Lake Region Community College Foundation CI Report – Interim

What has been most instrumental to your progress?

Identification of the knowledge and skills needed for three separate competency areas utilized in the information technology industry: 1) Network/transporting of data/information, 2) Database/system administration and cloud-computing, and 3) Software development or programming for cybersecurity. Revised curriculum within the current LRSC 2-year Information Technology associate degree includes a 1-year academic certification and different tracks to accommodate specific workforce skills and competencies in current workplaces. Curriculum revision is the baseline for related technical instruction (RTI) within the LRSC Earn and Learn registered apprenticeship program. LRSC and the North Dakota Information Technology Department (NDITD) established a core competency checklist and aligned the revised curriculum with the competency checklist to ensure all key skills and competencies as defined by the United States Department of Labor Apprenticeship Office were met in the LRSC Dual Apprenticeship model. LRSC and North Dakota University System Core Technology Services (NDUS CTS) also collaborated with LRSC staff and reviewed curriculum and competencies for applicability.

LRSC initiated several collaborations in the first year:

First, a collaboration between the North Dakota Department of Public Instruction (NDDPI) and staff with the career and technical education system in North Dakota developed career pathways. The student process for career learning experiences improved program alignment beginning in high school and was expanded to include internships, cooperative student experiences, and pre-apprenticeships. Each student opportunity involved in work-based learning advanced along the career pathway.

Secondly, LRSC collaborated with the ND Dept. of Commerce to define pre-apprenticeships to include high school internships, cooperative student experiences, dual-credits, and military experiences. LRSC administration and apprenticeship staff are active, state-level committee members with opportunities to speak at several educational and industry conferences. Pre-apprenticeship development required both NDITD and LRSC staff to work diligently to identify key job functions, skills, competencies, and the barriers within various steps along career pathway opportunities for both the student/potential apprentice and higher education.

LRSC staff collaborated with Job Service North Dakota and the North Dakota Department of Commerce to develop a state-wide process for apprentices and industry partners to access state and federal funding opportunities for tuition and scholarships, book expenses, and salary support. LRSC Student Services and Academic Affairs meet to discuss student entry, and enrollment into LRSC programs will flow to include contact with Job Service and financial aid. LRSC staff met with the ND Dept. of Commerce, several businesses, and NDITD, a state association of high-technology industry partners, to introduce apprenticeships in information technology which are now available in North Dakota through Lake Region State College. Marketing materials for both student and industry partners have been developed with online access to materials and staff at www.LRSC.edu.

Key lessons learned

The first lesson we learned was that significant time, energy, and money would be needed to develop and implement a comprehensive marketing plan and related materials to launch such a new concept in nontraditional careers. This would be considered a failure, understanding the steep learning curve for industry partners, especially.

Historically, apprenticeships were not available in “newer” careers such as information technology, energy technology, etc. At best, North Dakota has utilized internships, and academic environments have utilized cooperative student plans for work-based learning. The terms “pre-apprenticeships” and “apprenticeships” were difficult to explain (specifically how are they different from internships?). LRSC developed marketing materials (packets) for both students and potential industry partners. President Darling, distance education, and apprenticeship staff prepared and delivered presentations to small and large groups explaining the concept as a workforce solution. Face-to-face meetings, presentations, and printed materials were decidedly essential for the success of this initiative.

The second lesson was the discovery that NDITD is utilizing a combination of different “work-arounds” for internal barriers federal or state agencies face, including employing long-term, temporary employees to stay within budget and allotted employee numbers. NDITD has numerous openings within the three areas identified for IT personnel; they do not wish to designate any open, permanent positions as apprenticeship positions which defeats the purpose and intent of the federally registered apprenticeship program.

LRSC staff, working through this Bush-funded innovation, has also been collaborating with another state agency, the North Dakota University System of higher education, specifically Core Technology Services (NDUS CTS). Working with NDITD has posed significant set-backs with failure to meet timelines and having signed agreements in place between the original (NDITD) collaborative partners and the United States Department of Labor Apprenticeship Office. However, we know one, if not both of the two state agencies will commit to hosting apprentices within their organizations.

Reflections on inclusive, collaborative or resourceful problem-solving

Collaboration. Even though LRSC and NDITD had committed to this initiative verbally before the grant application, several barriers were identified during the discovery process causing a significant impact to the budget and timeline.

First, underestimation of development and implementation of a marketing plan which defined and explained apprenticeships to both future apprentices and employer partners was monumental.

Second, LRSC was the first college in North Dakota to develop apprenticeships utilizing the dual model. A significant amount of research, trust, and open dialog built an apprenticeship model which is now standard for all apprenticeships at LRSC.

Third, collaboration of invested stakeholders across the state–academia, military, and private industry–has made North Dakota the national leader in cyber security.

Other key elements of Community Innovation

The apprenticeship concept is becoming more well-known as a result of a top-down effort by the federal and state government to assist in solving the workforce crisis by placing individuals into the workplace earlier and with useable skills and without school loan burdens. The effort of our project is receiving positive reactions; however, even with the strength of positive outside influencers, it is new to students, academia, industry, and society as a whole. Eventually, the concept will reach the “tipping point” (Malcolm Gladwell) at which apprenticeships will become the norm in the United States as they are in Europe.

Understanding the problem

Understanding gaps between information technology workforce needs and individuals equipped with basic skills will continue to widen without intervention. Three stages of innovations best describing our project are 1) increased collective understanding of the issue, 2) idea generation to solve the issue, and 3) testing and implementation of solutions. Utilizing community innovation processes clarified potential innovations. Two barriers were identified. First, early identification of marketing the concept to both students and industry partners was made. High technology apprenticeships delivered by community colleges with academic degrees in technical instruction required comprehensive planning and explanation. This barrier resulted in budget adjusting. Secondly, implementing state agency apprenticeships that historically utilized temporary employees as long-term employees as a way to protect permanent employee vacancies for non-apprentice applications. This required seeking another state agency collaborative to adapt the apprenticeship concept for testing and implementation solutions for the remaining grant period.

If you could do it all over again…

One piece of advice would be to be prepared to recognize the significant differences between state agencies and private industry regarding human resources. A governmental organization, department, agency, etc. has a large amount of external influences, and the agency itself has minimal control, whereas the private industry has total control within its organization. It would have been much easier to develop and implement this initiative with a private industry partner. We were very lucky the timing of this grant took place during the ND legislative year. Had we begun the project one year later, we may have encountered much larger delays in the timeline.

One last thought

LRSC has been able to implement the first dual model registered apprenticeship model in North Dakota. LRSC is also the only college offering apprenticeships in high technology degrees such as IT, simulation, manufacturing, precision agriculture, and eventually nursing. Since initiation of this project, LRSC has been able to secure industry partners in private industry. The model and concept are working to place individuals in the workplace and provide excellent career pathways.

It is the desire of LRSC to request an extension due to significant delays in the timeline and resulting delays in spending down of the budget even with the addition of marketing materials, supplies, and speaking engagements for the program. It is expected the additional partner will move the initiative forward quickly and timely and meet all the goals of the grant.