Workforce
manufacturing sciences programs at local colleges and techni- cal schools to train technical workers, including tool and die makers and spring coilers. But no more. “As the manufacturing companies and jobs migrated to the
South or overseas, the state began losing interest, and stopped funding these programs,” said Steve Dicke, vice president of sales and marketing at CSS. “We would run an ad for a spring setup person, and would rarely get any applicants with the proper training.” Dicke explained that he found many likely candidates were pursuing computer programming train- ing. Although the manufacturing jobs at his shop do require computer literacy to program machines, they also require an additional set of manual skills—the ability to maneuver the parts and machines. According to Dicke, the difficulty in finding skilled employ-
ees could slow long-term growth and future capacity needs, and means that CSS has to rely on overtime in the short term. “Managers are working longer hours and are leaning harder on key employees to support customer needs. In addition, we have to look at new opportunities more carefully and do not take on an opportunity unless we know we can fully support it.”
State Programs Fall by the Wayside CSS director of human resources Kathy Bellemare ex-
plained that to become a certified skilled worker in Connecti- cut, individuals must complete apprenticeships comprised of, depending upon the specific job, 6000–8000 hours of on-the- job training (OJT) and 432–600 hours of related training in a school-based setting. Te company must be registered with the state apprenticeship program for the worker to participate. Te apprenticeship program is based on completion of a
set of work standards, including orientation, lathe, milling (horizontal and vertical) machine operations, grinding opera- tions, sawing and cut-off operations, drill machine operations, metal processing, bench assembly, trade specialty, and the related training at a technical school facility. In the past, apprentices got this related training at trade
schools, for example the nearby EC Goodwin Technical School, attending about four hours per week during working
placed in programs to match their skill level and given credit for skills they have, apprentices are forced to take full semes- ter courses during the evening. For example, CSS has two apprentices who are close to completing the state apprentice- ship process and have been very frustrated with the 500-hour schooling component, which has become a barrier to certifica- tion. Tey have nowhere to go to take the specific classes they need. Instead they have to take time off from work and take a group of courses, not all of which are relevant. “Te apprentices we have on the state program are really
having difficulty getting the class time they need while work- ing full time,” said Bob Allen, director of engineering, tooling and metal form. “Te programs seem to be more focused on college aptitudes than manufacturing skills.” He added that CSS has approached vocational high schools
to see if they were interested in running courses and found their emphasis to be firmly on the side of training nurses, elec- tricians and carpenters. “Tey have told us that there are not enough people for them to offer these courses, but we know that the jobs are there. With an aging workforce we need the next generation of skilled manufacturing employees to keep us ready and staffed for whatever the future holds for CSS.”
Apprenticeship Program Bridges the Gap Because of the limited training resources, CSS made the
decision in 2012 to create its own in-house apprenticeship program, tailored to produce metal formed parts and coiled springs. Specific tracks were developed for CNC production setup, press and four-slide diemakers, stamping press setup operator, four-slide setup operator, and heat-set setup opera- tor. Te CSS apprenticeship program is only offered to current CSS employees as an opportunity for advancement. It requires only a high school diploma or GED. Under the direction of a qualified training instructor and us-
ing the same guidelines established by the state apprenticeship program, apprentices are trained in tasks assigned to each com- petency (basic, intermediate, and advanced) for each position. According to Bellemare, the structured and formal program gives the apprentices a defined career path. Aſter
“We need the next generation of skilled manufacturing employees to keep us ready and staffed for whatever the future holds.”
hours as part of the required program. Each apprentice was graded on their knowledge and placed in a program depen- dent upon their skill level. Tey would be given credit towards the related training hours for skills they already had. Today, the OJT and related training requirements remain
the same, but the technical schools no longer offer appropri- ate manufacturing schooling alternatives. Rather than being
164 Aerospace & Defense Manufacturing 2013
successfully completing each competency, the apprentice receives an increase in compensation. Tere is no timeline associated with each competency, and each apprentice learns at his or her own pace. “We have our own certificates and clear manager-defined functions, techniques, and skills for each position, with which apprentices must be proficient,” she explained.
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