National Academies Press: OpenBook

Aviation Workforce Development Practices (2010)

Chapter: Chapter Four - Innovative Workforce Development Practices

« Previous: Chapter Three - Existing Aviation Workforce Development Practices
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Suggested Citation:"Chapter Four - Innovative Workforce Development Practices." National Academies of Sciences, Engineering, and Medicine. 2010. Aviation Workforce Development Practices. Washington, DC: The National Academies Press. doi: 10.17226/14368.
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Suggested Citation:"Chapter Four - Innovative Workforce Development Practices." National Academies of Sciences, Engineering, and Medicine. 2010. Aviation Workforce Development Practices. Washington, DC: The National Academies Press. doi: 10.17226/14368.
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Suggested Citation:"Chapter Four - Innovative Workforce Development Practices." National Academies of Sciences, Engineering, and Medicine. 2010. Aviation Workforce Development Practices. Washington, DC: The National Academies Press. doi: 10.17226/14368.
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Page 26
Suggested Citation:"Chapter Four - Innovative Workforce Development Practices." National Academies of Sciences, Engineering, and Medicine. 2010. Aviation Workforce Development Practices. Washington, DC: The National Academies Press. doi: 10.17226/14368.
×
Page 26
Page 27
Suggested Citation:"Chapter Four - Innovative Workforce Development Practices." National Academies of Sciences, Engineering, and Medicine. 2010. Aviation Workforce Development Practices. Washington, DC: The National Academies Press. doi: 10.17226/14368.
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23 One of the most innovative practices for developing the exist- ing aviation workforce has been to partner with educational institutions. These institutions have the resources and core competencies to provide training and education, particularly in skills that are generic to working in a professional environ- ment, yet important to the aviation industry. Such skills are found in both entry-level and management-level positions. For entry-level positions, skills training in areas such as com- munications, basic computer skills, writing skills, and English language skills are frequently offered at local colleges. In addition, executive-level management training is commonly offered at universities with graduate or executive-level pro- grams in business administration. Many of these programs cater to the full-time employee, often offering courses at night, on weekends, or increasingly more common, on-line. Provid- ing the resources or establishing a partnership that allows cur- rent employees to enhance their skills is of great benefit to both employer and employee. INTERNSHIP AND APPRENTICESHIP PROGRAMS Internship and apprenticeship programs are a means of devel- oping the future workforce by offering part-time employment to future members of the workforce. Internship programs are often managed by and in conjunction with secondary- or collegiate-level academic programs. As with most posi- tions of employment, internships and apprenticeships can be competitive in nature. Interns are typically selected after a formal application and interview process. Such a process helps to ensure that the best, brightest, and most motivated individuals are accepted. When managed properly, such pro- grams are found to be well worth their investments. The AAAE Academic Relations Committee manages the AAAE’s airport internship program by maintaining a list of internships and publishing a guidebook for developing internships at airports. Through this committee, the AAAE offers guidance to airports in the development and manage- ment of internship programs. The AAAE’s Airport Intern- ship Management Program Guidebook may be found on the Academic Relations Committee page at the AAAE website: http://www.aaae.org. Internship programs coordinated with local aviation com- panies and airports provide a form of training and education not easily replicated in the classroom. Internships may range in duration from several weeks (typically during a summer) to full semester to multi-year programs. Internships may not necessarily be paid positions, although several airports and most private aviation firms do provide a stipend to the interns and sometimes also provide transportation and lodging if the intern does not already have a local residence. More than half of the airports that engaged in this research did not support a regular internship program, citing the lack of resources to manage such a program as the primary reason. Those that do support internship programs revealed, however, that managing programs are often not as resource-intensive as originally thought, and the return on any investment is often excellent. INTEGRATED PARTNERSHIPS The FAA has a number of programs that work with the nation’s high schools and colleges to encourage top students to become a productive member of the organization’s workforce (21). For example: • The FAA’s Technical Operations–Collegiate Training Initiative, formerly known as the Airway Facilities Collegiate Training Initiative hires students from FAA- approved colleges and trade schools for entry-level positions in support of the following jobs: – Airway Transportation Systems Specialist – Computer Systems Specialist – Electronics Engineer – Electronics Technician – Environmental Protection Specialist – Engineering Technician – General Engineer. • The FAA Student Intern Program provides learning and development opportunities and work experience for stu- dents in high school, vocational and technical schools, undergraduate programs (both associate and baccalau- reate degrees), and graduate programs. This program is open to all students (college, high school, technical, or vocational) enrolled or accepted in a diploma, certificate, or a degree-seeking program (e.g., associate, undergrad- uate, or graduate). • The FAA Outstanding Scholar Program hires exemplary college graduates in a variety of areas within the organi- zation, including Health, Safety, and the Environment; Writing and Public Information; Business, Finance, and Management; Personnel, Computer, and Administrative; CHAPTER FOUR INNOVATIVE WORKFORCE DEVELOPMENT PRACTICES

Benefits Review, Tax, and Legal; Law Enforcement and Investigative; and Professional-Related Administrative positions. AIRPORT AND UNIVERSITY PARTNERSHIPS More than simply considering universities as a location for recruiting, a number of airports and aviation industry firms have created innovative partnerships for promoting aviation as a career, fostering the future workforce, and developing the current workforce. The following are examples of such partnerships. Airport University Seattle–Tacoma International Airport At the Seattle–Tacoma International Airport (Sea–Tac), the Office of Port Jobs “has worked since 1993 to develop strategies, partnerships, and research that benefit job seek- ers, employers, and incumbent workers in the port-related economy” (22). One such effort to meet these goals was the creation of “Airport University,” a skill-building and college credit-bearing academic program designed to help the work- force at the airport further develop their careers. Unlike the collegiate-level internship programs, the Airport University provides focus to a skill-based workforce that desires funda- mental skill development, ranging from basic academic skills, to technical training, to English communication. These courses were developed from feedback from airport employers seek- ing to develop certain job skills in their workforce. Airport University was formed as a partnership between Sea–Tac, Highline Community College, and South Seattle Community College. Class curricula are developed and deliv- ered in partnership with instructors at the college and staff at the airport. Courses are typically offered by community college instructors and some airport employees. Courses are offered on-site at the airport at times that best accommodate the airport workforce, many of whom are on shift-based schedules. Students enrolled in Airport University courses are either current employees and those seeking employment at the Port of Seattle or any of a number of employers at the airport, including ground service companies, the airlines, the TSA, and concessionaires. The Airport University offers courses in three broad cate- gories: Job Skills, Academic Courses, and English as a Second Language (ESL). Credit-bearing classes that have been offered on-site include: • Beginning Computer Skills (Keyboarding One and Two) • Using Computers in Business • Supervision and Leadership 24 • Human and Labor Relations • Introduction to Travel and Tourism Careers. Non-credit classes that have been offered include: • Preparation for SIDA and Air Operations Area (AOA) Badging—This class was developed and is taught by an ESL instructor. Students are introduced to the vocabu- lary, concepts, and testing process by means of a touch screen computer. • Interview Preparation—This 3-day class, which is also taught by the ESL instructor and staff, introduces job seekers to employer expectations, the SIDA/AOA badg- ing process, resume preparation, and job interview skills. On the final day of the class, airport employers with open positions can interview students. Most students receive contingent offers at that time. • Job Seeking Basics—A shorter job readiness class that is tailored to the airport as a work place. • Customer Service Skills. • Preparation for Citizenship. • Writing Skills for ESL Students. Many of these courses are delivered with the understanding that for a large percentage of the students enrolled English is not their primary language. Since its founding in 2003, more than 750 students have enrolled in Airport University courses (see Figure 15). Most students enrolled in one course (although others have enrolled in multiple courses). Approximately 950 person-courses have been completed since 2003. The vast majority of course com- pletions (77%) were in the job skills category, followed by academic courses (21%), and ESL courses (2%). Most of the courses completed were non-credit-bearing courses, focus- ing on preparing both workers and job seekers for career advancement. The program has also awarded 109 small scholarships (up to $450) to low-income airport workers. The majority of the awardees have used these scholarships at three local institutions: Highline Community College, South Seattle Community College, and Renton Technical College; however, a small number of the awardees have included airport workers enrolled in four-year institutions, such as the University of Washington and Embry–Riddle Aeronautical University. Courses at Airport University are offered either tuition- free or with tuition subsidies and scholarships through a com- bination of funding sources, including local, state, and fed- eral grants; United Way support; and local tuition assistance programs. Sea–Tac’s PortJobs model has been successfully replicated in other major U.S. airports. Denver International Airport, for example, partnered with the city and county of Denver’s Divi- sion of Workforce Development to establish the Denver Workforce Center at DIA.

25 PortJobs also assisted the Baltimore/Washington Interna- tional Airport in establishing a “One-stop Career Center,” a partnership between the airport and Ann Arundel Community College. More information about Sea–Tac’s airport university may be found at http://www.portjobs.org. Embry–Riddle Aeronautical University: The Teaching Airport A unique partnership between Embry–Riddle Aeronautical University (ERAU), Daytona Beach Campus, and the Day- tona Beach International Airport (owned and operated by Volusia County, Florida) has applied the “teaching hospital” model to internship programs. Known as “The Teaching Airport,” students at ERAU are able to integrate their course curricula with internship and other part-time employment opportunities at the airport (23). As part of this program, students are engaged in their internship opportunities while taking courses on campus, as opposed to the traditional intern- ship program, where students typically dedicate a summer, semester, or academic year to the internship. The Teaching Airport Internship is a 15-week program offered during the ERAU fall, spring, and summer terms. For seven weeks the intern assists the airport administration in such functions as grant development, budgeting, marketing, air service development, and other strategic initiatives. For the remaining weeks, the intern assists airport operations in performing daily airfield activities, such as conducting airfield and terminal inspections, assisting with aircraft and passenger needs, and performing activities associated with special events and alerts. At the conclusion of the internship, interns create two deliverables: a log of their activities and a technical report on an activity in which they have participated. Such techni- cal reports have ranged from analyses of runway incursion hotspots to vehicle parking behavior to air service analyses. Unique to The Teaching Airport, internship activities at the airport are directly integrated into the student’s classroom experience at the university. In addition to the internship program, The Teaching Airport operates an airport information kiosk at the airport. This kiosk is staffed by ERAU university students and is equipped with a series of computers that display real-time flight tracking of all flights departing and arriving to the airport and local and national real-time weather information. Student “ambassadors” staffing this kiosk gain valuable experience by providing tech- nical information to interested airport visitors (see Figure 16). Since the inception of The Teaching Airport in 2003 more than 50 student interns and kiosk ambassadors have gained FIGURE 15 Participants at Airport University at the Seattle–Tacoma International Airport learn valuable skills as well as academic credits. FIGURE 16 Teaching Airport at Embry–Riddle Aeronautical University has contributed to the development of nearly 100 new aviation professionals through integrated workforce development programs with the Daytona Beach International Airport.

valuable experience in the airport industry. Many of these interns have since gone on to full-time positions at many of the nation’s largest airports, aircraft manufacturers, FBOs, and aviation consulting firms (24). Specifically, Daytona Beach International Airport has benefited from this program by hav- ing direct access to already trained potential members of its workforce and has hired several members of its workforce directly from this program. The Teaching Airport program has also offered other activ- ities to help educate and train the students. Such activities have included a guest lecture series and the use of the airport as subjects for research activities and site visits. It is estimated that hundreds of students have benefited from The Teaching Airport program since its inception. It has also become evi- dent that many Teaching Airport activities may be emulated at any number of universities, community colleges, or even sec- ondary schools located near a civil use airport. More informa- tion about the Embry–Riddle Aeronautical University Teach- ing Airport Program may be found at http://www.erau.edu/ db/teachingairport/. Ohio State University Department of Aviation: Student Employment Program The Ohio State University Department of Aviation has a very active student employment program at the university-owned and operated airport. Students have been trained in a wide variety of professional skills to enhance the airport workforce. Student employees are placed in jobs, including aircraft line service, customer service, engineering, planning, and admin- istration (see Figure 17). Student employees engaged in research and strategic ini- tiatives at the airport have presented their findings to national audiences, which has helped to further develop the oral and 26 written communication skills of the student employees. As a result, students graduating from the Ohio State Airport employment program have gone on to successful careers in aviation consulting, research, and management, as well as line service and other skill professions. Ohio Aerospace Initiative In the state of Ohio, there has been a state-wide initiative to grow and foster the state’s aviation workforce. Ohio is often known as “The Birthplace of Aviation.” In the more than 100 years since the Wright brothers developed the first fixed-wing fully controllable aircraft in Dayton hundreds of companies employing thousands of professionals with inter- ests in aviation have been a significant contributor to the Ohio economy. To ensure that these companies continue to reside in Ohio, and that the current and future Ohio workforce stays in Ohio, the Ohio Board of Regents has established and promoted the Ohio Aerospace Initiative, a consortium partnering the state’s public colleges and universities with Ohio-based companies with interests in aviation (see Figure 18). The mission of the Initiative is to align university course curricula with the needs of the aviation industry. These colleges include The Ohio State University, Ohio Uni- versity, Bowling Green State University, Sinclair College, Kent State University, and Columbus State College. Industry partners include NetJets, Limited Brands, and Nationwide Insurance. As a result of this initiative, The Ohio State University Department of Aviation developed an integrated course in Business Aviation. This course combined traditional text- book study with site visits and term projects in partnership FIGURE 17 Ohio State University Department of Aviation employs students in a variety of positions, from operations staff to environmental analysts.

27 with local business aviation departments. Students graduat- ing from this course have gained the ability to enter the work- force with valuable experience in the operation of business aviation firms. This curriculum is being shared with all the colleges in the initiative. More information about The Ohio State University Department of Aviation student employment programs and the Ohio Aerospace Initiative may be found at http://aviation.osu.edu. Industry Advisory Boards To ensure that they are educating their students to be produc- tive members of the aviation industry workforce, several uni- versities have partnered with industry to form industry advi- sory boards. These boards are comprised of a panel of typically executive-level representatives from a spectrum of sectors within the industry. Boards range in size of membership from 6 to 20 members. The primary mission of these boards is to guide its respec- tive colleges and universities in developing and maintaining program curricula that meet the needs of the industry, partic- ularly in the face of a highly volatile environment, with con- stant changes in policy, technology, and appropriate business methods. Industry advisory boards are mutually beneficial to all parties. Academic programs with such boards are more able to keep in touch with the needs of the industry, and students within these programs are better prepared to be productive members of the workforce. In addition, those industry mem- bers on an advisory board benefit by both influencing the aca- demic institution’s curricula, and having direct access to the students studying under these curricula. Examples of universi- ties and colleges with active aviation industry advisory boards include Auburn University, Dubuque University, Embry– Riddle Aeronautical University, Purdue University, Louisiana Tech, and the University of North Dakota. FIGURE 18 Ohio Aerospace Initiative is among the first integrated state, university, industry partnerships with a focus on the development of the business aviation workforce.

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TRB’s Airport Cooperative Research Program (ACRP) Synthesis 18: Aviation Workforce Development Practices explores airport operating entity jobs and related skill sets needed to perform those jobs. The report also identifies potential ways to gain training on the skill sets needed to fulfill airport-related jobs and notes gaps where skill sets, and educational and advancement opportunities, may exist.

Errata

On page 13 of ACRP Synthesis 18, the first paragraph under the heading Accredited Airport Executive (AAE) and Certified Member (CM) Programs was incomplete. The paragraph should read:

"The AAAE’s accredited airport executive program is widely accepted in the industry as one of the standard programs for developing executive-level airport professionals. To satisfy the written requirement, a candidate may choose to write a research paper on an approved topic, take and pass a proctored essay examination, write a case study on an approved topic, or submit documentation of a completed master’s degree. Candidates do have access to an AAAE staff member for support while completing the written requirement; however, staff does not help candidates develop research for their written report. The Academic Relations Committee sponsors a mentor program pairing already accredited professionals with student members of the association. The South Central Chapter sponsors a week-long Academy to help prepare candidates for the multiple choice exam. There are three academies each year. Members of the AAAE Academic Relations Committee include AAAE members."

TRB publication errata information is available online.

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