DOCUMENT RESUME CE 071 208 ED 393 002 TITLE Plastics Technical Competency Profile. Ohio State Univ., Columbus. Center on Education and INSTITUTION Training for Employment. Ohio Board of Regent, Columbus.; Ohio State Dept. of SPONS AGENCY Development, Columbus.; Ohio State Dept. of Education, Columbus. PUB DATE 96 233p.; Product of the Ohio Tech Prep Initiative. NOTE Center on Education and Training for Employment, AVAILABLE FROM College of Education, The Ohio State University, 1900 Kenny Road, Columbus, OH 43210. Teaching Guides (For Classroom Use PUB TYPE Guides Teacher) (052) EDRS PRICE MF01/PC10 Plus Postage. Basic Skills; Behavioral Objectives; Competence; DESCRIPTORS *Competency Based Education; *Employment Qualifications; High Schools; Job Skills; *Plastics; Postsecondary Education; *Statewide Planning; *Technical Occupations; *Tech Prep *Ohio IDENTIFIERS ABSTRACT This document, which is intended to assist individuals responsible for developing tech prep programs, lists the occupational, academic, and employability competencies that representatives from education, business/industry, and labor throughout Ohio have identified as being necessary for employment in technician-level positions involving the manufacture and/or use of plastics. Included in the introductory section are the following: overview of the technical competency profile (TCP) process used to identify the technical competencies; lists of TCP team members; plastics job definitions; and plastics technical competency profile matrix. The plastics technical competencies identified by the TCP team are listed by the following categories: communications literacy; mathematics literacy; science literacy; technological literacy; employability skills; professionalism; teamwork; technical recording and reporting; problem analysis; project management; computer literacy; basic economics; workplace safety; industrial electricity; electric test and measurement equipment; drafting technology; print reading; computer-aided design fundamentals; equipment maintenance; electromechanical technology; basic machining; hydraulics and pneumatics; industrial manufacturing technology; programmable logic controllers; welding basics; supervision; quality assurance; plastics press technology; sheet metal fabrication; mold making; polymer technology; plastics troubleshooting; plastics product design; color matching; instrumental methods; rheology; and plastics manufacturing. Concluding the document are a sample glossary and plastics TCP Index. (MN) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "n- '':' _ s , ='.";,;;,«31,4*.4.:4.4' f-,.rx:4`_,,-, fff? d a. 1 VV .t., r, Nee eo, 1. A Collaborative Project of the: Ohio Department of Development Ohio Tech Prep Initiative Board of Regents) (co-sponsored by the Ohio Department of Education and Ohio Polymer Processors Association (PPA) Printed and distributed by: U S DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS Ott,ce of Educe, one, Research arra Iroorovornent MATERIAL HAS BEEN GRANTED BY E9OCATIONAL RESOURCES INFORMATION CENTER ON EDUCATION CENTER (ERIC! This document NIS been reproduced as AND TRAINING FOR EMPLOYMENT rereived from the perSOM Or olanization originating it COLLEGE OF EDUCATION 1Wt-- a Minor changes nave been made to THE OHIO STATE UNIVERSITY nprove reur0OuClion Quahly nn.,,t% Of c.f.,. ,,r TO THE EDUCATIONAL RESOURCES Slarod ,1 rhIS BEST COPY AVAILABLE document do not necessarily represent INFORMATION CENTER (ERIC1'' oflcsI OERI position or policy Pea Wed. leekteeat eamtftetese, otaiete Printed and distributed by: Center on Education and Training for Employment College of Education The Ohio State University 1900 Kenny Road Columbus, Ohio 43210 The Ohio State University, Center on Education and Copyright 1996. Training for Employment. " The plastics industry has played a major role in Ohio's resurgence as an Ohio accounts for economic leader. approximately 10% of the national plastics industry workforce, employing more than 100,000 people, and is responsible for the manufacture and shipment of products valued at more than $15 billiol.." Ohio Governor George V. Voinovich A Collaborative Plastics Curriculum More than a year ago, members of the Polymer Processors Association (PPA), Society of Plastics Engineers (SPE), and the plastics industry at-large sought the assistance of the Ohio Department of Development and the Ohio Tech Prep Initiative to develop a statewide core curriculum. This curriculum would provide career paths for students at the end of a high school vocational program, adult education program, 8,000 hour apprenticeship program, Tech Prep (2 + 2) program, applied associate degree program, and/or baccalaureate program. As the plastics project curriculum facilitator, Cathy Scruggs, Ohio Tech-Prep Curriculum Specialist, would like to thank the following individuals for their help and support with this collaborative effort. Special Thanks For their extra networking efforts and driving force behind the project: Per Flem, CEO, Performance Plastics, Inc. Bill Palmer, President, Thermoplastics Division, Goshen Rubber Companies, Inc. Bob Rajkovich, Gem City Plastic Machinery, Inc. For their extra committee work: Nancy Clem, Director, Akron Polymer Training Center Mickey Brandon, President & CEO, Marco Molding Les Crowell, Change Agent, Master Industries Bill Loskofsky, Sr. Development Engineer, The Goodyear Tire & Rubber Co. For their assistance with facilitation of groups during the TCP Process: Jan Eley, Director, Akron Area Tech Prep Consortium Ed Harper, Director, Workforce Development Council Mike Hockman, Supervisor Great Oaks Institute of Technology & Career Dev. Sara Mazak, Program Associate, Center on Ed. & Training for Employment Wendell Melton, Tech Prep Coordinator, Miami Valley Career & Tech.Center Virginia Ramey, Director, Ohio South Tech Prep Consortium Jerry Wickman, Director, Plastics Research Center, Ball State University For their "behind the scenes" support: Steve Chambers, Librarian, Center on Education & Training for Employment Lowell "Chris" Chrisman, Executive Director, Polymer Processors Association Sara Mazak, Program Associate, Center on Ed. & Training for Employment Linda O'Connor, Manager, OITP, Ohio Department of Development Tan Ray, Word Processor, Center on Education & Training for Employment Shannon Vanderpool, OITP Secretary, Ohio Department of Development Table of Contents The TCP Process v i ix Business, Industry, and Labor Participants-1996 Plastics Technologies Curriculum Team xi Education and Community Participants-1996 Plastics Technologies Curriculum Team Plastics Job Definitions x i x Plastics Technical Competency Profile Matrix x x i TCP Leveling Codes 1 Communications Literacy-3 Mathematics Literacy-19 Science Literacy-29 Technology Literacy-48 Employability Skills-50 Professionalism-56 Teamwork-61 Technical Recording & Reporting-64 Problem Analysis-65 Project Management-67 Computer Literacy-69 Basic Economics-71 Workplace Safety-73 Industrial Electricity-78 Electrical Test & Measurement Equipment-85 Drafting Technology-86 Print Rt ading-92 CAD Fundamentals-94 Equipment Maintenance-97 Electromechanical Technology-101 Basic Machining-103 Hydraulics & Pneumatics-111 Industrial Manufacturing Technology-118 Programmable Logic Controllers (PLCs)-123 Welding Basics-126 Supervision-129 Quality Assurance-131 Plastics Press Technology-142 Sheet Metal Fabrication-146 Moldmaking-149 Polymer Technology-152 Plastics Troubleshooting-163 Plastics Product Design-165 Color Matching-169 Instrumental Methods-172 Rheology-175 Plastics Manufacturing-180 Sample Glossary-196 201 Plastics Technical Competency Profile Index P1 V The TCP Process The "Technical Competency Profile (TCP) Process" produces a list of occupational, academic, and employability competencies that need to be obtained in preparation for technician level positions in business, industry, and labor. The "TCP Process" allows individuals from both secondary and postsecondary education and business, industry, and labor to deal with change in a positive manner by being active decision makers in the development of curriculum. Prior to the first official TCP meeting, labor market need has been determined and occupations identified for the targeted curriculum cluster. Then the following three "panel sessions" occur. Part I of the TCP Process: Business, industry, and labor representatives from a labor market area are convened to identify the occupational, academk, and employability competencies needed by one or more technician-level positions. First, a brainstorming session is conducted to identify the critical skills needed by the technician(s) positions being targeted (e.g., Process Technician, or a cluster of occupations within the plastics industry). Second, a draft competency list that has been compiled in accordance with definitions of the individual or group of technician-level position(s) identified as the labor market need is offered for consideration. Then, business, industry, and labor representatives eagerly (1) add to, (2) delete from, and (3) alter the wording of the draft competency list until it reflects the needs in the consortium's labor market area. It is critical that business, industry, and labor representatives alter the draft to fit the needs of their area, because it will be the cdyst for systemic curriculum reform in their schools and collegesultimately altering the type of employee pool available. Then the business, industry, and labor representatives are provided with state required competencies in academic courses such as mathematics, language arts (communications), and science. They are asked to circle the code beside each competency that could be taught in the context of the technologies being addressed by the TCP. This is done by silent, written votes so that the educational levels of committee members will not sway the results. After tabulating the responses, the corresponding competencies are identified with an asterisk (*) and used during Parts II and HI of the TCP Process. 1996. The Ohio State University, Center on Education and Training for Employment. ID v i Part II of the TCP Process: Both the academic and vocational-technical faculty members who will be delivering the competencies in the consortium's participating secondary schools and postsecondary colleges meet to assign grade levels and mastery levels to each competency on the list. "Leveling" codes are used to indicate two-year increments (by the end of grade 10, grade 12, AD-an associate degree, BD-a baccalaureate degree) during which competencies will be introduced (I) and/or reinforced (R); when students will expected to be competent (C), or proficient (P), or as having mastered (M) the competency; provided at a worksite (WS); or are lifelong learning (LL) skills due to technological change. Competencies may carry one code (e.g., M12) or multiple codes such as I-10, P42, R-AD, M-BD, WS, LL. Faculty members are also asked to list obstacles to delivering the competencies as stated (e.g., wording, equipment, training needs). These issues are recorded and addressed during TCP Part III. Faculty members are also given the list of academic competencies that business, industry, and labor representatives identified during Part I as appropriate to be taught in the context of those technologies (indicated by an asterisk*) and asked to verify the validity of those choices. They are also asked to identify (using #) any additional competencies that need to be taught in the context of those technologies (Notethis is necessary due to educational terms not being understood by industry representatives.) In this way faculty begins to discuss ways to apply academic content to the various technologies and ways to collaborate across disciplines to accomplish that task. Part III of the TCP Process: Both groups, from TCP Parts I and II, meet together to address perceived obstacles to accomplishing the competencies and how they, as a team, can best work together to facilitate delivery of the curriculum by removing or addressing each of the obstacles identified in Parts II and HI. This is the "magic" of the TCP Process. With all the individual "players" at the same table, planning for true systemic change can take placeespecially if the focus is improving the education and training of students who will be their future employees and community members. 1996. The Ohio State University, Center on Education and Training for Employment. v i i Post-TCP Steps: Following the three "panel sessions" of the TCP Process, committees are formed tipj_tiof the com etency builders and to create "pathways" that aid to parents, teachers, and counselors in guiding students toward career choices. Sam le Section of TCP Accountabilit Chart ComptIteL Literag Unit: AD LL BD 12 10 WS I R M tencll _.2Qp.peate:.gommOr 4gr4wAre. R iCqm ,., . Competency Builders: Practice proper media handling techniques (e.g., magnetic R 4 M fields, dust, liquids) R R M I Identi hardware and its use Use hardware (e.g., mouse, drives, modems, cables, printers, R I q M 4 R di:'tizers, scanners, erotection devices) R MOEN R Ke board e cientl MIENS I R Demonstrate basic care of hardware The TCP chart is then used to extrapolate competencies into Competency Documentation Sheets that outline the content of each course/worksite experience on the curriculum pathway and verify that all the competencies in the TCP are covered. Sample Competency Documentation Sheet Futures County High School, Plastics Technologies Program Integrated Math I covers the following competencies: NR2 Estimate answers, compute, and solve problems involving real numbers Estimate and use measurements M1 Establish ratios with and without common units MS M13 Compute total sales from a variety of items M18 Identify area and volume Organize data into tables, charts, and graphs D1 Use tables, charts, and graphs to ideirly trends, draw conclusions, and makt: predictions D7 A13 Set up and solve linear equations A21 Graph linear equations A36 Translate verbal statements into symbolic language Create and interpret drawings of three-dimensional objects G1 G2 Represent problem situations with geometric models and apply properties of figures G4 Demonstrate knowledge of angles, parallel, and perpendicular lines (the list would continue...) To complete the TCP Process, committees often use both the "pathways" and the TCP chart to assist in the development of actual projects, lessens, modules, courses of study, and eventually curriculum resource guides for the various components of the program at each grade level. 0 1996. The Ohio State University, Center on Education and Training Tor Employment. viii