postings LMI support the development or continuation of this program?If yes, move forward If yes with concerns/considerations, identify next step/action planIf no, pursue Program DiscontinuationDoes the environmental scanning data support the development or continuation of this program?If yes, move forward If yes with concerns/considerations, identify next step/action planIf no, pursue Program DiscontinuationSources and NotesNote: Growth rate: the percent change in the number of jobs added or lost in a U.S. occupation or industry over a given projection period; growth rate adjectives used in the OOH are defined by the following percent changes for the 2012–22 employment projections:much faster than the average: 22 percent or morefaster than the average: 15 percent to 21 percentas fast as the average: 8 percent to 14 percentmore slowly than the average: 3 percent to 7 percentlittle or no change: –2 percent to 2 percentdecline: –3 percent or more AnalystEMSI Job Postings AnalyticsAppendix IIIKPI DataEnrollmentA. All Students and Students New to ProgramEnrollment by Program, Fall 2012 to Fall 2016PlanDescription20122013201420152016935Plastics-Polymer Eng. Tech. AAAS1. All Students28323026222. New Studentsa. First Time in any College76141b. Transfers-in or Plan Changers65334945Plastics-Polymer Eng. Tech. Certificate1. All Students549252. New Studentsa. First Time in any College10201b. Transfers-in or Plan Changers11122797Plastics-Polymer Eng. Tech. FSU Mfg. Eng. AAAS1. All Students19171520222. New Studentsa. First Time in any College31332b. Transfers-in or Plan Changers44324798Plastics-Polymer Eng. Tech. FSU Plastics Eng. AAAS1. All Students511921232. New Studentsa. First Time in any College10354b. Transfers-in or Plan Changers01125908Tooling and Manufacturing AAAS1. All Students671061231161292. New Studentsa. First Time in any College1417221615b. Transfers-in or Plan Changers1230201923920Tooling and Manufacturing Certificate1. All Students13112213202. New Studentsa. First Time in any College32823b. Transfers-in or Plan Changers11513GRCC Headcount17,42616,61315,66914,93814,465B. Demographics of Students in Program, Fall 2012 to Fall 2016935 Plastics-Polymer Eng. Tech. AAAS20122013201420152016% Female7%9%3%4%9%% Male93%91%97%96%91%% Full-time36%31%23%15%23%% Part-time64%69%77%85%77%Average Age2831313130% American Indian0%0%0%0%0%% Asian0%0%7%4%5%% Black7%13%7%8%5%% Hispanic0%9%7%8%9%% White82%69%73%81%82%% Other or Unknown11%9%7%0%0%945 Plastics-Polymer Mfg. Tech. Certificate20122013201420152016% Female0%0%0%0%0%% Male100%100%100%100%100%% Full-time20%25%22%0%0%% Part-time80%75%78%100%100%Average Age3730324138% American Indian0%0%0%0%0%% Asian0%0%0%0%20%% Black0%25%22%0%0%% Hispanic20%0%11%0%0%% White80%50%67%100%80%% Other or Unknown0%25%0%0%0%797 Plastics-Polymer Eng. Tech. FSU Mfg. Eng. AAAS20122013201420152016% Female5%0%6%15%14%% Male95%100%94%85%86%% Full-time32%24%31%25%23%% Part-time68%76%69%75%77%Average Age2528292526% American Indian0%0%0%0%5%% Asian5%6%13%10%9%% Black0%0%6%5%5%% Hispanic5%6%6%10%14%% White79%65%56%65%64%% Other or Unknown11%24%19%10%5%A. Student Progress*PlanCodeDescriptionN StudentsGraduated OnlyGraduated/ TransferredTransferred OnlyEnrolled FA16Left EdGrad/Transfer/ Still Here935Plastics-Polymer AAAS34412151265%945Plastics-Polymer Cert.82003363%797Plastics-Polymer FSU M.E.27003141063%798Plastics-Polymer FSU P.E.2211116386%908Tooling & Mfg. AAAS1491156923577%920Tooling & Mfg. Cert.25001121252%Total Workforce Development***8,2526641448093,7112,92465%* One-year progress measure; i.e., the fall 2016 status of students who were enrolled in the program in the 2015-2016 academic year.B. Awards Conferred, by YearAcademic YearPlanDescription2011-20122012-20132013-20142014-2015**2015-2016935Plastics-Polymer AAAS02543945Plastics-Polymer Cert.0001110797Plastics-Polymer FSU M.E.00020798Plastics-Polymer FSU P.E.00011908Tooling & Mfg. AAAS35221016920Tooling & Mfg. Cert.1261415Total Workforce Development***769809788939825**Project Win-Win conferred awards to students who were enrolled in earlier terms.***Includes all programs listed on grcc.edu/schoolofworkforcedevelopment/educationalofferingsC. Time to CompletionOf the 3 graduates of plan 935 in 2015-2016, 33% completed within normal time.Of the 10 graduates of plan 945 in 2015-2016, 100% completed within normal time.Of the 1 graduate of plan 798 in 2015-2016, 100% completed within normal time.Of the 16 graduates of plan 908 in 2015-2016, 81% completed within normal time.Of the 15 graduates of plan 920 in 2015-2016, 93% completed within normal time.Appendix IVMaster Molder? ICourse DescriptionBecome a problem solver and a problem preventer!This is the industry's standard demand for training! The RJG, Inc. Master Molder? I program is designed for the process technician, engineer, or manager who needs to understand and demonstrate injection molding skills at the machine. Participants will be able to demonstrate the development of a Decoupled II process. Anyone responsible for implementing a processing strategy in their plant, or anyone held accountable for quality issues are prime candidates for this training.There is a reason you see the request for Master Molder? experience in all the want ads. Students learn to apply methods, strategies, and techniques of injection molding from the plastic’s point of view, all taught in a real-world production floor environment. This hands-on, in-depth training enables students to leave with solid skills that can be applied immediately in their facility.Course Highlights??? Materials, molds, machines??? Hydraulics and instrumentation??? Polymer behavior??? Process development using DECOUPLED MOLDING? techniques??? Process documentation??? Data interpretationCourse length: 2 weeksSystematic MoldingCourse DescriptionGain the knowledge to improve your process, to improve your quality!Systematic Molding is a three-day foundational course for anyone who wants to develop a systematic approach to molding. Through a combination of classroom instruction and activity-driven learning, students leave with a better understanding of how to develop a machine-independent process, how to make data-driven improvements to existing processes, and how to effectively troubleshoot using scientific and systematic approaches.Students will also understand the cause and effect relationships between the machine, process, mold, and material as well as how and why polymer behavior is influenced. This will allow them to make informed decisions for lasting solutions instead of band-aid fixes to the process.This course is a great way to help students be successful in Master Molder?.NOTE: On-machine practice and/or demonstration is not guaranteed for any public Systematic Molding course and is at the instructor's discretion.Course Highlights??? Mold and part design considerations??? The four plastic variables of injection molding??? The molding system??? The molding problem, simply stated??? Process control from the plastic’s point of view??? Introduction to instrumentation strategiesThis course is available publicly or also as an in-plant course.Length: 3 Days ................
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