HomeMy WebLinkAboutAgenda 02-25-20 Attachment 5 - Tradescraft Center Update Tradescraft Center Study Status
In March 2019, a group of stakeholders was assembled to discuss the challenges and opportunities for
the skilled construction trades in Orange County. Based on those initial discussions,the Board of County
Commissioners adopted an amendment to the FY2019-20 County budget to, "Hire a consultant to
compile an inventory of agencies participating in the workforce development pipeline available to
Orange County and assess the feasibility of a Tradescraft Center."
The County subsequently contracted with The Chamber for a Greater Chapel Hill-Carrboro to conduct
the Tradescraft Center study. The work plan for the Tradescraft study is attached. The stakeholder
group met on January 28, and a final report is expected in May 2020.
Work Plan: Skilled Construction Trades Study Group
Updated by Katie Loovis on January 3, 2020
Charge
Compile an inventory of agencies participating in the work force development pipeline available
to Orange County and assess the feasibility of a Tradescraft Center (See Appendix A).
Process
The Chamber will use action research (see Appendix B) to report on all ten deliverables
(Appendix A) in collaboration with the Skilled Construction Trades Study Group (SCTSG) (see
Appendix C) and other relevant parties as well as strong alignment with the
Hillsborough/Orange County Chamber of Commerce; Durham Technical Community College; the
Home Builders Association of Durham, Orange, and Chatham Counties; NC Works Career Center
of Orange County; and the Regional Partnership Workforce Development Board.
The process will involve in-depth research, surveys, and in-person meetings. The Chamber Vice
President for External Affairs, Katie Loovis, MPA (a doctoral student focusing on workforce
development), will serve as the project manager. Geographically, our focus will be on the
laborshed and workforce needs of Orange County employers and the training needs of Orange
County residents. The findings will culminate in a final report deliverable in May 2020.
Timeline
Phase I - Identify: Map Key Stakeholders and Research Best Programs
[December 2019-January 2020]
• What: This phase will research the current state of play as it relates to the skilled
construction trades in the Orange County laborshed, including who are the stakeholders,
what services are being provided, and what is best practice for the skilled construction
trades, particularly as it relates to a training center.
• Deliverables: Map deliverables 1, 2, and 3; research deliverable 5.
o (1) Develop list of potential community pipelines for Tradescraft Training Center
o (2) List of agencies who want to or are conducting training within the County.
o (3) List of Placement Services.
o (5) List of best practice programs in Tradescraft Training Programs.
January in-person meeting with TTSG+ to review and discuss findings
Phase II: Quantify: Survey Current and Future Needs
[January 2020-February 2020]
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• Phase II will identify and quantify the pain points throughout the construction workforce
pipeline to make clear the current and future challenges and opportunities.
• Process: Interviews with key stakeholders to verify current and future needs
• Deliverables: Research deliverable 4.
o (4) List of potential sponsors for apprenticeship programs.
-� February in-person meeting with TTSG+ to review and discuss findings
Phase III: Estimate Costs
[March-April 2020]
• Findings from Phase I and II will inform the challenges and opportunities in the skilled
construction trades in Orange County and help inform the scope of a possible training
center. Phase III will use that information to shape questions related to possible size,
locations, and administration.
• Deliverables: Research deliverable 6, 7, 8.
o (6) List of potential sites in Orange County to locate a Tradescraft Training
program.
o (7) Estimate Total Cost to develop a Tradescraft Training Center.
o (8) Outline a potential administrative structure to manage a center and to
coordinate all the elements in the pipeline flow.
4 April in-person meeting with TTS to review and discuss findings
Phase IV: Present Report
[May 2020]
4 Submit report to County Administrators and possibly present to County
Commissioners.
Definitions
Tradescraft: "Skill acquired through experience in a trade." (Retrieved from
https://www.vocabulary.com/dictionary/tradecraft)
Skilled Trades: "Skilled trades are occupations that require a special skill, knowledge, or
ability which can be obtained at a college, technical school, or through specialized training.
...are generally divided into the following three categories: (Retrieved from
https://www.jcisd.org/domain/307)
1) Skilled Industrial Trades: welders, machinists, mechanics, tool and die makers,
programmers
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2) Skilled Construction Trades: electricians, plumbers, gasfitters, carpenters,
bricklayers, technicians, insulators
3) Skilled Service Trades: nurses, aides, orderlies, therapists, service technicians."
Construction Trades Occupation List: There are 19 occupations within the "Construction
and Extraction Trades" according to the U.S. Bureau of Labor Statistics. See Appendix D for that
occupation list as well as entry-level education, and 2018 median pay.
S-Star Construction Jobs: The North Carolina Department of Commerce rates occupations
from 1-5 stars based on wages, projected growth rates, and projected job openings. Two
construction occupations —"First-Line Supervisors" and "Construction Managers" - earned 5
stars. For those with high school and work experience, First Line Supervisors is a 5-star job for
its annual growth rate of 1.31%, 3,011 annual openings, and an annual median wage of
$58,030. For those with bachelor's degrees, "Construction Manager" is a 5-star job with an
annual growth rate of 1.24%, has 1,347 annual openings, and an annual median wage of
$95,230. See Appendix D for more information.
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Appendix A: Deliverables
1. Develop list of potential community pipelines for Tradescraft Training Center
a. Secondary School Systems.
b. Community agencies (Empowerment Inc., Club Nova, Refugee Partners, etc.).
c. Large Institutions (UNC-Chapel Hill current work force, Large contractors, etc.).
d. Specialized populations (Women, prison release, retired, etc.).
2. List of agencies who want to or are conducting training within the County.
a. Secondary Schools.
b. Community Colleges (Durham Tech, Central Carolina Community College).
c. Specialized programs (Hope Renovations, EI Centro).
d. Large Institutions (UNC-Chapel Hill, Large Contractors).
e. Associations.
3. List of Placement Services.
a. Secondary Schools.
b. County services.
c. State Services.
d. Community Colleges.
e. Community agencies.
4. List of potential sponsors for apprenticeship programs.
5. List of best practice programs in Tradescraft Training Programs.
6. List of potential sites in Orange County to locate a Tradescraft Training
program.
7. Estimate Total Cost to develop a Tradescraft Training Center.
8. Outline a potential administrative structure to manage a center and to
coordinate all the elements in the pipeline flow.
9. Conduct two or three meetings presenting findings to Tradescraft Training
Study Group. (Per"A2" retrieved from
https://www.orangecountync.gov/DocumentCenter/View/7432/Amend ment-Attachment-
A-2TradesCraft Working Group).
10. Provide a written report compiling all findings.
Source: https://www.orangecountync.gov/DocumentCenter/View/7435/Amendments-
Attachment-A-l-FeasibiI ity-Study-for-Tradescraft-Tra in i ng-Center
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Appendix B: Action Research
Summary: The Chamber will perform "Action Research"to report on the ten deliverables.
Source: Fleener, Jayne. (2019). Action Research & Institutional Logics. (NC State University
787 Fall 2019 Class Presentation).
Action Research Applied Research Conventional
or Consulting Research
Purpose To understand and To improve To understand
improve
Power Researching "with" Researching "for" Researching "on"
Researcher Embedded with the Invited expert; knows External to context,
research — problem co- what good outcomes problem definer,
definer should look like research designer,
research implementer
Stakeholders Problem co-definers, Clients of the research, Subjects of research;
research co-designers sources of data sources of information
Time Focus on here & now with Match situation to known Either past focused or
reflection on past to other situations; emphasizing control
influence future; cyclical sequential comparison, isolation of
key variables
Evidence Experiential, partial, Both qual & quant. Both qual. And quant.
emergent, dialogic,
intuitive, qual & quant
Learning Learning and Inquiry mode defines Knowledge
process dissemination integrated stakeholder problem development;
into the research process; then matches problem to dissemination passive
question status quo; solutions; linear and after the fact.
iterative
Epistemology Abductive; emergent Deductive; Certainty Inductive;
Stochastic/probabilistic
Strengths Complex contexts where Expert diagnosis, aiming Understands simple and
what to do 'best' is a at contractual complicated contexts by
subject of discussion & arrangement with weighting variables or
negotiation defined scope of work forces into deterministic
sets
Seeks to localize unique Seeks to deploy'best Seeks generalizability
practices practices'
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Weaknesses Many positive outcomes Efficiency orientation Commitment to
cannot be easily may conceive of new objectivity standards of
summarized quantitatively situations as version of the natural sciences
known, prior ones, render it often as
ignoring new knowledge armchair speculation
creation opportunities
By those not familiar with Delivering on a pre- Can be inactionable and
AR it can appear lacking determined contract can potentially misleading
in concern for objectivity block emergent
processes
Benefits The work belongs to Returns value to those Serves an academic
those involved who pay community
Builds problem-solving May exploit the
and learning participants as objects
competencies in groups, of research
organizations,
communities
Action Action is coordinated as Quick wins (may be Publication or
outcomes seamless part of the short-term only wins) communication of new
research design information to
disciplinary colleagues
through peer reviewed
journals
Workshops, experiments, Creates stakeholder
new practices, new dependence, usually
learning, new forms of requires follow up for
knowledge/ practice, sustainable action
sometimes also peer
reviewed
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Appendix C: Inaugural Meeting Attendees
Attendance at Tradescraft Training Center Discussion at The Chamber For a Greater
Chapel Hill-Carrboro on Friday March 22, 2019. The list was compiled by Jim Porto and
those listed in red were interested but could not make this meeting.
Name Organization Email
Aaron Nelson President, The Chamber For a anelson@carolinachamber.org
Greater Chapel Hill-Carrboro
Jim Porto Project Developer, Jim_porto@communitycaps.org
CommunityCAPS
Kathi Breweur Director of Career Technical kbreweur@chccs.kl2.nc.us
Education, Chapel Hill-Carrboro
City School System
Patrick Abele Assist Superintendent for pabele@chccs.kl2.nc.us
Support Services, Chapel Hill-
Carrboro City School System
Quincy Williams Chapel Hill-Carrboro City gwilliams@chccs.kl2.nc.us
School System
Brennan Bouma Sustainability Coordinator, bbouma@orangecountync.gov
Orange Count
Mark Marcoplos Orange County Commissioner mmarcoplos@orangecountync.gov
Beth Payne Dean, Corporate Services, paynee@durhamtech.edu
Durham Tech at the
Chesterfield
Peter Wooldridge Vice President, Corporate, wooldridgep@durhamtech.edu
Education, Continuing
Education, Public Safety
Services, Durham Tech
Maryah Smith-Overman Program Director/Instructor, smithovermanm@durhamtech.edu
Construction Trades, Durham
Tech
Ryan Miller Executive Director and ryan@BuildingNC.org
Founder NC Building
Performance Association
Darius Dixon Executive Director, Facilities Darius.Dixon@fac.unc.edu
Services, UNC-Chapel Hill
Anna Wu Associate Vice Chancellor for annaw@fac.unc.edu
Facilities Services, UNC-Chapel
Hill
Holly Fraccaro CEO Home Builders Association holly@hbadoc.com
of Durham, Orange & Chatham
Counties
Nora Spencer CEO Hope Renovations nora@hoperenovations.org
Cara Nance CEO, Nance Construction cnnance@gmail.com
Schools, LLC
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Nicole Goolsby Owner, Red Ladder Residential nicole@redladderresidential.com
Steve Griffin President, Insurance People steve@inspeople.com
David Fitch President and CEO, Fitch davidfitchl7@gmail.com
Enter rises LLC
Garren Maynard Business Manager, 84 Lumber Garren.Maynard@84Lumber.biz
Todd Lincoln President, R.T. Lincoln & rtlincoln.com@gmail.com
Associates, Inc.
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Appendix D: Construction and Extraction Occupations
Summary: According to the U.S. Bureau of Labor and Statistics, "Employment of construction
and extraction occupations is projected to grow 10 percent from 2018 to 2028, faster than the
average for all occupations, a gain of about 704,000 new jobs. Overall growth in the economy
and population will increase demand for new buildings, roads, and other structures, which will
create new jobs in construction and extraction occupations. The median annual wage for all
construction and extraction occupations was $46,010 in May 2018, which was higher than the
median annual wage for all occupations of $38,640."
List of 19 construction and extraction occupations in order highest to lowest median
pay nationally:
1. Elevator Installers and Repairers
• Elevator installers and repairers install, fix, and maintain elevators, escalators,
moving walkways, and other lifts.
• High school diploma or equivalent
• $79,780
2. Boilermakers
• Boilermakers assemble, install, maintain, and repair boilers, closed vats, and
other large vessels or containers that hold liquids and gases.
• High school diploma or equivalent
• $62,150
3. Construction and Building Inspectors
• Construction and building inspectors ensure that construction meets building
codes and ordinances, zoning regulations, and contract specifications.
• High school diploma or equivalent
• $59,700
4. Electricians
• Electricians install, maintain, and repair electrical power, communications,
lighting, and control systems.
• High school diploma or equivalent
• $55,190
S. Plumbers, Pipefitters, and Steamfitters
• Plumbers, pipefitters, and steamfitters install and repair pipes that carry liquids
or gases.
• High school diploma or equivalent
• $53,910
6. Ironworkers
• Ironworkers install structural and reinforcing iron and steel to form and support
buildings, bridges, and roads.
• High school diploma or equivalent
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• $52,770
7. Sheet Metal Workers
• Sheet metal workers fabricate or install products that are made from thin metal
sheets.
• High school diploma or equivalent
• $48,460
8. Construction Equipment Operators
• Construction equipment operators drive, maneuver, or control the heavy
machinery used to construct roads, buildings and other structures.
• High school diploma or equivalent
• $46,990
9. Carpenters
• Carpenters construct, repair, and install building frameworks and structures
made from wood and other materials.
• High school diploma or equivalent
• $46,590
10. Drywall and Ceiling Tile Installers, and Tapers
• Drywall and ceiling tile installers hang wallboard and install ceiling tile inside
buildings. Tapers prepare the wallboard for painting, using tape and other
materials.
• No formal educational credential
• $45,180
11. Masonry Workers
• Masonry workers use bricks, concrete blocks, concrete, and natural and
manmade stones to build masonry structures.
• See How to Become One
• $44,810
12. Glaziers
• Glaziers install glass in windows, skylights, and other fixtures in storefronts and
buildings.
• High school diploma or equivalent
• $43,550
13. Solar Photovoltaic Installers
• Solar photovoltaic (PV) installers assemble, install, and maintain solar panel
systems on rooftops or other structures.
• High school diploma or equivalent
• $42,680
14. Hazardous Materials Removal Workers
• Hazardous materials removal workers identify and dispose of asbestos, lead,
radioactive waste, and other hazardous materials.
• High school diploma or equivalent
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• $42,030
15. Insulation Workers
• Insulation workers install and replace the materials used to insulate buildings and
their mechanical systems.
• See How to Become One
• $41,910
16. Flooring Installers and Tile and Marble Setters
• Flooring installers and tile and marble setters lay and finish carpet, wood, vinyl,
and tile.
• No formal educational credential
• $40,830
17. Roofers
• Roofers replace, repair, and install the roofs of buildings.
• No formal educational credential
• $39,970
18. Painters, Construction and Maintenance
• Painters apply paint, stain, and coatings to walls and ceilings, buildings, bridges,
and other structures.
No formal educational credential
• $38,940
19. Construction Laborers and Helpers
• Construction laborers and helpers perform many tasks that require physical labor
on construction sites.
• See How to Become One
• $34,810
Source: U.S. Bureau of Labor and Statistics. "Occupational Outlook Handbook: Construction
and Extraction Occupations." (2019). Retrieved from https://www.bls.gov/ooh/construction-
and-extraction/home.htm
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Appendix E: S-Star Jobs in North Carolina
Summary: The North Carolina Department of Commerce rates occupations from 1-5 stars
based on wages, projected growth rates, and projected job openings. The following are 5-star
jobs as they represent an occupation with the greatest projected employment potential through
2026:
• "'First-Line Supervisors of Construction Trades & Extraction Workers" is a 5-
star job for those with High School &Work Experience as it has an annual growth rate
of 1.31%, 3,011 annual openings, and an annual median wage of $58,030.
• ""Construction Managers" is a 5-star job for those with bachelor's degrees as it has
an annual growth rate of 1.24%, has 1,347 annual openings, and an annual median
wage of $95,230.
Source: For a complete list of Star Jobs and explanation of the rating process, visit
https://www.nccommerce.com/data-tools-reports/labor-market-data-tools/employment-
projections#star-jobs and search occupations for ratings at
https://nccareers.org/starjobs/star jobs.html.
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