Unable to find skilled workers, Kentucky manufacturers are training their own technicians with help from a community college. Advanced Manufacturing Technician (AMT) trainees work part-time on the factory floor, earn an associate degree and qualify for jobs that start at close to $65,000 a year. Many applicants don’t have the math skills to qualify.
Many job applicants lack the basic math and computer skills needed to train for high-tech manufacturing jobs, employers complain. By the way, “blue-collar” is out. These are opportunities for “blue tech” workers.
Community college leaders are working with employers to make students employable.
A new Wal-Mart ad campaign is promoting manufacturing jobs and the company’s foundation is funding “middle skills’ job training at community colleges. “After decades of sending work overseas through ruthless price competition,” Wal-Mart is bringing jobs “back to America, by committing to purchase hundreds of billions of dollars more in U.S.-made goods,” reports the Washington Post.
Speaking at a General Electric plant in Wisconsin, President Obama said skilled manufacturing or the trades pays as well as an art history degree.
It was “a cheap shot at the favorite punching bag of people who deride higher education in general and the liberal arts in particular, writes Virginia Postrel.
“Almost no one majors in art history,” she points out. Those who do are tackling “an intellectually demanding” and “famously elitist” major.
In fact, the reason pundits instinctively pick on art history is that it is seems effete. It’s stereotypically a field for prep school graduates, especially women, with plenty of family wealth to fall back on. In fact, a New York Times analysis of Census data shows that art history majors are wildly overrepresented among those in the top 1 percent of incomes. Perhaps the causality runs from art history to high incomes, but I doubt it.
If the president had been serious about his message, he would have compared learning a skilled trade to majors that are actually popular, such as communications and psychology. It would have been much braver and more serious to take on the less-rigorous majors that attract lots of students. But it wouldn’t have gotten a laugh.
Obama is promoting “job-driven training,” which means training for jobs that exist. That does sound like a good idea.
Vice President Joe Biden will lead a review of the many federal job training programs. The Government Accountability Office reviewed federal job training programs in 2011, but perhaps more have been created since then.
The robots are coming to take our jobs, but which jobs will the robots take? Derek Thompson looks at the future of automation in The Atlantic.
. . . in the past 30 years, software and robots have thrived at replacing a particular kind of occupation: the average-wage, middle-skill, routine-heavy worker, especially in manufacturing and office admin.
Nearly half of American jobs today could be automated in “a decade or two,” according to a new paper discussed in The Economist. That includes retail, transportation, cashiers and counter clerks. (They’ll go even faster if the minimum wage is raised significantly.”
The 10 jobs on the chart have a 99-percent likelihood of being replaced by machines and software, writes Thompson. “They are mostly routine-based jobs (telemarketing, sewing) and work that can be solved by smart algorithms (tax preparation, data entry keyers, and insurance underwriters).”
The least vulnerable to automation are managers and health care and public safety workers.
Thompson concludes: “Machines are better at rules and routines; people are better at directing and diagnosing. But it doesn’t have to stay that way.”
For a cheerier view of the future, check out Are Robots Taking Our Jobs or Making Our Jobs?
Volokh’s Kenneth Anderson sees a future in skilled manual labor as in the “maker” movement.
Computer science majors get the most job offers, reports Forbes. Economics, accounting and engineering majors also are likely to have a job offer before they graduate.
Weak math skills disqualify would-be workers, manufacturers say.
High school graduates applying for jobs at Tacoma’s General Plastics Manufacturing have to take a math test. The company makes foam products for the aerospace industry.
Eighteen questions, 30 minutes, and using a calculator is OK.
They are asked how to convert inches to feet, read a tape measure and find the density of a block of foam (mass divided by volume).
One in 10 pass the math test. And it’s not just a problem at General Plastics.
“Manufacturers are willing to train people about the specifics of their machines and technology,” said Linda Nguyen, CEO of Work Force Central, a partnership of government, business, education and community organizations that trains workers in Tacoma and surrounding Pierce County. “But they can’t afford to hire someone who needs to relearn basic math.”
Math teachers know their students will need math knowledge in the real word, writes Darren, a high school math teacher, on Right on the Left Coast. But he’s turned off by the story’s “drooling over Common Core Standards. Many teachers “doubt . . . the so-called cure.”
Having students write about math isn’t a real cure. Group work isn’t a cure. Collaboration requires everyone have some background knowledge on which to draw so everyone can contribute. I wouldn’t mind cutting a few topics out so we had more time to cover the remaining topics more deeply, but to insist on so-called discovery learning is an exceedingly inefficient use of instructional time.
Instead of trying to make math “fun” or “applicable”, perhaps we could consider instilling in students, or insisting on, some perseverance and a sense of responsibility, and maybe even some delayed gratification.
Employers would value those traits too, Darren believes.
Many students who slid through high school without really learning math enroll at community colleges with hopes of training for a job or eventually earning a bachelor’s degree. Placement in remedial math is the single biggest dream killer.
Discouraged workers are dropping out of the workforce, masking the true unemployment rate. Only 63.3 percent of working-age adults are in the labor force. Some enroll in community college — or graduate school. Others apply for disability or take early retirement.
Manufacturers are looking for skilled workers in Minnesota, but technical colleges have a hard time filling all the seats in manufacturing programs, even though pay averages $56,000 a year. Factory work has a stigma.
Manufacturers say they can’t find enough skilled workers for high-tech jobs, a “skills gap” touted by President Obama and challenger Mitt Romney. So why not raise pay? Employers are offering $10 an hour to start — $15 with an associate degree — to people capable of running multi-million-dollar machinery.
Students at a Tucson community college can “sprint” to a two-year degree in one year.
The “skills gap” — a shortage of skilled trades workers — is no big deal now — but it could be in the future, as baby boomers retire. The average high-skilled manufacturing worker in the U.S. is 56 years old.
Welding requires math and science skills that most job applicants don’t have, says a CEO whose company up-armors Humvees.
Community colleges’ mission is learning, not just job training, a professor writes. No other sector of higher education gives low-income and working-class people “a legitimate shot at upward mobility.”
Short-term job training is growing at community colleges. In Minneapolis, laid-off workers can find good manufacturing jobs with 16 to 18 weeks of Right Skills Now training.