institution of civil engineers skills report 2015 - ICE Conferences

ICE SKILLS 2015

INSTITUTION OF CIVIL ENGINEERS SKILLS REPORT 2015 Perspectives on capability and capacity: key risks and opportunities

Green economy

01 Introduction Nathan Baker

ICE Skills 2015 is the first major event organised by the Institution of Civil Engineers (ICE) focused specifically on the capacity and capability of the civil engineer sector. It’s a gathering that reflects the ICE’s continued commitment to help our members future proof their skillset. Over the last year ICE’s Learned Society, notably our Capacity Building Panel has devoted many hours to working with government, clients and other stakeholders to reflect on the key risks and opportunities facing engineering from a capability and capacity perspective. This document showcases the results of this continuing work. The paper gives a comprehensive outline of the skills challenges that will affect the industry up to 2025 and offers some suggestions as to how they might be addressed. I wholeheartedly welcome the panel’s work in this area. It is crucial for civil engineers to take control of their own careers and development in emerging knowledge areas such as collaborative working, quality management, BIM and the low carbon agenda.

The future of our profession is characterized by complexity and rapidly changing skill requirements. In order to make the most of new opportunities whatever and wherever they maybe, today’s engineers need to be flexible with a lifelong ability to learn. In this report, the panel makes a number of recommendations which ICE are committed to taking forward in 2015 and 2016. We will continue our thought leadership in this area by working with other professional institutions to ensure optimum delivery of skills for the best interests of both industry and society. If you would like to be involved in any of this activity please contact me or my colleague Rob Curd: [email protected] Finally, some notes of thanks. We are particularly indebted to Professor Denise Bower, who drafted the final version of the paper. I would like to thank our report sponsors, partners and the Capacity Building Panel for their contributions.

Working on your own individual skills is as important as working for your organisation. Institution of Civil Engineers Skills Report 2015

Institution of Civil Engineers Skills Report 2015

ICE SKILLS 2015

ICE SKILLS 2015

Nathan Baker Director, Engineering Knowledge Institution of Civil Engineers

Green economy

01 Introduction Nathan Baker

ICE Skills 2015 is the first major event organised by the Institution of Civil Engineers (ICE) focused specifically on the capacity and capability of the civil engineer sector. It’s a gathering that reflects the ICE’s continued commitment to help our members future proof their skillset. Over the last year ICE’s Learned Society, notably our Capacity Building Panel has devoted many hours to working with government, clients and other stakeholders to reflect on the key risks and opportunities facing engineering from a capability and capacity perspective. This document showcases the results of this continuing work. The paper gives a comprehensive outline of the skills challenges that will affect the industry up to 2025 and offers some suggestions as to how they might be addressed. I wholeheartedly welcome the panel’s work in this area. It is crucial for civil engineers to take control of their own careers and development in emerging knowledge areas such as collaborative working, quality management, BIM and the low carbon agenda.

The future of our profession is characterized by complexity and rapidly changing skill requirements. In order to make the most of new opportunities whatever and wherever they maybe, today’s engineers need to be flexible with a lifelong ability to learn. In this report, the panel makes a number of recommendations which ICE are committed to taking forward in 2015 and 2016. We will continue our thought leadership in this area by working with other professional institutions to ensure optimum delivery of skills for the best interests of both industry and society. If you would like to be involved in any of this activity please contact me or my colleague Rob Curd: [email protected] Finally, some notes of thanks. We are particularly indebted to Professor Denise Bower, who drafted the final version of the paper. I would like to thank our report sponsors, partners and the Capacity Building Panel for their contributions.

Working on your own individual skills is as important as working for your organisation. Institution of Civil Engineers Skills Report 2015


ICE SKILLS 2015

ICE SKILLS 2015

Nathan Baker Director, Engineering Knowledge Institution of Civil Engineers

02. Skills Report 2015

The panel regularly reflects on the key risks and opportunities facing civil engineering from a capability and capacity perspective. This paper outlines some of the challenges that will affect the industry and offers some suggestions as to how they might be addressed.

Broadening and deepening our skills

ICE SKILLS 2015

Civil engineers need a broad range of capabilities, complemented by an in depth understanding of finance, marketing, project management and leadership skills. The use of Building Information Modelling (BIM), off-site construction and an increasingly global industry are all changing the skill sets that engineers and engineering require. Additionally, the effects of climate change and the low carbon agenda have introduced the need for environmental compliance, innovative approaches to resilience and sustainability and the use of resource efficient materials and practices. As demand for service-based products increases, engineers will need to understand the complex and interrelated systems of the built environment in order to deliver the step change in efficiency, value and sustainability that industry and government requires. Engineers therefore need to be well versed in topics such as quality management, collaborative working, negotiation and organisational awareness. All underpinned by a bedrock of core technical knowledge.

It is crucial for civil engineers to take control of their careers and develop themselves in these emerging areas. They need to consider working on their skills as important as working for their organisation.

Avoiding an impending crisis It is widely accepted that we face an impending skills crisis, with significant consequences, including: Industry competence to deliver quality products or services may be lost. C osts and inflationary pressures may escalate, placing further stress on budgets and large-scale planning. M ajor projects may be postponed or cancelled as no longer financially viable, resulting in the loss of UK plc competitive advantage in the global marketplace.

The economic and social activity required for the UK’s recovery is underpinned by major programmes delivered in the engineering, construction and manufacturing industries. The ability to initiate and deliver infrastructure projects and programmes and therefore achieve our long-term goals is highly dependent on having the necessary skills and capability. Acquiring and retaining critical talent in a rising market can incur significant costs, heightening risks and increasing the likelihood of major project postponement or ultimate programme failure. According to the Project Management Institute (PMI) the shortage will reach critical levels by 2016. The economic cycle and start-stop nature of public and private spending increase the risk of the necessary investment in skills not being made.


As multiple sectors return to growth the demand on engineering skills will continue to increase. Their range of competencies – including, numerical modelling, project management and risk analysis – are utilised in other sectors, such as manufacturing and financial services. In a global context engineering vacancies are second on the list of jobs global employers find difficult to fill.

We need more technicians With an ageing workforce, more engineers will retire but won’t be replaced due to a 9% fall in the numbers of 18 year olds entering the profession between 2012 and 2022. It’s estimated that by 2020 the UK will require 450,000 more science, engineering and technology (SET) technicians. There has been a historical lack of attractiveness towards technician occupations, combined with increasing numbers of students progressing to further education, this has led to declining numbers of technicians. This issue is being addressed by ICE, the Institution of Mechanical Engineers (IMechE) and the Institution of Engineering and Technology (IET) supported by the Engineering and Science Councils and the Gatsby Charitable Foundation through EngTechNow. This campaign aims to register 100,000 Engineering Technicians by 2018 and establish technician registration and membership as the norm for those entering the profession. Apprenticeships form an important part of meeting this demand but the debate often centres on the number on offer rather than the quality. Apprenticeships should remain available to all ages, as part of re-skilling the existing workforce.

Additionally, the panel supports the Perkins Review recommendation for the engineering community to develop additional Trailblazer Apprenticeships in engineering; a high quality qualification with a strong practical element.

programmes. Whether through IUK or an infrastructure commission, a live, needs based and transparent list of projects and programmes would assist in the debate on relative priorities and the rationale for their alternatives.

An industry that attracts and keeps all

There’s been progress at putting in place improved mechanisms and resources; however, increased promoter and developer skills are required within government to make the case for strategically important schemes at an earlier stage and in a more robust manner.

The future demand for engineers requires changes to the education incentives in place to attract students to take science, technology, engineering and mathematics (STEM) subjects; however, the profession as a whole requires changes to attract future engineers. Female engineers have an average career of five years. This poor retention rate results in a lack of role models for young females seeking to enter the engineering profession. The Royal Academy of Engineering runs a Diversity Programme which receives funding from the Department of Business, Innovation and Skills and works across PEIs, industry, education, the Royal Society and other STEM and diversity organisations. The programme aims to improve access to STEM subjects and the engineering profession for ethnic minorities and women. The Construction Leadership Council (CLC) has a programme of work to improve the image of engineering in order to attract a wider range of entrants, delivering key recommendations in Construction 2025. The panel supports both of these initiatives and calls on the wider industry to actively engage in these programmes.

What skills should we prioritise? Significant debate has taken place regarding decision-making mechanisms for infrastructure projects and

It’s encouraging to see the recent National Infrastructure Plan for skills which requires bidders for major government infrastructure projects (with a capital value over £50 million) to provide evidence of their commitment to developing skills. Contenders will be required to demonstrate their commitment to upskilling the current and future workforce in order to be considered for contracts. This will provide a vital boost to apprenticeship and training opportunities and help meet skills needs across the country.

Insights from our competency framework The competency framework assesses the competencies ICE believes members should acquire and develop as wellrounded practitioners. Information from the tool suggests that areas that ICE members feel least confident in are;

to tackle these needs. We are also looking into how we can use the framework to better integrate it into the wider ICE knowledge offering.

A once in a generation opportunity The focus on infrastructure and desire to attract investment provides the UK with a once in a generational opportunity to grow the skills of the domestic workforce, helping to meet the demand for increased capital and maintenance of infrastructure projects. While continuing to encourage imported skills, over the long term the UK should be able to train and equip local populations to compete for these new opportunities. A clear and committed pipeline of infrastructure projects should be used to identify where these opportunities exist and enable government, industry and academic institutions to provide bespoke training to deliver a vast range of infrastructure projects. Examples of this approach include the Tunnelling and Underground Construction Academy (TUCA) which is a purpose-built facility providing training in the key skills required to work in tunnel excavation and underground construction. TUCA can help to train and deliver the engineers required to deliver Crossrail, the Thames Tideway Tunnel and High Speed Rail.

Technology management Negotiation A sustainable and resilient approach Creativity Finance The ICE is looking into ways in which we can offer interventions


ICE SKILLS 2015

The ICE Capacity Building Panels role is to provide a framework that supports members to shape their future through real and relevant lifelong learning.

02. Skills Report 2015

The panel regularly reflects on the key risks and opportunities facing civil engineering from a capability and capacity perspective. This paper outlines some of the challenges that will affect the industry and offers some suggestions as to how they might be addressed.

Broadening and deepening our skills

ICE SKILLS 2015

Civil engineers need a broad range of capabilities, complemented by an in depth understanding of finance, marketing, project management and leadership skills. The use of Building Information Modelling (BIM), off-site construction and an increasingly global industry are all changing the skill sets that engineers and engineering require. Additionally, the effects of climate change and the low carbon agenda have introduced the need for environmental compliance, innovative approaches to resilience and sustainability and the use of resource efficient materials and practices. As demand for service-based products increases, engineers will need to understand the complex and interrelated systems of the built environment in order to deliver the step change in efficiency, value and sustainability that industry and government requires. Engineers therefore need to be well versed in topics such as quality management, collaborative working, negotiation and organisational awareness. All underpinned by a bedrock of core technical knowledge.

It is crucial for civil engineers to take control of their careers and develop themselves in these emerging areas. They need to consider working on their skills as important as working for their organisation.

Avoiding an impending crisis It is widely accepted that we face an impending skills crisis, with significant consequences, including: Industry competence to deliver quality products or services may be lost. C osts and inflationary pressures may escalate, placing further stress on budgets and large-scale planning. M ajor projects may be postponed or cancelled as no longer financially viable, resulting in the loss of UK plc competitive advantage in the global marketplace.

The economic and social activity required for the UK’s recovery is underpinned by major programmes delivered in the engineering, construction and manufacturing industries. The ability to initiate and deliver infrastructure projects and programmes and therefore achieve our long-term goals is highly dependent on having the necessary skills and capability. Acquiring and retaining critical talent in a rising market can incur significant costs, heightening risks and increasing the likelihood of major project postponement or ultimate programme failure. According to the Project Management Institute (PMI) the shortage will reach critical levels by 2016. The economic cycle and start-stop nature of public and private spending increase the risk of the necessary investment in skills not being made.


As multiple sectors return to growth the demand on engineering skills will continue to increase. Their range of competencies – including, numerical modelling, project management and risk analysis – are utilised in other sectors, such as manufacturing and financial services. In a global context engineering vacancies are second on the list of jobs global employers find difficult to fill.

We need more technicians With an ageing workforce, more engineers will retire but won’t be replaced due to a 9% fall in the numbers of 18 year olds entering the profession between 2012 and 2022. It’s estimated that by 2020 the UK will require 450,000 more science, engineering and technology (SET) technicians. There has been a historical lack of attractiveness towards technician occupations, combined with increasing numbers of students progressing to further education, this has led to declining numbers of technicians. This issue is being addressed by ICE, the Institution of Mechanical Engineers (IMechE) and the Institution of Engineering and Technology (IET) supported by the Engineering and Science Councils and the Gatsby Charitable Foundation through EngTechNow. This campaign aims to register 100,000 Engineering Technicians by 2018 and establish technician registration and membership as the norm for those entering the profession. Apprenticeships form an important part of meeting this demand but the debate often centres on the number on offer rather than the quality. Apprenticeships should remain available to all ages, as part of re-skilling the existing workforce.

Additionally, the panel supports the Perkins Review recommendation for the engineering community to develop additional Trailblazer Apprenticeships in engineering; a high quality qualification with a strong practical element.

programmes. Whether through IUK or an infrastructure commission, a live, needs based and transparent list of projects and programmes would assist in the debate on relative priorities and the rationale for their alternatives.

An industry that attracts and keeps all

There’s been progress at putting in place improved mechanisms and resources; however, increased promoter and developer skills are required within government to make the case for strategically important schemes at an earlier stage and in a more robust manner.

The future demand for engineers requires changes to the education incentives in place to attract students to take science, technology, engineering and mathematics (STEM) subjects; however, the profession as a whole requires changes to attract future engineers. Female engineers have an average career of five years. This poor retention rate results in a lack of role models for young females seeking to enter the engineering profession. The Royal Academy of Engineering runs a Diversity Programme which receives funding from the Department of Business, Innovation and Skills and works across PEIs, industry, education, the Royal Society and other STEM and diversity organisations. The programme aims to improve access to STEM subjects and the engineering profession for ethnic minorities and women. The Construction Leadership Council (CLC) has a programme of work to improve the image of engineering in order to attract a wider range of entrants, delivering key recommendations in Construction 2025. The panel supports both of these initiatives and calls on the wider industry to actively engage in these programmes.

What skills should we prioritise? Significant debate has taken place regarding decision-making mechanisms for infrastructure projects and

It’s encouraging to see the recent National Infrastructure Plan for skills which requires bidders for major government infrastructure projects (with a capital value over £50 million) to provide evidence of their commitment to developing skills. Contenders will be required to demonstrate their commitment to upskilling the current and future workforce in order to be considered for contracts. This will provide a vital boost to apprenticeship and training opportunities and help meet skills needs across the country.

Insights from our competency framework The competency framework assesses the competencies ICE believes members should acquire and develop as wellrounded practitioners. Information from the tool suggests that areas that ICE members feel least confident in are;

to tackle these needs. We are also looking into how we can use the framework to better integrate it into the wider ICE knowledge offering.

A once in a generation opportunity The focus on infrastructure and desire to attract investment provides the UK with a once in a generational opportunity to grow the skills of the domestic workforce, helping to meet the demand for increased capital and maintenance of infrastructure projects. While continuing to encourage imported skills, over the long term the UK should be able to train and equip local populations to compete for these new opportunities. A clear and committed pipeline of infrastructure projects should be used to identify where these opportunities exist and enable government, industry and academic institutions to provide bespoke training to deliver a vast range of infrastructure projects. Examples of this approach include the Tunnelling and Underground Construction Academy (TUCA) which is a purpose-built facility providing training in the key skills required to work in tunnel excavation and underground construction. TUCA can help to train and deliver the engineers required to deliver Crossrail, the Thames Tideway Tunnel and High Speed Rail.

Technology management Negotiation A sustainable and resilient approach Creativity Finance The ICE is looking into ways in which we can offer interventions


ICE SKILLS 2015

The ICE Capacity Building Panels role is to provide a framework that supports members to shape their future through real and relevant lifelong learning.

03. Our recommendations

04 Sponsors

Industry can:

The ICE Capacity Building Panel will:

D rive innovative industrial approaches to optimise the use of people.

E ducate people, building greater awareness of the industry so that we can attract more people and increase capacity.

D escribe the skills and attributes required of civil engineers at all stages of their career.

C ontinue to build confidence in the published workload pipeline. C ontinue to require bidders to demonstrate their commitment to upskilling the current and future workforce in order to be considered for contracts.

ICE SKILLS 2015

E nsure that procurement mechanisms on publicly financed projects and programmes set clear incentives for investment in skills. T he continued recovery of the UK construction industry in 2015 will stretch employers’ ability to source sufficient labour to meet the available work. Engineering is a global industry and politicians should take a pragmatic approach to migration, growing a domestic workforce while recognising that the UK must learn from other countries’ experience. U K universities have a strong global reputation and benefit from the recruitment of talented overseas students. These students are a valuable resource to universities and potentially to UK-based employers and it should be made easier for UK employers to recruit them, particularly specialists with postgraduate qualifications.

A ssess the skills required for a given role, ensuring that tasks are sufficiently delegated to the appropriate level of knowledge, whilst maximising development opportunities for junior colleagues. R educe waste and become more efficient. Utilise technology more effectively, automating processes where applicable. C ollaborate internationally, outsourcing work to offshore countries with the required skills and capacities, leveraging technology to work remotely and across time zones. R etrain people in sectors of decline, to complete work in growth sectors. C reate standardised products and solutions, scheduling talent across sectors to create more efficient programmes.

SPONSOR

SPONSOR

SPONSOR

CH2M HILL

TOPCON

ACCIONA

Employee-owned CH2M HILL is one of the world’s leading consulting, design, design-build, operations, and programme management companies. Our work is concentrated in water, transportation, environmental, energy, facilities and resources.

TOPCON, an innovative and global market leading company, develops and manufactures precise satellite positioning products and software solutions for surveying and civil engineering, earthworks and road construction, construction site management, mobile asset mapping and management and GIS data capturing.

ACCIONA is one of Spain’s largest corporations. It operates in infrastructure, energy, water and services in over 30 countries. Its corporate motto “Pioneers in development and sustainability” reflects its commitment - across all its activities - to contribute to economic growth, social welfare and the protection of the environment.

www.topcon.eu

www.acciona.com

E nsure that real and relevant lifelong learning is provided so that all civil engineers have access to the knowledge that their role requires. R eview qualifications and identify areas that will require development in the future. E ncourage a broad pool of talent that will ensure a strong future supply of civil engineers. D evelop interventions that tackle the needs identified by our competency framework.

CH2M HILL employs over 3,400 people in the UK, working on some of the most iconic infrastructure programmes. www.ch2mhill.com

C reate a more diverse talent pool, increasing the industry attractiveness to both sexes whilst highlighting transferable skills of relevance to those with a non-technical background. A pprenticeships should remain available to all ages, as part of re-skilling the existing workforce, and Government should continue to support employer-led apprenticeships such as the Trailblazer scheme - a high quality qualification with a strong practical element.


PARTNERS


ICE SKILLS 2015

Government should:

Green economy

A mixture of short-term and longterm actions are required. The overall aim is to reduce volatility through longterm planning, fuelled by government commitments such as the National Infrastructure Plan.

03. Our recommendations

04 Sponsors

Industry can:

The ICE Capacity Building Panel will:

Drive innovative industrial approaches to optimise the use of people.

Educate people, building greater awareness of the industry so that we can attract more people and increase capacity.

Describe the skills and attributes required of civil engineers at all stages of their career.

Continue to build confidence in the published workload pipeline. Continue to require bidders to demonstrate their commitment to upskilling the current and future workforce in order to be considered for contracts.

ICE SKILLS 2015

Ensure that procurement mechanisms on publicly financed projects and programmes set clear incentives for investment in skills. The continued recovery of the UK construction industry in 2015 will stretch employers’ ability to source sufficient labour to meet the available work. Engineering is a global industry and politicians should take a pragmatic approach to migration, growing a domestic workforce while recognising that the UK must learn from other countries’ experience. UK universities have a strong global reputation and benefit from the recruitment of talented overseas students. These students are a valuable resource to universities and potentially to UK-based employers and it should be made easier for UK employers to recruit them, particularly specialists with postgraduate qualifications.

Assess the skills required for a given role, ensuring that tasks are sufficiently delegated to the appropriate level of knowledge, whilst maximising development opportunities for junior colleagues. Reduce waste and become more efficient. Utilise technology more effectively, automating processes where applicable. Collaborate internationally, outsourcing work to offshore countries with the required skills and capacities, leveraging technology to work remotely and across time zones. Retrain people in sectors of decline, to complete work in growth sectors. Create standardised products and solutions, scheduling talent across sectors to create more efficient programmes.

SPONSOR

SPONSOR

SPONSOR

CH2M

TOPCON

ACCIONA

Employee-owned CH2M is one of the world’s leading consulting, design, design-build, operations, and programme management companies. Our work is concentrated in water, transportation, environmental, energy, facilities and resources.

TOPCON, an innovative and global market leading company, develops and manufactures precise satellite positioning products and software solutions for surveying and civil engineering, earthworks and road construction, construction site management, mobile asset mapping and management and GIS data capturing.

ACCIONA is one of Spain’s largest corporations. It operates in infrastructure, energy, water and services in over 30 countries. Its corporate motto “Pioneers in development and sustainability” reflects its commitment - across all its activities - to contribute to economic growth, social welfare and the protection of the environment.

www.topcon.eu

www.acciona.com

Ensure that real and relevant lifelong learning is provided so that all civil engineers have access to the knowledge that their role requires. Review qualifications and identify areas that will require development in the future. Encourage a broad pool of talent that will ensure a strong future supply of civil engineers. Develop interventions that tackle the needs identified by our competency framework.

CH2M employs over 3,400 people in the UK, working on some of the most iconic infrastructure programmes. www.ch2m.com

Create a more diverse talent pool, increasing the industry attractiveness to both sexes whilst highlighting transferable skills of relevance to those with a non-technical background. Apprenticeships should remain available to all ages, as part of re-skilling the existing workforce, and Government should continue to support employer-led apprenticeships such as the Trailblazer scheme - a high quality qualification with a strong practical element.


PARTNERS


ICE SKILLS 2015

Government should:

Green economy

A mixture of short-term and longterm actions are required. The overall aim is to reduce volatility through longterm planning, fuelled by government commitments such as the National Infrastructure Plan.

Overcoming the Skills Shortage on an Unknown Project 1- INTRODUCTION: ACCIONA

05 Tomorrow’s Engineer: 2025 and beyond Penelope McNeile

ACCIONA: The culture of sustainability ACCIONA is a leading corporation, a front-runner in infrastructures (construction, concessions, water, services and engineering), and renewable energy oriented towards sustainable development and social wellbeing. The commitment to sustainability was recognised last year with inclusion in DSJI World (Dow Jones Sustainability World Index) and DJSSI (Dow Jones Stocks Sustainability Index). ACCIONA’S commitment to innovation is underpinned by investment, projects, programs and human resources, all reaffirming the Company’s intention to lead the field in sustainable solutions and alternatives.

ICE SKILLS 2015

Penelope McNeile Head of Professionalism Institution of Civil Engineers

You only have to look at the top emerging engineering technologies from 2015’s World Economic Forum to realise that civil engineering is changing fast. Fuel cell vehicles and distributed manufacturing will soon alter how road and rail is used, increased robotics and adaptive materials are challenging traditional construction processes, improved artificial intelligence and neuromorphic technology will enable ‘thinking’ machines to inspect and diagnose issues, and connect automatically to provide solutions more effectively than humans for physical assets. Add these new capabilities to the challenges of urbanisation, growing population density, diminishing physical resources and related skills shortages and you can see that constant innovation is going to be the only way forward.

This future – and we’ll see its impact as early as in the next 5 years – requires a radical change of approach by engineers and their employers. The new world demands a more contrarian and creative mindset which looks for step change, rather than incremental improvements. It is also less comfortable career-wise: individuals and companies will have to make a substantial psychological and financial investment to keep up; high-end decision-making and greater public safety risks may also need an engineer’s competence to be assessed the length of a career. Overall the message is clear: innovate and invest in the right skills now and you will be able to deliver growth in the short and medium term, fail to do so and you will irretrievably decline.

What does this mean for the engineer of 2025? Tomorrow’s engineer will not only have to be completely at ease working in a 3D digital universe alongside computers as colleagues, but also primed to innovate 24/7 while assessing vast amounts of information. While supercomputers might be able to crunch exponentially increasing data from the Internet of Things, it is engineers who will be asked to make recommendations on the best way forward. Picture a railway engineer: today he or she would expect to check most work on site, with all the problems and dangers of access. In the future, inspection data might be collected by robot or drone and reviewed initially by a computer, with only exceptions being flagged for human inspection. Human engineers will therefore be asked to spend their time on suggesting radically innovative ways of approaching problems rather than reviewing and approving processes. Institution of Civil Engineers Skills Report 2015

Are we ready for this future? From the initial findings of a survey conducted in early 2015 most employees recognise the issues but have not quite accepted the speed at which they are approaching: BIM for example is still being challenged as of uncertain long term value, whereas it could offer a way of radically changing the way asset management is undertaken. Our immediate priority is to recruit and mobilise teams to fulfil contracts already awarded; looking at radical technological solutions that could ensure skills shortages do not derail future major projects but enable them to be delivered 100% more reliably and safely is not within scope. But we need to think and act differently: such short sightedness could lead civil engineering as we know it to be overtaken by other more dynamic sectors and competitors, or even supercomputers.

The mission of the company is to lead the way in creating, promoting and managing infrastructure, energy and water in an effort to make an active contribution to social wellbeing, sustainable development and value-generation for our stakeholders. We have to be able to overcome the challenge of achieving sustainable development through all of our areas of activity so as to ensure a better life for the generation of today and those of tomorrow. For ACCIONA, sustainability is an essential strategic standpoint, understood as a differentiating factor in competitiveness, value creation and profitability. 2009 saw the creation of the Sustainability Committee; it reports directly to the Board and the General Management Office of Innovation and Sustainability. ACCIONA has a Sustainability Master Plan (illustrated in the graphic on the right).

Tradition and technical experience around the globe The company started in 1861, when MZOV was founded as a Railway Operator Company. A few years later, MZOV evolved into a leading Spanish construction company. Founded in 1916, CUBIERTAS Y TEJADOS gained considerable prestige in roofing, although it also engaged in other types of industrial construction. In 1931 Jose Entrecanales, a civil engineer and Manuel Tavora founded ENTRECANALES Y TAVORA. 17 years on, the company started its international career, Portugal, Morocco an Equatorial Guinea were the first destinations, followed by United States, Hong Kong, Malaysia, Colombia and Mexico. The family company became a global leader in construction and engineering. Since the very first steps of the company the technical knowledge played a key role in all of our projects, and www.acciona.com

06 Case Studies

Green economy



This future – and we’ll see its impact as early as in the next 5 years – requires a radical change of approach by engineers and their employers. The new world demands a more contrarian and creative mindset which looks for step change, rather than incremental improvements. It is also less comfortable career-wise: individuals and companies will have to make a substantial psychological and financial investment to keep up; high-end decision-making and greater public safety risks may also need an engineer’s competence to be assessed the length of a career.

ICE SKILLS 2015

ICE SKILLS 2015


Overall the message is clear: innovate and invest in the right skills now and you will be able to deliver growth in the short and medium term, fail to do so and you will irretrievably decline.




Overcoming the Skills Shortage on an Unknown Project 1- INTRODUCTION: ACCIONA


ACCIONA: The culture of sustainability ACCIONA is a leading corporation, a front-runner in infrastructures (construction, concessions, water, services and engineering), and renewable energy oriented towards sustainable development and social wellbeing. The commitment to sustainability was recognised last year with inclusion in DSJI World (Dow Jones Sustainability World Index) and DJSSI (Dow Jones Stocks Sustainability Index). ACCIONA’S commitment to innovation is underpinned by investment, projects, programs and human resources, all reaffirming the Company’s intention to lead the field in sustainable solutions and alternatives.

ICE SKILLS 2015



This future – and we’ll see its impact as early as in the next 5 years – requires a radical change of approach by engineers and their employers. The new world demands a more contrarian and creative mindset which looks for step change, rather than incremental improvements. It is also less comfortable career-wise: individuals and companies will have to make a substantial psychological and financial investment to keep up; high-end decision-making and greater public safety risks may also need an engineer’s competence to be assessed the length of a career. Overall the message is clear: innovate and invest in the right skills now and you will be able to deliver growth in the short and medium term, fail to do so and you will irretrievably decline.



The mission of the company is to lead the way in creating, promoting and managing infrastructure, energy and water in an effort to make an active contribution to social wellbeing, sustainable development and value-generation for our stakeholders. We have to be able to overcome the challenge of achieving sustainable development through all of our areas of activity so as to ensure a better life for the generation of today and those of tomorrow. For ACCIONA, sustainability is an essential strategic standpoint, understood as a differentiating factor in competitiveness, value creation and profitability. 2009 saw the creation of the Sustainability Committee; it reports directly to the Board and the General Management Office of Innovation and Sustainability. ACCIONA has a Sustainability Master Plan (illustrated in the graphic on the right).

Tradition and technical experience around the globe The company started in 1861, when MZOV was founded as a Railway Operator Company. A few years later, MZOV evolved into a leading Spanish construction company. Founded in 1916, CUBIERTAS Y TEJADOS gained considerable prestige in roofing, although it also engaged in other types of industrial construction. In 1931 Jose Entrecanales, a civil engineer and Manuel Tavora founded ENTRECANALES Y TAVORA. 17 years on, the company started its international career, Portugal, Morocco an Equatorial Guinea were the first destinations, followed by United States, Hong Kong, Malaysia, Colombia and Mexico. The family company became a global leader in construction and engineering. Since the very first steps of the company the technical knowledge played a key role in all of our projects, and www.acciona.com

Overcoming the skills shortage on an unknown project

gave us the opportunity to be involved in several overseas experiences. CUBIERTAS Y MZOV was founded in 1978 as a result of the merger between CUBIERTAS Y TEJADOS and MZOV. Finally, at the end of the 1990s, NECSO (New Entrecanales, Cubiertas, Servicios and Obras) was created from the merger of Entrecanales y Tavora with Cubiertas y MZOV, and named as ACCIONA in 2005.

Now ACCIONA is a truly global company, with 70% of revenues coming from overseas activities.

Strategy and specialised skills The company’s strong technical skills are a result of the commitment to training and knowledge transfer. One of our key departments is the Technical Division, inspired by our founder, Jose Entrecanales, a professor of the University of Civil Engineers. Taking advantage of this technical excellence and the experience gained throughout the last 150 years in all of our projects, ACCIONA Infrastructure organises its strategic departments into three different Highly Specialised Business Units: -

Railway and Tunnels

-

Roads, Bridges and Special Structures

-

Ports and Hydraulic Projects.


2- HOW TO BUILD A WINNING TEAM Introduction: Our global skills model We have proven capabilities and technical expertise, but what are the procedures to build the best team? The identification and analysis of the gaps existing in professional skills and training plays a vital role before embarking upon a new challenge. ACCIONA has a global people management model, which is homogeneous around the world (same model for all Businesses, Countries and Functions), with the capacity to face challenges involved in all projects and in each country.

The special training cycle a) Inputs for training and talent attraction ACCIONA has a development track model that is applied immediately after the award and remains in place throughout the execution of the project. In this track model it is essential to align the strategy with different stakeholder requirements. The track model has its main activity before contract award, when planning and designing the goals are essential. The development track takes into account the country environment, as well as all the drivers to be considered: clients, partner, project management

committee, vendors, community and local practices on occupational risk prevention and the environment. In order to provide suitable training, it is necessary to consider the people that will be needed for the project: - Project Organisational Chart: Organizational Structure and Key Positions - ACCIONA Knowledge Map and necessary technical skills during project development - Internal Profile Maps based on a Role Model, which is the same for all countries - ACCIONA Capabilities Model derived from the Company’s Strategy

Our model is based on placing the right people in the right place on the basis of two key principles: • •

Equal opportunities Merits recognition

An essential part of this model requires identifying the right team, and helping it maximise performance throughout the project.

b) Skills gap identification In identifying the needs for skills, we use, in turn, two different group-based methodologies. • Immediately after contract award it is necessary to start implementing the planned team.

www.acciona.com

We have different plans: one for all the employees, and another especially focused on the key people in each project, who are previously identified.

www.acciona.com


gave us the opportunity to be involved in several overseas experiences. CUBIERTAS Y MZOV was founded in 1978 as a result of the merger between CUBIERTAS Y TEJADOS and MZOV. Finally, at the end of the 1990s, NECSO (New Entrecanales, Cubiertas, Servicios and Obras) was created from the merger of Entrecanales y Tavora with Cubiertas y MZOV, and named as ACCIONA in 2005.

Now ACCIONA is a truly global company, with 70% of revenues coming from overseas activities.

Strategy and specialised skills The company’s strong technical skills are a result of the commitment to training and knowledge transfer. One of our key departments is the Technical Division, inspired by our founder, Jose Entrecanales, a professor of the University of Civil Engineers. Taking advantage of this technical excellence and the experience gained throughout the last 150 years in all of our projects, ACCIONA Infrastructure organises its strategic departments into three different Highly Specialised Business Units: -

Railway and Tunnels

-

Roads, Bridges and Special Structures

-

Ports and Hydraulic Projects.


2- HOW TO BUILD A WINNING TEAM Introduction: Our global skills model We have proven capabilities and technical expertise, but what are the procedures to build the best team? The identification and analysis of the gaps existing in professional skills and training plays a vital role before embarking upon a new challenge. ACCIONA has a global people management model, which is homogeneous around the world (same model for all Businesses, Countries and Functions), with the capacity to face challenges involved in all projects and in each country.

The special training cycle a) Inputs for training and talent attraction ACCIONA has a development track model that is applied immediately after the award and remains in place throughout the execution of the project. In this track model it is essential to align the strategy with different stakeholder requirements. The track model has its main activity before contract award, when planning and designing the goals are essential. The development track takes into account the country environment, as well as all the drivers to be considered: clients, partner, project management

committee, vendors, community and local practices on occupational risk prevention and the environment. In order to provide suitable training, it is necessary to consider the people that will be needed for the project: - Project Organisational Chart: Organizational Structure and Key Positions - ACCIONA Knowledge Map and necessary technical skills during project development - Internal Profile Maps based on a Role Model, which is the same for all countries - ACCIONA Capabilities Model derived from the Company’s Strategy

Our model is based on placing the right people in the right place on the basis of two key principles: • •

Equal opportunities Merits recognition

An essential part of this model requires identifying the right team, and helping it maximise performance throughout the project.

b) Skills gap identification In identifying the needs for skills, we use, in turn, two different group-based methodologies. • Immediately after contract award it is necessary to start implementing the planned team.

www.acciona.com

We have different plans: one for all the employees, and another especially focused on the key people in each project, who are previously identified.

www.acciona.com



1.

To integrate an international team we have to discover and understand our differences. ACCIONA has this experience in different countries.

a. •

•

We compared the profile required for the project with each person’s knowledge, results, potential, etc. At an internal level, we have different tools that help to suitably select and know the needs for development. We have experience in recruiting local talent both in terms of qualified staff through the employer branding strategy and in terms of non-qualified staff through massive searches where necessary. For example: Brazil’s Selection Services Center, where the managers hired acted as internal role models.

Açu Harbour. Brazil

One of the fundamental training elements is empowering the multicultural management skills. c) Identification of key people ACCIONA has experience in integrating teams from different parts of the world for its works and relies on local talent. Our challenge consists of planning talent attraction through continuously identifying local recruitment sources and people of special interest for the works.

ACCIONA is implementing the International Attraction Talent Program with two focuses in mind: •

Based on a competitive intelligence model, we are always attentive to major and particular works developed at an international level, while identifying key people/candidates for future missions. • We identify the local recruitment sources of the strategic countries and plan possible additions. Our experience shows that it is not about mobilising massive resources from Spain, which, apart from being expensive, would exclude local knowledge opportunities, and prevent a suitable mix of resources. Our objective is to adapt ourselves, and supplement and add to the local knowledge; for this purpose, we have to know and integrate all the stakeholders involved in any given project, who influence the team: client, partner’s human resources, local staff and own human resources.

Hong Kong: The Ting Kau Bridge We worked with a team of over 1000 people from 19 different countries: Nepal, China, Pakistan, the Philippines and Germany to name a few. Each of them specialised in a specific activity within the construction process, and often constituted small groups, which were challenging to deal with. The bridge had three piers and three leading teams were formed: the Chinese, the German and the Spanish. We deployed 6 people from Spain and provided intensive language and communications training before the project started, which was a considerable contribution to successful delivery.

b. Puerto Rico Here language was not a problem but there were other challenges: the working method, organisation, procedures and regulations. We moved a small team from our Steel Factory, worksite experts, who were capable of conveying knowledge and the work method to the local workers.

c.

Australia, Legacy Way Tunnel. Brisbane The team sent from Spain was very small, and local engineers were hired. There was a bidirectional transfer of knowledge and no wastage in the synergies that generate in projects of this size. On the Legacy Way, out of the total staff present at the site, the “expatriated” staff did not exceed 6%, including the staff from all partners.

d.

Follo-Line. Norway. Our most recent example, where only one month will elapse from the recent award of the project to project execution. ACCIONA considered a move into Norwegian projects as a strategic priority and a local talent attraction strategy was set up – after analysing the needs of the project. This investment was made despite the fact that ACCIONA was not experience in bidding in Norway. Thanks to our “ACCIONA System”, there is a smooth work start because the training programme and the search for staff were there sufficiently in advance. Each place/project has their own difficulties. In Scandinavian countries, there is a shortage in terms of determined kind of workers (especially on-site employees). It is essential to recruit and train at the same time.

Our challenges In order to maximise productivity we have to sustainably manage knowledge and culture and identify where the major challenges will be: www.acciona.com

Ting Kau Bridge. Hong Kong

Legacy Way. Australia www.acciona.com



1.

To integrate an international team we have to discover and understand our differences. ACCIONA has this experience in different countries.

a. •

•

We compared the profile required for the project with each person’s knowledge, results, potential, etc. At an internal level, we have different tools that help to suitably select and know the needs for development. We have experience in recruiting local talent both in terms of qualified staff through the employer branding strategy and in terms of non-qualified staff through massive searches where necessary. For example: Brazil’s Selection Services Center, where the managers hired acted as internal role models.

Açu Harbour. Brazil

One of the fundamental training elements is empowering the multicultural management skills. c) Identification of key people ACCIONA has experience in integrating teams from different parts of the world for its works and relies on local talent. Our challenge consists of planning talent attraction through continuously identifying local recruitment sources and people of special interest for the works.

ACCIONA is implementing the International Attraction Talent Program with two focuses in mind: •

Based on a competitive intelligence model, we are always attentive to major and particular works developed at an international level, while identifying key people/candidates for future missions. • We identify the local recruitment sources of the strategic countries and plan possible additions. Our experience shows that it is not about mobilising massive resources from Spain, which, apart from being expensive, would exclude local knowledge opportunities, and prevent a suitable mix of resources. Our objective is to adapt ourselves, and supplement and add to the local knowledge; for this purpose, we have to know and integrate all the stakeholders involved in any given project, who influence the team: client, partner’s human resources, local staff and own human resources.

Hong Kong: The Ting Kau Bridge We worked with a team of over 1000 people from 19 different countries: Nepal, China, Pakistan, the Philippines and Germany to name a few. Each of them specialised in a specific activity within the construction process, and often constituted small groups, which were challenging to deal with. The bridge had three piers and three leading teams were formed: the Chinese, the German and the Spanish. We deployed 6 people from Spain and provided intensive language and communications training before the project started, which was a considerable contribution to successful delivery.

b. Puerto Rico Here language was not a problem but there were other challenges: the working method, organisation, procedures and regulations. We moved a small team from our Steel Factory, worksite experts, who were capable of conveying knowledge and the work method to the local workers.

c.

Australia, Legacy Way Tunnel. Brisbane The team sent from Spain was very small, and local engineers were hired. There was a bidirectional transfer of knowledge and no wastage in the synergies that generate in projects of this size. On the Legacy Way, out of the total staff present at the site, the “expatriated” staff did not exceed 6%, including the staff from all partners.

d.

Follo-Line. Norway. Our most recent example, where only one month will elapse from the recent award of the project to project execution. ACCIONA considered a move into Norwegian projects as a strategic priority and a local talent attraction strategy was set up – after analysing the needs of the project. This investment was made despite the fact that ACCIONA was not experience in bidding in Norway. Thanks to our “ACCIONA System”, there is a smooth work start because the training programme and the search for staff were there sufficiently in advance. Each place/project has their own difficulties. In Scandinavian countries, there is a shortage in terms of determined kind of workers (especially on-site employees). It is essential to recruit and train at the same time.

Our challenges In order to maximise productivity we have to sustainably manage knowledge and culture and identify where the major challenges will be: www.acciona.com

Ting Kau Bridge. Hong Kong

Legacy Way. Australia www.acciona.com


2. Be trained in all the skills inherent to the project. We promote the training and development of our employees at a professional and personal level. The skills previously acquired are promoted and supplemented, and a continuous training process is in place. The entire process is conducted through ACCIONA Universidad Corporativa, which has the following departments: Structure of the technical civil work construction school


3- EFFICIENT MANAGEMENT OF CULTURE AND SKILL RELATED DIFFICULTIES One of the key success factors of an international project is to prepare, accompany and follow up to the team in the process of managing changes and adapting to the management identity and style signals of the country of destination. Working in an overseas country, or on a new project, has very concrete implications in the relations with the client, the administration, the implementation of quality models, the environment and sustainability, as well as health and safety expectations. It is important that the change process starts with self-awareness, which allows diagnosing an individual starting point and the degree of connection with the team. Based on the comparison of the individual profile with that of the country of destination, a supplementary improvement skill plan is created.

It is necessary to understand the differences and to work on how to manage them, or otherwise to understand the issues where conflicts might originate in the international relations. A cultural comparison among the project profiles will allow identifying where, based on beliefs and professional styles, conflicts may arise (within and outside work); this enables the project

manager to develop requirements. ACCIONA uses self-awareness tools to contrast the thinking of each person and to work in a high performance team. One of the tools used that offers the best results is the one shown in the following graph, where the teams can be modelled in advance to detect any possible difficulties in order to foresee them and/or implement remedies.

In this approach, Training Programs will be conducted based on the following contents /methodology. TRAINING PLAN FOR MULTICULTURAL ENVIRONMENTS: DIVERSITY AND EQUALITY

One of the most important departments for the Company is the “Technical Schools”. Traditionally, the strong technical component of our employees has been one of the fundamental features in the fulfilment of the projects. Therefore, we are committed to the technical skills of the professionals. Therefore, the technical school is based on a structure similar to the Company’s structure. Each facet is taught by external and internal professionals, many of our professionals are professors at the most prestigious universities in Spain.

The training model must be adapted to a team’s requirements, not the other way around, with long term vision.

Personnel management aims to promote equal opportunities and personal diversity in each workplace. Working in international environments, diversity and equality are the cornerstones of social progress and growth and the core of our corporate philosophy www.acciona.com

www.acciona.com


2. Be trained in all the skills inherent to the project. We promote the training and development of our employees at a professional and personal level. The skills previously acquired are promoted and supplemented, and a continuous training process is in place. The entire process is conducted through ACCIONA Universidad Corporativa, which has the following departments: Structure of the technical civil work construction school


3- EFFICIENT MANAGEMENT OF CULTURE AND SKILL RELATED DIFFICULTIES One of the key success factors of an international project is to prepare, accompany and follow up to the team in the process of managing changes and adapting to the management identity and style signals of the country of destination. Working in an overseas country, or on a new project, has very concrete implications in the relations with the client, the administration, the implementation of quality models, the environment and sustainability, as well as health and safety expectations. It is important that the change process starts with self-awareness, which allows diagnosing an individual starting point and the degree of connection with the team. Based on the comparison of the individual profile with that of the country of destination, a supplementary improvement skill plan is created.

It is necessary to understand the differences and to work on how to manage them, or otherwise to understand the issues where conflicts might originate in the international relations. A cultural comparison among the project profiles will allow identifying where, based on beliefs and professional styles, conflicts may arise (within and outside work); this enables the project

manager to develop requirements. ACCIONA uses self-awareness tools to contrast the thinking of each person and to work in a high performance team. One of the tools used that offers the best results is the one shown in the following graph, where the teams can be modelled in advance to detect any possible difficulties in order to foresee them and/or implement remedies.

In this approach, Training Programs will be conducted based on the following contents /methodology. TRAINING PLAN FOR MULTICULTURAL ENVIRONMENTS: DIVERSITY AND EQUALITY

One of the most important departments for the Company is the “Technical Schools”. Traditionally, the strong technical component of our employees has been one of the fundamental features in the fulfilment of the projects. Therefore, we are committed to the technical skills of the professionals. Therefore, the technical school is based on a structure similar to the Company’s structure. Each facet is taught by external and internal professionals, many of our professionals are professors at the most prestigious universities in Spain.

The training model must be adapted to a team’s requirements, not the other way around, with long term vision.

Personnel management aims to promote equal opportunities and personal diversity in each workplace. Working in international environments, diversity and equality are the cornerstones of social progress and growth and the core of our corporate philosophy www.acciona.com

www.acciona.com


4- DESIGN A SUITABLE ROAD PLAN Over more than the 150 years of experience, the Company has confirmed that the training of apprentices is essential. ACCIONA Training Model is based on the fact that 70% of learning takes place on the job.


Spain. In these years, we have learned a lot on high speed; we have actively cooperated with the client in the development of the entire network, and we have trained a huge number of staff/subcontractors in the field. We are prepared to accomplish what we have done before: cooperate in the execution of the projects and transfer knowledge acquired throughout the years to the local staff in each of the destinations. ACCIONA international emerging talent pool program

For a long time, we have tried to make sure our senior profiles with vast experience and high technical training work with 5 junior people in each team. Given that the junior teams have little, though intense, training or experience, the mix works with a multiplier effect on the transfer of knowledge. Below are several examples that show the theory explained above. High speed in Spain We are proud of having developed more than 1200 km of the 3000-km high speed rail lines in

ACCIONA has established a very powerful training model, both at a professional and at a personal level. In this regard, the experience

shows that the ideal thing is to combine different methodologies, as shown in the following chart:

This program began in 2000 and has become global, and today, it includes professionals from 12 countries. The Program follows the 2+2+2 configuration (rotation throughout 2 countries, 2 projects and work in 2 languages). Since 2000, there have been over 500 Spaniards, and our objective is to reach 2000 people with a global profile by 2017. Example: R+D+i Mentoring Program This ACCIONA programme is based on the transfer of knowledge between Business Mentors and Mentees of the R+D+I Technological Center. This is a clear example of “on the Job” training - the results of which showed that, within 1 year, the knowledge transfer goals could be met and that the internal contact networks of the Organization were revolutionized to achieve better cooperation among all the units.

To speed up the learning curve, it is the best to combine different methodologies that enable better consolidation of the knowledge acquired, so that it can be internalised by individuals. A basic training program for a project could be as follows:

The final goal of the road plan is the achievement of a smooth learning curve, delivering the project on time and to budget.

www.acciona.com

www.acciona.com


4- DESIGN A SUITABLE ROAD PLAN Over more than the 150 years of experience, the Company has confirmed that the training of apprentices is essential. ACCIONA Training Model is based on the fact that 70% of learning takes place on the job.


Spain. In these years, we have learned a lot on high speed; we have actively cooperated with the client in the development of the entire network, and we have trained a huge number of staff/subcontractors in the field. We are prepared to accomplish what we have done before: cooperate in the execution of the projects and transfer knowledge acquired throughout the years to the local staff in each of the destinations. ACCIONA international emerging talent pool program

For a long time, we have tried to make sure our senior profiles with vast experience and high technical training work with 5 junior people in each team. Given that the junior teams have little, though intense, training or experience, the mix works with a multiplier effect on the transfer of knowledge. Below are several examples that show the theory explained above. High speed in Spain We are proud of having developed more than 1200 km of the 3000-km high speed rail lines in

ACCIONA has established a very powerful training model, both at a professional and at a personal level. In this regard, the experience

shows that the ideal thing is to combine different methodologies, as shown in the following chart:

This program began in 2000 and has become global, and today, it includes professionals from 12 countries. The Program follows the 2+2+2 configuration (rotation throughout 2 countries, 2 projects and work in 2 languages). Since 2000, there have been over 500 Spaniards, and our objective is to reach 2000 people with a global profile by 2017. Example: R+D+i Mentoring Program This ACCIONA programme is based on the transfer of knowledge between Business Mentors and Mentees of the R+D+I Technological Center. This is a clear example of “on the Job” training - the results of which showed that, within 1 year, the knowledge transfer goals could be met and that the internal contact networks of the Organization were revolutionized to achieve better cooperation among all the units.

To speed up the learning curve, it is the best to combine different methodologies that enable better consolidation of the knowledge acquired, so that it can be internalised by individuals. A basic training program for a project could be as follows:

The final goal of the road plan is the achievement of a smooth learning curve, delivering the project on time and to budget.

www.acciona.com

www.acciona.com


5- SUMMARY We can conclude the following, based on ACCIONA’s own experience of over 150 years in the construction field: 1. Anticipation: Because the period between contract award and work might be short, it is important to adopt a continuous training model and intensify it the moment the interest in the country/project is confirmed, while the plan starts six months before the work starts. For example, the cooperation model with Australia. 2. Support a strong sense of community: When people feel that they belong to a community, they are more prone to share knowledge. For instance, the open community in the AHCI and Mentoring of the R+D+i Center with Community Managers.

Industrial Cadets- Ensuring quality workplace experiences. 3. When too many members of the team do not know one another, they may be reluctant to share knowledge. The most advisable and efficient thing to do for the project is to set up a core of people who know each other; for instance, definition at ACCIONA of Expert Teams during 2012. 4. Guarantee the skills required: Teaching programs on how to communicate well and solve conflicts is critical when a project starts, so that no problems arise from cultural differences; for instance, training before operating in countries with low-performance issues. 5.

Set the example: Senior executives must publicly show cooperative behaviour and sponsoring of internal or network training activities.

Introduction Industrial Cadets is a national accreditation for workplace experiences, designed to ensure that young people develop essential employability skills whilst exploring the world of industry and manufacturing. By this engagement with employers young people have their careers awareness raised and gain knowledge of local opportunities and pathways available to them. Inspired by HRH The Prince of Wales and withTata Steel as founding partner, Industrial Cadets is led by a panel of leading employers from a range of industries. Education charity EDT has developed Industrial Cadets under the guidance of this leadership team of employers. The rapid expansion of Industrial Cadets is taking place nationally, across a range of industries and involves employers of all sizes engaging with local schools. The growth of the initiative has been funded by a co-investment model, with investment provided by UKCES and a mix of cash and in-kind contributions from the employers involved.

HRH The Prince of Wales meets some of the first Industrial Cadets from the Tata Steel 2011 cohort at the British Science Museum

The Reason for Industrial Cadets – “Barriers to future UK prosperity” The UK’s future prosperity is dependent on ensuring that key industries have the skills at all levels to enable them to develop and grow. These industries include traditional core activities such as construction, transport, civil engineering and general manufacturing, but also younger industries such as bioscience, clean tech, and renewable energy. In all these activities the UK has specific expertise which can enable companies in these sectors to prosper, but the availability of suitably qualified recruits on an ongoing basis is also crucial.

Employer issues Many employers recognise that their current base of engineering and science expertise is located in the older age range of their teams, and as these people come towards retirement, intensive recruitment of personnel with these skills will be required just to stand still, let alone to enable and enhance growth. There is however a problem with the number of young people with these skills, the well documented ‘skills gap’. Recent surveys also suggest that many employers are dissatisfied with the ‘soft’ skills of new recruits from local schools, particularly prized by business are skills such as team-work, project management, problem solving, communications and presentation skills. It is felt that more needs to be done to ensure that young people have a grounding in these skills when leaving school.

Tera Viaduct. High Speed Line Madrid – Galicia. Spain

www.acciona.com

Industrial Cadets - Ensuring quality workplace experiences. – www.industrialcadets.co.uk


5- SUMMARY We can conclude the following, based on ACCIONA’s own experience of over 150 years in the construction field: 1. Anticipation: Because the period between contract award and work might be short, it is important to adopt a continuous training model and intensify it the moment the interest in the country/project is confirmed, while the plan starts six months before the work starts. For example, the cooperation model with Australia. 2. Support a strong sense of community: When people feel that they belong to a community, they are more prone to share knowledge. For instance, the open community in the AHCI and Mentoring of the R+D+i Center with Community Managers.

Industrial Cadets- Ensuring quality workplace experiences. 3. When too many members of the team do not know one another, they may be reluctant to share knowledge. The most advisable and efficient thing to do for the project is to set up a core of people who know each other; for instance, definition at ACCIONA of Expert Teams during 2012. 4. Guarantee the skills required: Teaching programs on how to communicate well and solve conflicts is critical when a project starts, so that no problems arise from cultural differences; for instance, training before operating in countries with low-performance issues. 5.

Set the example: Senior executives must publicly show cooperative behaviour and sponsoring of internal or network training activities.

Introduction Industrial Cadets is a national accreditation for workplace experiences, designed to ensure that young people develop essential employability skills whilst exploring the world of industry and manufacturing. By this engagement with employers young people have their careers awareness raised and gain knowledge of local opportunities and pathways available to them. Inspired by HRH The Prince of Wales and withTata Steel as founding partner, Industrial Cadets is led by a panel of leading employers from a range of industries. Education charity EDT has developed Industrial Cadets under the guidance of this leadership team of employers. The rapid expansion of Industrial Cadets is taking place nationally, across a range of industries and involves employers of all sizes engaging with local schools. The growth of the initiative has been funded by a co-investment model, with investment provided by UKCES and a mix of cash and in-kind contributions from the employers involved.

HRH The Prince of Wales meets some of the first Industrial Cadets from the Tata Steel 2011 cohort at the British Science Museum

The Reason for Industrial Cadets – “Barriers to future UK prosperity” The UK’s future prosperity is dependent on ensuring that key industries have the skills at all levels to enable them to develop and grow. These industries include traditional core activities such as construction, transport, civil engineering and general manufacturing, but also younger industries such as bioscience, clean tech, and renewable energy. In all these activities the UK has specific expertise which can enable companies in these sectors to prosper, but the availability of suitably qualified recruits on an ongoing basis is also crucial.

Employer issues Many employers recognise that their current base of engineering and science expertise is located in the older age range of their teams, and as these people come towards retirement, intensive recruitment of personnel with these skills will be required just to stand still, let alone to enable and enhance growth. There is however a problem with the number of young people with these skills, the well documented ‘skills gap’. Recent surveys also suggest that many employers are dissatisfied with the ‘soft’ skills of new recruits from local schools, particularly prized by business are skills such as team-work, project management, problem solving, communications and presentation skills. It is felt that more needs to be done to ensure that young people have a grounding in these skills when leaving school.

Tera Viaduct. High Speed Line Madrid – Galicia. Spain

www.acciona.com


Young people’s issues On the other hand, from the point of view of the young people, there is a problem that local industry is often invisible to the general public and to young people in particular. Many couldn’t tell you what the major industries in their area are and which companies are the major employers. They certainly would struggle to describe the career prospects that are on offer in local industries and the qualifications they would need to embark on such careers.

How does Industrial Cadets help? Skills development

In short it appears that there is lack of connection between employers and their potential future recruits. Employers find that young recruits don’t have the skills they are looking for in their available jobs while young people don’t know what jobs there are likely to be in their local areas and what skills they need to develop for their chosen career pathways.

The Industrial Cadets accreditation creates a quality standard for workplace experiences to ensure that young people aged 11-19 years, who engage in industry based activities whilst on a work placement programme, can develop skills that will be valuable throughout their education and into their early careers. Having being developed by EDT and a leadership team from industry, Industrial Cadets ensures that the skills developed are recognised by employers in industry to be advantageous.

Industrial Cadets has been developed to help resolve these problems.

Young people taking part in an accredited experience with GSK in Ware

What is Industrial Cadets? Industrial Cadets provides new industry standards for school engagement and workplace experience, allowing local companies to provide meaningful engagement for young people with a series of activities and other essential programme components. A Cadetship is accessible at bronze, silver or gold level, representing 20, 30 or 50 hours of activity respectively. The structure of Industrial Cadets is flexible and designed to fit in with the needs of the schools and employers involved. Accredited programmes must comply with a framework of competencies and skills and the different levels of awards involve a different mix of programme within stipulated time frames. During their experience, young people will gain access to the Industrial Cadets Online Network, providing useful tools and resources that will assist them throughout their accredited programme and beyond. Programme components will typically include company visits, project and problem solving work, sector research, presentations and the opportunity to interact with industry role models. Skills and competencies that are developed include creativity and innovation, communication and collaboration, critical thinking, careers awareness and motivation, digital skills and personal and interpersonal skills. At the end of their workplace experience the young people graduate as Industrial Cadets at the appropriate level and will be able to access fully the Industrial Cadets Online Network, enabling them to continue connecting with employers and find out about further opportunities available to them.


Careers awareness Industrial Cadets creates the perfect Taking part in an accredited experience with Tata Steel mechanism for industry and schools to be able to inform young people age 11-19 about the career opportunities available within industry and help students to identify pathways they could take into industry. Connecting young people with employers helps to inspire students into considering the wide range of job roles available across a wide range of disciplines by meeting role models who are actively working within those sectors.

Talent Pipeline Through Industrial Cadets employers are able to contribute to closing the skills gaps in UK Industry and to develop a structured approach to their talent pipeline.

The Industrial Cadets Online Network For young people, taking part in Industrial Cadets helps them to stand out from the crowd when it comes to applying for university, an apprenticeship or a job. The Industrial Cadets Online Network is there to support them every step of the way. Once signed up to take part an Industrial Cadets experience, young people can immediately gain exclusive access to the Industrial Cadets Online Network, which is designed to support them throughout their Industrial Cadets experience and beyond. The network hosts resources that will help young people meet the accreditation requirements, including; company information, and access to previous project examples. Once a young person has graduated as an Industrial Cadet they can continue to benefit from further opportunities and resources, providing ongoing value after the workplace experience. The network also allows access to future opportunities for work, advice of further training and development and the ability to make connections with other


Young people’s issues On the other hand, from the point of view of the young people, there is a problem that local industry is often invisible to the general public and to young people in particular. Many couldn’t tell you what the major industries in their area are and which companies are the major employers. They certainly would struggle to describe the career prospects that are on offer in local industries and the qualifications they would need to embark on such careers.

How does Industrial Cadets help? Skills development

In short it appears that there is lack of connection between employers and their potential future recruits. Employers find that young recruits don’t have the skills they are looking for in their available jobs while young people don’t know what jobs there are likely to be in their local areas and what skills they need to develop for their chosen career pathways.

The Industrial Cadets accreditation creates a quality standard for workplace experiences to ensure that young people aged 11-19 years, who engage in industry based activities whilst on a work placement programme, can develop skills that will be valuable throughout their education and into their early careers. Having being developed by EDT and a leadership team from industry, Industrial Cadets ensures that the skills developed are recognised by employers in industry to be advantageous.

Industrial Cadets has been developed to help resolve these problems.

Young people taking part in an accredited experience with GSK in Ware

What is Industrial Cadets? Industrial Cadets provides new industry standards for school engagement and workplace experience, allowing local companies to provide meaningful engagement for young people with a series of activities and other essential programme components. A Cadetship is accessible at bronze, silver or gold level, representing 20, 30 or 50 hours of activity respectively. The structure of Industrial Cadets is flexible and designed to fit in with the needs of the schools and employers involved. Accredited programmes must comply with a framework of competencies and skills and the different levels of awards involve a different mix of programme within stipulated time frames. During their experience, young people will gain access to the Industrial Cadets Online Network, providing useful tools and resources that will assist them throughout their accredited programme and beyond. Programme components will typically include company visits, project and problem solving work, sector research, presentations and the opportunity to interact with industry role models. Skills and competencies that are developed include creativity and innovation, communication and collaboration, critical thinking, careers awareness and motivation, digital skills and personal and interpersonal skills. At the end of their workplace experience the young people graduate as Industrial Cadets at the appropriate level and will be able to access fully the Industrial Cadets Online Network, enabling them to continue connecting with employers and find out about further opportunities available to them.


Careers awareness Industrial Cadets creates the perfect Taking part in an accredited experience with Tata Steel mechanism for industry and schools to be able to inform young people age 11-19 about the career opportunities available within industry and help students to identify pathways they could take into industry. Connecting young people with employers helps to inspire students into considering the wide range of job roles available across a wide range of disciplines by meeting role models who are actively working within those sectors.

Talent Pipeline Through Industrial Cadets employers are able to contribute to closing the skills gaps in UK Industry and to develop a structured approach to their talent pipeline.

The Industrial Cadets Online Network For young people, taking part in Industrial Cadets helps them to stand out from the crowd when it comes to applying for university, an apprenticeship or a job. The Industrial Cadets Online Network is there to support them every step of the way. Once signed up to take part an Industrial Cadets experience, young people can immediately gain exclusive access to the Industrial Cadets Online Network, which is designed to support them throughout their Industrial Cadets experience and beyond. The network hosts resources that will help young people meet the accreditation requirements, including; company information, and access to previous project examples. Once a young person has graduated as an Industrial Cadet they can continue to benefit from further opportunities and resources, providing ongoing value after the workplace experience. The network also allows access to future opportunities for work, advice of further training and development and the ability to make connections with other


Industrial Cadets and Industrial Cadet employers. As a network member an Industrial Cadet will also have access to information that will help decision making about study and career options.

to gain an understanding of the consideration of sustainability and environmental factors on an active site.

careers in the industry and the subsequent skills shortage we are experiencing across the sector.

Employers also benefit from the Industrial Cadets Online Network, to which they have access as an Industrial Cadets employer. They are able to contribute to content on the Network, helping educate Cadets about their organisation and the careers that are available within that organisation and in wider UK industry. Employers recognised by Industrial Cadets are also able to utilise the Network to promote opportunities available within their organisations to Cadets, helping them meet their recruitment needs.

During the ten weeks each team had access to a mentor from Bouygues UK. The teams were encouraged to interview their mentor to find out about their jobs and their career up to that point. In doing this the pupils were gaining valuable, practical knowledge about career paths in construction and the skills and qualifications that have to be gained to pursue such a career first-hand. The mentor also acted as a positive role model to help counter any negative stereotypes they might have had of people working in construction and other civil engineering roles.

“The STEM Challenge is a bespoke competition developed by us to help pupils use and understand how the theory and skills they learn at school can be applied in a practical sense, using real-life situations on one of our construction sites. It’s our way of helping students to see the correlation between their lessons and the potential for an exciting, fulfilling career within construction. We want them to join the industry and grow with us.

Industrial Cadets in Practice - Case Study - Bouygues UK

At the end of the ten weeks the students were invited back for a Grand Finale, to deliver detailed project portfolio documents and to make a formal presentation of their project proposals to a panel of assessors. They also had the opportunity to showcase their projects on an exhibition stand which allowed other teams, parents and teachers to learn about their project. At the Grand Finale, awards were given for the best projects and all the young people who were successful in completing the STEM Challenge were presented with the award of Industrial Cadet at Bronze level.

Construction specialists Bouygues UK has engaged with Industrial Cadets in a significant way, working in early 2015 with circa 70 students (years 9/10) from ten schools in Hampshire on a set of activities at Industrial Cadet bronze level.

Liz Boynton, Senior Corporate Responsibility Officer at Bouygues UK has been instrumental in driving the STEM Challenge since its inception six years ago. Liz said: “It is in our business interest to make sure that we are appealing to young people and encouraging them to choose STEM subjects and careers.

All Network users will either be participating in an Industrial Cadets experience, or would have already graduated, giving Industrial Cadets employers exclusive access to a pool of talented young people across the UK.

The Industrial Cadets accreditation forms part of the business’s bespoke inter-schools STEM Challenge event, tailored around the construction industry and aimed at promoting science, technology, engineering and maths skills and careers to school students. The annual event, now in its sixth year, is the result of a partnership between Bouygues UK and Southampton Council. Bouygues UK annually sets set the students the task of engaging with a live and local construction project and to come up with ideas which would help the scheme achieve a BREEAM Excellent rating. This is the second highest rating that BREEAM, the world’s foremost environmental assessment method and rating system of buildings, awards. Bouygues UK earmarked its St Mary’s site in Southampton City for this year’s competition. The development involves the construction of 467 student accommodation units and 267m2 of retail space on a site which had been unused for more than 30 years. The STEM Challenge students were split into teams and each team was asked to pick one option on which to base their project.

Mentors and Industrial Cadets at Airbus in Bristol

The first option was to contribute to site ecology by the design of a ‘brown roof’ within the project. The idea would be that the roof would be able to support a natural ecosystem with wild flowers, herbs, and rare plants that are native to the surrounding area. This would also provide a natural habitat for insects and so support the local bird life. The STEM Challenge team would need to research the local environment and find out what species thrive locally and consider how the ‘brown roof’ could be appropriately landscaped and cultivated. The second option available to the teams was to consider the bioclimatic design of the student accommodation block, i.e. the way the building and associated spaces are designed to take full account of the local climate. The teams were invited to consider acoustics, use of daylight and natural ventilation, but also to bring their own ideas based on their research into bioclimatic design and the local environment. These projects formed the core of an exciting programme of activity for the young people involved, spread over ten weeks. The programme started with a launch day when they took part in team building activities that were designed to give them an insight into the use of STEM subjects in the everyday world. They also found out more about the construction industry and the many careers that it supports. After the launch, a site visit was arranged to allow the students to get an insight into how construction projects are planned and


“Collectively, the construction industry employs just over 10% of the entire UK workforce. And the numbers are only set to grow, with hundreds of thousands of more jobs expected to be created in the industry over the next few years. However, as we all know, there are not enough students taking STEM subjects at A Level and beyond. This is a trend which has continued for years. And the result is now being felt acutely with the lack of new professionals coming into the relevant

“The investment that goes into an initiative like this has the potential to pay significant dividends in terms of encouraging people into STEM-related careers. I think it’s important that businesses get involved and play an active part in trying to engage with students if they want to make a real impact on addressing skills shortages.” Speaking of the decision to pursue accreditation with Industrial Cadets for participants in this year’s challenge, Liz added: “The STEM Challenge requires students to demonstrate their ability in terms of research, project planning, presentation skills and team work – all of which will be useful in any future career or job. As a business, it also allows us the opportunity to really showcase the wide range of skills, jobs and careers that are available within the industry. “External accreditation from Industrial Cadets is an important endorsement for the STEM Challenge. It shows students and parents that the competition has been deliberately designed with an emphasis on helping students to learn new skills and put their learning into practice as well as find out more about the world of work. All of which will help prepare them for their future careers. “It’s also an added bonus for the students, who actively get involved in the STEM Challenge, coming up with creative solutions to address sustainability issues.”

The Background to Industrial Cadets The idea for Industrial Cadets originated in discussions between HRH The Prince of Wales and representatives of Tata Steel in the North East when The Prince was visiting a Tata Steel facility in 2010. The concept was piloted by Tata Steel with twenty four 12-14 year olds in autumn 2011. EDT, the UK’s leading STEM (or engineering and technology) education charity that specialises in business/education links, was asked to develop Industrial Cadets nationally utilising seed funding from the Department for Communities and Local Government and subsequently to expand the initiative considerably utilising funding provided through UKCES under the Employer Ownership of Skills Pilot Programme, following a bid led by Tata Steel. HRH The Prince of Wales has Industrial Cadets - Ensuring quality workplace experiences. – www.industrialcadets.co.uk

Industrial Cadets and Industrial Cadet employers. As a network member an Industrial Cadet will also have access to information that will help decision making about study and career options.

to gain an understanding of the consideration of sustainability and environmental factors on an active site.

careers in the industry and the subsequent skills shortage we are experiencing across the sector.

Employers also benefit from the Industrial Cadets Online Network, to which they have access as an Industrial Cadets employer. They are able to contribute to content on the Network, helping educate Cadets about their organisation and the careers that are available within that organisation and in wider UK industry. Employers recognised by Industrial Cadets are also able to utilise the Network to promote opportunities available within their organisations to Cadets, helping them meet their recruitment needs.

During the ten weeks each team had access to a mentor from Bouygues UK. The teams were encouraged to interview their mentor to find out about their jobs and their career up to that point. In doing this the pupils were gaining valuable, practical knowledge about career paths in construction and the skills and qualifications that have to be gained to pursue such a career first-hand. The mentor also acted as a positive role model to help counter any negative stereotypes they might have had of people working in construction and other civil engineering roles.

“The STEM Challenge is a bespoke competition developed by us to help pupils use and understand how the theory and skills they learn at school can be applied in a practical sense, using real-life situations on one of our construction sites. It’s our way of helping students to see the correlation between their lessons and the potential for an exciting, fulfilling career within construction. We want them to join the industry and grow with us.

Industrial Cadets in Practice - Case Study - Bouygues UK

At the end of the ten weeks the students were invited back for a Grand Finale, to deliver detailed project portfolio documents and to make a formal presentation of their project proposals to a panel of assessors. They also had the opportunity to showcase their projects on an exhibition stand which allowed other teams, parents and teachers to learn about their project. At the Grand Finale, awards were given for the best projects and all the young people who were successful in completing the STEM Challenge were presented with the award of Industrial Cadet at Bronze level.

Construction specialists Bouygues UK has engaged with Industrial Cadets in a significant way, working in early 2015 with circa 70 students (years 9/10) from ten schools in Hampshire on a set of activities at Industrial Cadet bronze level.

Liz Boynton, Senior Corporate Responsibility Officer at Bouygues UK has been instrumental in driving the STEM Challenge since its inception six years ago. Liz said: “It is in our business interest to make sure that we are appealing to young people and encouraging them to choose STEM subjects and careers.

All Network users will either be participating in an Industrial Cadets experience, or would have already graduated, giving Industrial Cadets employers exclusive access to a pool of talented young people across the UK.

The Industrial Cadets accreditation forms part of the business’s bespoke inter-schools STEM Challenge event, tailored around the construction industry and aimed at promoting science, technology, engineering and maths skills and careers to school students. The annual event, now in its sixth year, is the result of a partnership between Bouygues UK and Southampton Council. Bouygues UK annually sets set the students the task of engaging with a live and local construction project and to come up with ideas which would help the scheme achieve a BREEAM Excellent rating. This is the second highest rating that BREEAM, the world’s foremost environmental assessment method and rating system of buildings, awards. Bouygues UK earmarked its St Mary’s site in Southampton City for this year’s competition. The development involves the construction of 467 student accommodation units and 267m2 of retail space on a site which had been unused for more than 30 years. The STEM Challenge students were split into teams and each team was asked to pick one option on which to base their project.

Mentors and Industrial Cadets at Airbus in Bristol

The first option was to contribute to site ecology by the design of a ‘brown roof’ within the project. The idea would be that the roof would be able to support a natural ecosystem with wild flowers, herbs, and rare plants that are native to the surrounding area. This would also provide a natural habitat for insects and so support the local bird life. The STEM Challenge team would need to research the local environment and find out what species thrive locally and consider how the ‘brown roof’ could be appropriately landscaped and cultivated. The second option available to the teams was to consider the bioclimatic design of the student accommodation block, i.e. the way the building and associated spaces are designed to take full account of the local climate. The teams were invited to consider acoustics, use of daylight and natural ventilation, but also to bring their own ideas based on their research into bioclimatic design and the local environment. These projects formed the core of an exciting programme of activity for the young people involved, spread over ten weeks. The programme started with a launch day when they took part in team building activities that were designed to give them an insight into the use of STEM subjects in the everyday world. They also found out more about the construction industry and the many careers that it supports. After the launch, a site visit was arranged to allow the students to get an insight into how construction projects are planned and


“Collectively, the construction industry employs just over 10% of the entire UK workforce. And the numbers are only set to grow, with hundreds of thousands of more jobs expected to be created in the industry over the next few years. However, as we all know, there are not enough students taking STEM subjects at A Level and beyond. This is a trend which has continued for years. And the result is now being felt acutely with the lack of new professionals coming into the relevant

“The investment that goes into an initiative like this has the potential to pay significant dividends in terms of encouraging people into STEM-related careers. I think it’s important that businesses get involved and play an active part in trying to engage with students if they want to make a real impact on addressing skills shortages.” Speaking of the decision to pursue accreditation with Industrial Cadets for participants in this year’s challenge, Liz added: “The STEM Challenge requires students to demonstrate their ability in terms of research, project planning, presentation skills and team work – all of which will be useful in any future career or job. As a business, it also allows us the opportunity to really showcase the wide range of skills, jobs and careers that are available within the industry. “External accreditation from Industrial Cadets is an important endorsement for the STEM Challenge. It shows students and parents that the competition has been deliberately designed with an emphasis on helping students to learn new skills and put their learning into practice as well as find out more about the world of work. All of which will help prepare them for their future careers. “It’s also an added bonus for the students, who actively get involved in the STEM Challenge, coming up with creative solutions to address sustainability issues.”

The Background to Industrial Cadets The idea for Industrial Cadets originated in discussions between HRH The Prince of Wales and representatives of Tata Steel in the North East when The Prince was visiting a Tata Steel facility in 2010. The concept was piloted by Tata Steel with twenty four 12-14 year olds in autumn 2011. EDT, the UK’s leading STEM (or engineering and technology) education charity that specialises in business/education links, was asked to develop Industrial Cadets nationally utilising seed funding from the Department for Communities and Local Government and subsequently to expand the initiative considerably utilising funding provided through UKCES under the Employer Ownership of Skills Pilot Programme, following a bid led by Tata Steel. HRH The Prince of Wales has Industrial Cadets - Ensuring quality workplace experiences. – www.industrialcadets.co.uk

taken an active interest in the development of Industrial Cadets and is keen to see Industrial Cadets established nationally. Over £4.7m has been made available through government and employers to extend the initiative over a three year period, of this £1.8m is provided by UKCES and the remainder as a mix of cash and in-kind contributions from the employers involved. The aim is to reach an additional 4200 young people through over 300 employers across the UK.

Industrial Cadets graduating through a Jaguar Land Rover Experience at Ulverston

As an employer led initiative Industrial Cadets has a strong and dynamic leadership team chaired by Jon Bolton of Tata Steel. The leadership team help EDT drive Industrial Cadets forward and work to make the programme accessible to larger numbers of students and companies (including SMEs). The leadership team comprises representatives from: Aero Engine Controls, Airbus, AkzoNobel, BAE Systems, Dudson, GlaxoSmithKline, Jaguar Land Rover, Michelin, Müller, Steelite, Tata Steel, Business in the Community, and EDT. Leadership sub groups meet to provide specific input into key project areas such as Sustainability and Quality Assurance.

No one should be in any doubt – if the UK is to remain an economic powerhouse in a world where traditional competitors and emerging nations are developing at a rapid pace – then tackling the teaching and learning of Science, Technology, Engineering and Maths (STEM), particularly in Further Education, has reached a critical stage. The STEM sectors need 160,000 engineers, scientists and technicians per year by 2020* to maintain future competitiveness in the global economy.

Together, we will:•

Announcing the further expansion of Industrial Cadets Michael Davis, Chief Executive, UKCES, said,

•

“It is essential that we motivate and inspire young people to consider a career in manufacturing and engineering at an early age. The Industrial Cadets programme has proven it does just that. By bringing businesses together with education providers, we have a chance to address future skills issues now.”

•

Jon Bolton, Director, Tata Steel Long Products, said:

•

“The Industrial Cadets programme is a great way of opening young people’s minds to the amazing opportunities in our industry. “The Industrial Cadets framework is flexible which means it is suitable not only for large organisations such as Tata Steel, but can engage successfully with SME’s – through a collaborative approach. This allows SMEs access to talent at an early stage making sure they can get the correct skills and competencies they need for their future needs.”

Conclusion Industrial Cadets is helping industry to develop workplace experiences for young people by providing an accreditation framework which ensures that the young people receive experiences that match a demanding national standard at either bronze, silver of gold level. Employers can either submit existing workplace experience activities for accreditation, adjust existing activity to meet the accreditation or work with Industrial Cadets to identify entirely new packages of workplace experience activity that will meet the accreditation standards.

• •

Attract more new entrants into STEM vocational education Promote STEM teaching careers as a valuable and valid choice Link education with industry to understand their business needs Create a register of employers offering CPD and work experience opportunities supporting STEM delivery Offer support to FE practitioners through Share Workshops Understand how to retain FE staff and develop a recruitment and retention guide for the sectors HR professionals

Improving the national technical skills base is vital to exploit emerging technologies and new markets and enable the UK to increase employment exports and inward investment. In focusing our efforts on improving the STEM skills base, we also need to recognise and respond to the challenge of ensuring that we have sufficient competent and inspirational post-16 tutors, teachers and trainers. Ensuring the supply of high quality STEM professionals to teach, nurture and train our future STEM talent is paramount if we are collectively to solve the skills challenge in the UK’s high tech industries. The STEM Alliance, established by Semta, will bring together partners across industry, government and education to ensure that we are ‘Greater Together’ to rise

to the technical skills challenges that we face now and in the future.

• 30% of STEM teacher trainees don’t continue in STEM teaching • Only 10% of educators feel that they know a lot about apprenticeships • Only 10% of parents rank apprenticeships as their preferred qualification for their children • Average age of STEM teachers is 46 *Source – Royal Academy of Engineering

To find out more, please visit: www.STEMalliance.uk call: 0845 643 9001 or email: [email protected]

Only by engaging with young people who are still at school can local industries engage their future workforce and impress upon them the skills and qualifications that are needed to pursue careers in those industries. Businesses of all sizes can have the opportunity to influence their future talent pipeline through Industrial Cadets and, by enabling students to have the coveted Industrial Cadet designation on their CV’s, make sure that their efforts are recorded with a nationally recognised award. Industrial Cadets marks these young people out as having appropriate levels of exposure to the workplace and to the skills that need to be developed to be valued employees. Commissioned and funded by:

Follow us: @STEM_Alliance Industrial Cadets - Ensuring quality workplace experiences. – www.industrialcadets.co.uk

STEM Alliance

STEMAlliance

taken an active interest in the development of Industrial Cadets and is keen to see Industrial Cadets established nationally. Over £4.7m has been made available through government and employers to extend the initiative over a three year period, of this £1.8m is provided by UKCES and the remainder as a mix of cash and in-kind contributions from the employers involved. The aim is to reach an additional 4200 young people through over 300 employers across the UK.

Industrial Cadets graduating through a Jaguar Land Rover Experience at Ulverston

As an employer led initiative Industrial Cadets has a strong and dynamic leadership team chaired by Jon Bolton of Tata Steel. The leadership team help EDT drive Industrial Cadets forward and work to make the programme accessible to larger numbers of students and companies (including SMEs). The leadership team comprises representatives from: Aero Engine Controls, Airbus, AkzoNobel, BAE Systems, Dudson, GlaxoSmithKline, Jaguar Land Rover, Michelin, Müller, Steelite, Tata Steel, Business in the Community, and EDT. Leadership sub groups meet to provide specific input into key project areas such as Sustainability and Quality Assurance.

No one should be in any doubt – if the UK is to remain an economic powerhouse in a world where traditional competitors and emerging nations are developing at a rapid pace – then tackling the teaching and learning of Science, Technology, Engineering and Maths (STEM), particularly in Further Education, has reached a critical stage. The STEM sectors need 160,000 engineers, scientists and technicians per year by 2020* to maintain future competitiveness in the global economy.

Together, we will:•

Announcing the further expansion of Industrial Cadets Michael Davis, Chief Executive, UKCES, said,

•

“It is essential that we motivate and inspire young people to consider a career in manufacturing and engineering at an early age. The Industrial Cadets programme has proven it does just that. By bringing businesses together with education providers, we have a chance to address future skills issues now.”

•

Jon Bolton, Director, Tata Steel Long Products, said:

•

“The Industrial Cadets programme is a great way of opening young people’s minds to the amazing opportunities in our industry. “The Industrial Cadets framework is flexible which means it is suitable not only for large organisations such as Tata Steel, but can engage successfully with SME’s – through a collaborative approach. This allows SMEs access to talent at an early stage making sure they can get the correct skills and competencies they need for their future needs.”

Conclusion Industrial Cadets is helping industry to develop workplace experiences for young people by providing an accreditation framework which ensures that the young people receive experiences that match a demanding national standard at either bronze, silver of gold level. Employers can either submit existing workplace experience activities for accreditation, adjust existing activity to meet the accreditation or work with Industrial Cadets to identify entirely new packages of workplace experience activity that will meet the accreditation standards.

• •

Attract more new entrants into STEM vocational education Promote STEM teaching careers as a valuable and valid choice Link education with industry to understand their business needs Create a register of employers offering CPD and work experience opportunities supporting STEM delivery Offer support to FE practitioners through Share Workshops Understand how to retain FE staff and develop a recruitment and retention guide for the sectors HR professionals

Improving the national technical skills base is vital to exploit emerging technologies and new markets and enable the UK to increase employment exports and inward investment. In focusing our efforts on improving the STEM skills base, we also need to recognise and respond to the challenge of ensuring that we have sufficient competent and inspirational post-16 tutors, teachers and trainers. Ensuring the supply of high quality STEM professionals to teach, nurture and train our future STEM talent is paramount if we are collectively to solve the skills challenge in the UK’s high tech industries. The STEM Alliance, established by Semta, will bring together partners across industry, government and education to ensure that we are ‘Greater Together’ to rise

to the technical skills challenges that we face now and in the future.

• 30% of STEM teacher trainees don’t continue in STEM teaching • Only 10% of educators feel that they know a lot about apprenticeships • Only 10% of parents rank apprenticeships as their preferred qualification for their children • Average age of STEM teachers is 46 *Source – Royal Academy of Engineering


Only by engaging with young people who are still at school can local industries engage their future workforce and impress upon them the skills and qualifications that are needed to pursue careers in those industries. Businesses of all sizes can have the opportunity to influence their future talent pipeline through Industrial Cadets and, by enabling students to have the coveted Industrial Cadet designation on their CV’s, make sure that their efforts are recorded with a nationally recognised award. Industrial Cadets marks these young people out as having appropriate levels of exposure to the workplace and to the skills that need to be developed to be valued employees. Commissioned and funded by:

Follow us: @STEM_Alliance Industrial Cadets - Ensuring quality workplace experiences. – www.industrialcadets.co.uk

STEM Alliance

STEMAlliance

Share Workshops Teachers play a central role in fuelling the passion of young people to pursue STEM qualifications and careers. The STEM Alliance recognises the need for STEM teaching to keep pace with advances in modern industry and we will be running a series of FREE Continuous Professional Development (CPD) workshops for post-16 STEM teachers, tutors and trainers. Share Workshops will facilitate collaborative working between STEM practitioners across the FE sector and employers to review and share STEM learning resources. Share Workshops are designed to meet the needs of STEM practitioners to improve their skills and knowledge, particularly around employer skills needs within STEM sectors and good practice in STEM delivery. We want practitioners to share their experiences of the new technologies

and working practices of the sector, to be imaginative and creative and be responsive to new ideas which will create a set of tools that will inspire the engineers, scientists and technicians of the future. Share Workshops will result in a bank of effective transferable practice and resources for STEM delivery which will be published on the Excellence Gateway to be accessible to all STEM practitioners.

• 89% of STEM teachers see providing careers information as part of their job • The average STEM tutor takes part in 30 hours of CPD per annum • Only 10% of educators feel that they know a lot about apprenticeships

We are looking for post-16 STEM teachers, tutors and trainers to participate in FREE CPD Share Workshops to create a set of tools that will inspire the engineers, scientists and technicians of the future.

Share Workshops will focus on priority areas in STEM education including:• • • • •

Developing STEM skills Active learning in STEM Management & Leadership Online learning Project-based learning in STEM

• • • • •

Equality & Diversity STEM in real-life contexts Social Media STEM Careers Trailblazer developments

• • • •

Employer engagement Functional Skills Embedding English and Maths Composites

Participating in a Share Workshop will offer:• Practical hands-on support to deliver excellence in STEM teaching and strengthen your continuous professional development • Collaboration with your peers and opportunities to network with, learn from and inspire other STEM teaching professionals • Gain recognition and credibility through authorship of the materials you contribute, positioning you as an expert in the field on a national level • Real insight into what the scientific industries need from students and prospective employees, allowing you to deliver teaching that is fit for purpose and of high value


Commissioned and funded by:

Follow us: @STEM_Alliance

STEM Alliance

STEMAlliance

Share Workshops Teachers play a central role in fuelling the passion of young people to pursue STEM qualifications and careers. The STEM Alliance recognises the need for STEM teaching to keep pace with advances in modern industry and we will be running a series of FREE Continuous Professional Development (CPD) workshops for post-16 STEM teachers, tutors and trainers. Share Workshops will facilitate collaborative working between STEM practitioners across the FE sector and employers to review and share STEM learning resources. Share Workshops are designed to meet the needs of STEM practitioners to improve their skills and knowledge, particularly around employer skills needs within STEM sectors and good practice in STEM delivery. We want practitioners to share their experiences of the new technologies

and working practices of the sector, to be imaginative and creative and be responsive to new ideas which will create a set of tools that will inspire the engineers, scientists and technicians of the future. Share Workshops will result in a bank of effective transferable practice and resources for STEM delivery which will be published on the Excellence Gateway to be accessible to all STEM practitioners.

• 89% of STEM teachers see providing careers information as part of their job • The average STEM tutor takes part in 30 hours of CPD per annum • Only 10% of educators feel that they know a lot about apprenticeships

We are looking for post-16 STEM teachers, tutors and trainers to participate in FREE CPD Share Workshops to create a set of tools that will inspire the engineers, scientists and technicians of the future.

Share Workshops will focus on priority areas in STEM education including:• • • • •

Developing STEM skills Active learning in STEM Management & Leadership Online learning Project-based learning in STEM

• • • • •

Equality & Diversity STEM in real-life contexts Social Media STEM Careers Trailblazer developments

• • • •

Employer engagement Functional Skills Embedding English and Maths Composites

Participating in a Share Workshop will offer:• Practical hands-on support to deliver excellence in STEM teaching and strengthen your continuous professional development • Collaboration with your peers and opportunities to network with, learn from and inspire other STEM teaching professionals • Gain recognition and credibility through authorship of the materials you contribute, positioning you as an expert in the field on a national level • Real insight into what the scientific industries need from students and prospective employees, allowing you to deliver teaching that is fit for purpose and of high value


Commissioned and funded by:

Follow us: @STEM_Alliance

STEM Alliance

STEMAlliance

Topcon partners with UKbased COYO to develop global educational initiative Topcon Positioning Systems (TPS) has a strategic partnership with Class of Your Own organisation (COYO), a major educational initiative for high school students based in the United Kingdom.

The initial agreement was a result of Topcon Europe working directly with COYO founders Alison Watson, a land surveyor and former Topcon employee, and architect Dan Gibson. Watson said, the agreement with TPS will “dramatically expand COYO’s model of showing through distribution of materials and practical experience how science, technology, engineering principles and math are an integral part of the world of work, the world of business.”

Hotel Underground competition showcases young design talent Topcon has supported a recent competition launched by education and social business Class of Your Own by supplying Topcon equipment as prizes for the winners.

The students from the school worked alongside professionals from Topcon, Amey and Arup, as well as representatives from the school of architecture at the University of Sheffield, to design and digitally construct a community building.

Mark Contino, TPS vice president of global marketing and director of the EPP program, said, “This agreement makes Topcon COYO’s exclusive supplier of precision positioning systems. This is a continuation and expansion of a great working relationship where we have already loaned them equipment and provided technical support and materials. “The agreement also strengthens our newly announced collaboration with Autodesk, which is already a COYO sponsor. This initiative is fast-growing and there is an incredible upside for the students and for future sales of Topcon equipment,” he said. Contino predicted “this agreement is far-reaching and in the future we anticipate working with COYO to expand the curriculum offerings to include scanning and mobile mapping.”

The agreement will broaden the program into a global initiative through Topcon’s Education Partnership Program (EPP), which works directly with more than 1,000 schools and colleges around the world to advance surveying, civil engineering, construction and precision agriculture career opportunities. Topcon and COYO have been working together to provide “best in class” teaching experiences in the areas of surveying and precise positioning for secondary students, aged 11 to 19. COYO provides design, survey, engineering and construction projectbased curriculum materials.

Ian Stilgoe, Topcon Europe geomatics business unit manager, who led the strategic partnership discussions, said, “The unique COYO educational initiative is an inspiring project to bring the real world into the classroom to educate the professionals of tomorrow. This program is designed by people who have worked in the construction sector and understand what our industry needs for future employees.” In the past several years, COYO has introduced teachers and students to the concepts of how construction projects are conceived and designed, along with the stages of implementation. At the same time, students were introduced to the many diverse career paths associated with precise positioning, as well as Building Information Modeling (BIM) technology, which transforms design ideas and information into real-time models.

April 2015 TOPCON – Hotel Underground competition showcases young design talent Topcon GB Positioning · Phone: 0845 450 4300 · E-mail: [email protected] · www.topconpositioning.co.uk

The competition was dominated by construction professionals and university students, but the secondary school pupils who are studying the Class of Your Own Design Engineer Construct! curriculum held their own in the task to research and create a solution using existing and emerging technology.

Launched in summer 2014, the Hotel Underground Challenge was offered to students on Class of Your Own’s Design Engineer Construct! approved courses. The students were provided with a 3D model of an existing tube station and were challenged to transform the building into a hotel for fictional character, James Bond. The final took place at the Sleep hotel design event on 27th November where, two teams presented designs to leading hotel professionals. The winning team from St Ambrose Barlow RC High School in Salford designed a luxurious hotel which incorporated features such as local materials, multiple skylights and curtain walling to make the most of natural light as well as using solar energy and water recycling and filtration for showers and toilets. Secondary school team impress at the CITA Smart Collaboration Challenge David Bennett, business manager at Topcon, recently worked with a class of 15 and 16 year old students from King Ecgbert School as part of the Construction IT Alliance (CITA) Smart Collaboration Challenge.

Dr Alan Hoare, one of the founding directors of CITA who is based in the Dublin Institute of Technology, said: “One of the highlights from the conference was definitely the secondary school team, made up of 15 - 16 year old children. They demonstrated that there is no fear of technology at that age. Their challenge involved investigating how young teenagers can quite easily adapt to and use technology. In our industry people see technology as a threat so it was great to see such a young group take to it so easily.” Educational films bring to life land surveying process Topcon has supported the production of a series of informative films which demonstrate the benefits of the Design Engineer Construct! curriculum for teachers and students. The films, produced by Matt Priestly, include land surveying practice with Topcon customers Axis Surveys at Archbishop Sentamu Academy using the innovative PS Robotic Total Station. ICE Big Bang Challenge teaches school children about civil engineering Topcon is also helping school children aged 8 - 16 years learn about civil engineering and sustainability in building design through the ICE Big Bang Challenge.


Topcon partners with UKbased COYO to develop global educational initiative Topcon Positioning Systems (TPS) has a strategic partnership with Class of Your Own organisation (COYO), a major educational initiative for high school students based in the United Kingdom.

The initial agreement was a result of Topcon Europe working directly with COYO founders Alison Watson, a land surveyor and former Topcon employee, and architect Dan Gibson. Watson said, the agreement with TPS will “dramatically expand COYO’s model of showing through distribution of materials and practical experience how science, technology, engineering principles and math are an integral part of the world of work, the world of business.”

Hotel Underground competition showcases young design talent Topcon has supported a recent competition launched by education and social business Class of Your Own by supplying Topcon equipment as prizes for the winners.

The students from the school worked alongside professionals from Topcon, Amey and Arup, as well as representatives from the school of architecture at the University of Sheffield, to design and digitally construct a community building.

Mark Contino, TPS vice president of global marketing and director of the EPP program, said, “This agreement makes Topcon COYO’s exclusive supplier of precision positioning systems. This is a continuation and expansion of a great working relationship where we have already loaned them equipment and provided technical support and materials. “The agreement also strengthens our newly announced collaboration with Autodesk, which is already a COYO sponsor. This initiative is fast-growing and there is an incredible upside for the students and for future sales of Topcon equipment,” he said. Contino predicted “this agreement is far-reaching and in the future we anticipate working with COYO to expand the curriculum offerings to include scanning and mobile mapping.”

The agreement will broaden the program into a global initiative through Topcon’s Education Partnership Program (EPP), which works directly with more than 1,000 schools and colleges around the world to advance surveying, civil engineering, construction and precision agriculture career opportunities. Topcon and COYO have been working together to provide “best in class” teaching experiences in the areas of surveying and precise positioning for secondary students, aged 11 to 19. COYO provides design, survey, engineering and construction projectbased curriculum materials.

Ian Stilgoe, Topcon Europe geomatics business unit manager, who led the strategic partnership discussions, said, “The unique COYO educational initiative is an inspiring project to bring the real world into the classroom to educate the professionals of tomorrow. This program is designed by people who have worked in the construction sector and understand what our industry needs for future employees.” In the past several years, COYO has introduced teachers and students to the concepts of how construction projects are conceived and designed, along with the stages of implementation. At the same time, students were introduced to the many diverse career paths associated with precise positioning, as well as Building Information Modeling (BIM) technology, which transforms design ideas and information into real-time models.


The competition was dominated by construction professionals and university students, but the secondary school pupils who are studying the Class of Your Own Design Engineer Construct! curriculum held their own in the task to research and create a solution using existing and emerging technology.

Launched in summer 2014, the Hotel Underground Challenge was offered to students on Class of Your Own’s Design Engineer Construct! approved courses. The students were provided with a 3D model of an existing tube station and were challenged to transform the building into a hotel for fictional character, James Bond. The final took place at the Sleep hotel design event on 27th November where, two teams presented designs to leading hotel professionals. The winning team from St Ambrose Barlow RC High School in Salford designed a luxurious hotel which incorporated features such as local materials, multiple skylights and curtain walling to make the most of natural light as well as using solar energy and water recycling and filtration for showers and toilets. Secondary school team impress at the CITA Smart Collaboration Challenge David Bennett, business manager at Topcon, recently worked with a class of 15 and 16 year old students from King Ecgbert School as part of the Construction IT Alliance (CITA) Smart Collaboration Challenge.

Dr Alan Hoare, one of the founding directors of CITA who is based in the Dublin Institute of Technology, said: “One of the highlights from the conference was definitely the secondary school team, made up of 15 - 16 year old children. They demonstrated that there is no fear of technology at that age. Their challenge involved investigating how young teenagers can quite easily adapt to and use technology. In our industry people see technology as a threat so it was great to see such a young group take to it so easily.” Educational films bring to life land surveying process Topcon has supported the production of a series of informative films which demonstrate the benefits of the Design Engineer Construct! curriculum for teachers and students. The films, produced by Matt Priestly, include land surveying practice with Topcon customers Axis Surveys at Archbishop Sentamu Academy using the innovative PS Robotic Total Station. ICE Big Bang Challenge teaches school children about civil engineering Topcon is also helping school children aged 8 - 16 years learn about civil engineering and sustainability in building design through the ICE Big Bang Challenge.


botic Total Station, HiPer GNSS and MAGNET Field software. The Adopt a School scheme was recently commended by the Government’s chief construction adviser, Peter Hansford, who publically challenged the British construction industry to adopt 100 schools by the end of March by 2015. Topcon on track to develop rail focused qualifications Topcon is currently working with rail industry leaders Network Rail, HS2 and Arup to develop a suite of rail focused qualifications for secondary school students, which will include the skill of surveying. Topcon has supported the initiative by supplying prizes to the winning schools.

To find out more on the developments please contact [email protected]

In a testament to its success to date, the competition has now been developed as a British Science Association CREST Silver Award.

About Topcon Topcon, an innovative and global market leading company, develops and manufactures precise satellite positioning products and software solutions for surveying and civil engineering, earthworks and road construction, construction site management, mobile asset mapping and management and GIS data capturing.

Topcon leads the way with adopt a school programme Topcon has teamed up with Arup and Amey to sponsor schools as part of the Class of Your Own Adopt a School programme. Having already worked with King Ecgbert’s High School and Aston Academy to give students access to products and industry insight, Topcon is now working with its third school, the Enterprise South Liverpool Academy. In addition to the Topcon Vegas laser measuring devices all schools within Class of Your Own’s Design Engineer Construct! programme receive, the adopted schools also have access to a broader range of products, including the GLS-2000 laser scanner, QS Ro-

With you all the way

Topcon’s product portfolio exists of high precision GNSS receivers, robotic and imaging total stations, laser scanners, mobile mapping systems and machine control systems supported by handheld controllers, desktop / field and management software, telematics and accessories. Besides the sales, support and service of positioning products and solutions Topcon is active in the agriculture, eye care and OEM business.

To p c o n ’s i n n o v a t i v e G e o s p a t i a l s o l u t i o n s a n d c o m m i t t e d s u p p o r t p ro v i d e u n p a r a l l e l e d a c c u r a c y a n d e ff i c i e n c y g a i n s a c ro s s a n y p ro j e c t .

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www.topconpositioning.co.uk April 2015 TOPCON – Hotel Underground competition showcases young design talent Topcon GB Positioning · Phone: 0845 450 4300 · E-mail: [email protected] · www.topconpositioning.co.uk

botic Total Station, HiPer GNSS and MAGNET Field software. The Adopt a School scheme was recently commended by the Government’s chief construction adviser, Peter Hansford, who publically challenged the British construction industry to adopt 100 schools by the end of March by 2015. Topcon on track to develop rail focused qualifications Topcon is currently working with rail industry leaders Network Rail, HS2 and Arup to develop a suite of rail focused qualifications for secondary school students, which will include the skill of surveying. Topcon has supported the initiative by supplying prizes to the winning schools.

To find out more on the developments please contact [email protected]

In a testament to its success to date, the competition has now been developed as a British Science Association CREST Silver Award.

About Topcon Topcon, an innovative and global market leading company, develops and manufactures precise satellite positioning products and software solutions for surveying and civil engineering, earthworks and road construction, construction site management, mobile asset mapping and management and GIS data capturing.

Topcon leads the way with adopt a school programme Topcon has teamed up with Arup and Amey to sponsor schools as part of the Class of Your Own Adopt a School programme. Having already worked with King Ecgbert’s High School and Aston Academy to give students access to products and industry insight, Topcon is now working with its third school, the Enterprise South Liverpool Academy. In addition to the Topcon Vegas laser measuring devices all schools within Class of Your Own’s Design Engineer Construct! programme receive, the adopted schools also have access to a broader range of products, including the GLS-2000 laser scanner, QS Ro-


Topcon’s product portfolio exists of high precision GNSS receivers, robotic and imaging total stations, laser scanners, mobile mapping systems and machine control systems supported by handheld controllers, desktop / field and management software, telematics and accessories. Besides the sales, support and service of positioning products and solutions Topcon is active in the agriculture, eye care and OEM business.


Experience how ...

www.topconpositioning.co.uk April 2015 TOPCON – Hotel Underground competition showcases young design talent Topcon GB Positioning · Phone: 0845 450 4300 · E-mail: [email protected] · www.topconpositioning.co.uk

Training Tomorrow’s Engineers

About CH2M Employee-owned CH2M is one of the world’s leading consulting, design, design-build, operations, and programme management companies serving government, civil, industrial and energy clients, employing over 26,000 people worldwide. Our work is concentrated in the areas of water, transportation, environmental, energy, facilities and resources. CH2M has operated in the UK for over 20 years. Its European headquarters are in London and it employs over 3,400 people in the UK. CH2M is working on some of the most iconic infrastructure programmes including High Speed 2, Thames Tideway Tunnels, the decommissioning of Dounreay and was one of the leading partners in CLM, Delivery Partner to the ODA for the London 2012 Olympic & Paralympic Games. CH2M is an active member of Business in the Community and the Employee Ownership Association.

Investing in communities CH2M has a leading community engagement programme in the UK which places skills and promoting careers in engineering at its core – working with young people in primary schools, right through to college leavers and university graduates looking to enter the sector. To support our work with schools and colleges we also work alongside several organisations and partake in a number of schemes that support the skills agenda whilst helping engage with young people from disadvantaged backgrounds. Developing skills in the STEM sector CH2M has an established relationship with the Social Mobility Foundation (SMF), serving on its Board and in 2014 worked with the organisation to support the year-long Engineering Residential Programme. This programme saw 25 students from disadvantaged backgrounds join CH2M for a week long work experience programme to inspire them to continue their education and pursue careers in engineering. As part of this CH2M assigned each student a mentor to dedicate time each week over the course of 12 months to provide support and career guidance. In December 2014, the CH2M Foundation granted the Social Mobility Foundation $50,000 to continue the work it has been doing with the organisation, as well as also granting $15,000 to the Engineering Development Trust – a charity that aims to motivate young people to pursue STEM careers – and Teach First $75,000, an organisation to support the provision of high-quality STEM teachers in disadvantaged schools across the UK.

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Helping build sustainable employment In the summer of 2011, following the riots in London, CH2M set up a series of seminars and employment fayres in the most affected areas to help young people and the long-term unemployed enter the world of work. Since then CH2M has extended this programme and has held these fayres up and down the country, providing workshops in CV writing, how to apply for jobs and interview techniques. CH2M also invests heavily in the development of young talent and works tirelessly with others in the industry to increase the number of apprenticeships, graduates and paid interns who join the engineering sector. In 2010, responding to a lack of structured alternatives to a traditional graduate career path in engineering, CH2M helped establish the Technician Apprentice Consortium with five other companies in the sector to provide apprenticeship opportunities on major programmes – this Consortium now has over twenty employer members and has afforded over 400 apprenticeship places to you people since it was formed. In 2014 CH2M recruited over 100 new apprentices, graduates and interns into various markets within the company and in November last year one of its apprentices, Fiona Keenaghan, working on the Thames Tideway Tunnel project, was named Inspirational Apprentice of the Year at the STEMNet awards.

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Case study: CH2M in Glasgow – Building Careers in Engineering Early engagement

Building interest in STEM

Nurturing talent

Creating opportunity

An example of the joined up approach in developing skills and building a long-term, sustainable pipeline of STEM talent can be seen in the approach taken in Glasgow, one of CH2M’s largest offices in the region. In Glasgow the firm has used a pyramid approach to engage with school children interested in engineering, right through to trained graduates looking to enter the sector and gain vital industry experience.

As a major employer in Glasgow and working on some of Scotland’s most iconic infrastructure projects CH2M’s work with schools and colleges in the region has opened the eyes of pupils to the career opportunities available locally and has helped raise attainment and the aspirations for school and college-leavers to pursue jobs in this sector.

CH2M has also built strong links with Glasgow and Strathclyde Universities in order to engage with graduate engineers looking for their first jobs in the industry. As a graduate of Strathclyde University, Chartered Engineer Nicola Blaney has been pleased to give something back to her former University through the work she has been doing on the Industry Advisory Board (IAB) advising on course content and industry trends.

The final piece in the pyramid is a structured internship programme, where undergraduates are given real-life experience on the diverse range of projects carried out by CH2M in Glasgow. The work the company does with schools, colleges and universities enables CH2M to identify and develop young talent to be future leaders in the company. As part of this CH2M is this year involved in running a pilot scheme with Equate Scotland’s CareerWISE programme which promotes women to pursue more careers in the engineering sector and make a positive contribution to gender equality in STEM internships.

With a growing footprint in Glasgow, CH2M expanded its operations and moved into new offices in the city and wanted to build stronger links with the local community, in particular schools and colleges. With corporate citizenship a key part of CH2M’s culture the Glasgow office sought to develop a relationship with St Roch’s Secondary School in nearby Royston and has since built an award-winning partnership which has seen pupils gain a better understanding of the application of STEM and the opportunities for working in the engineering sector. Although CH2M now works on a broader level with a variety of primary and secondary schools, colleges and universities, the initial partnership with St Roch’s School enabled the company to build a strong direct relationship which delivers long-term value and better engagement with pupils considering careers in STEM. The relationship now extends down to the feeder primary schools for St Roch’s, where the firm has delivered a variety of activity days and events from designing model bridges to the national K’nex challenge aimed to inspire young people to think about possible jobs in engineering.

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An example of this is 19 year-old Ryan McComish who, as a schoolleaver from St Roch’s Secondary, successfully gained an apprenticeship with CH2M and is now completing his second year of training. Commenting on the company’s engagement with schools and his decision to pursue an apprenticeship with the firm, Ryan said: “I have been impressed by the attitude the company has taken towards encouraging young people into pursuing careers in engineering. I knew all about CH2M when I was at St Roch’s and when the chance of an apprenticeship came up, I jumped at the opportunity. It’s a great company to work and I’m really enjoying the on-the-job training.” In order to maintain the long-term relationship, Ryan has recently been back to his old school, helping pupils with their career choices at a STEM event.

Nicola has also worked with Strathclyde University to build an innovative undergraduate mentoring scheme, where all third year undergraduate engineering students have an industry mentor. CH2M was one of the first industry partners of the scheme which now has 32 employers registered. Through guidelines set up by Nicola, supporting academic staff and fellow IAB members, the mentors provide students with an experience of the real engineering workplace as well as support for their professional and personal development. Commenting on this, Nicola said: “I am extremely proud of the leading role I have taken in the development of Strathclyde University’s Mentoring Scheme and delighted to be providing support for those leaving university and looking to enter to industry. I have personally experienced the benefits of mentoring in developing my own career having met some of my most trusted and reliable mentors while I was an intern with CH2M.”

The integrated approach taken in Glasgow is an example of the way CH2M helps identify and nurture talent to build a pipeline of skilled engineers for the delivery of the next generation of infrastructure. A key part of this is early engagement with schools to spark an interest in STEM subjects, highlight the qualifications needed to pursue these careers and then offer the support to take the relevant next steps into industry. With a strong and growing infrastructure pipeline across the UK it is vital that these skills are being developed now and contributing to the project teams that are currently being mobilised on some of the early phases of major projects. With close collaboration with educators and throughout the industry, the UK can cement its reputation as a world leader in engineering.

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ICE SKILLS 2015



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www.topconpositioning.co.uk Institution Institution ofof Civil Civil Engineers Engineers Skills Skills Report Report 2015 2015

ICE SKILLS 2015 /Our vision Civil engineers at the heart of society, delivering sustainable development through knowledge, skills and professional expertise. /Core purpose

o To develop and qualify professionals engaged in civil engineering To exchange knowledge and best practice for the creation o of a sustainable natural and built environment o To promote our contribution to society worldwide

Institution of Civil Engineers One Great George Street Westminster London SW1P 3AA t +44 (0)20 7222 7722 f +44 (0)20 7222 7500 ice.org.uk Registered charity number 210252. Charity registered in Scotland number SC038629. Design by ICE Marketing November 2012. Printed on paper made from sustainable resources.