[0:32] Please raise your hand and we're
[0:34] going to answer questions as
[0:35] they arise during the
[0:37] presentations and then
[0:40] we are going to stay on time
[0:43] at this point I'm gonna turn
[0:44] it over to Representative
[0:47] Norwood and then I will I will
[0:48] keep us on time.
[0:49] and I will recognize questions.
[0:51] so thank you
[0:55] thank you chairwoman I
[0:57] appreciate you doing all of that
[0:59] for me today thank everyone for
[1:01] being here this morning.
[1:04] Malcolm Gladwell in2008 wrote a
[1:06] book it was called Outliers and
[1:08] in the book outliers he looks at
[1:09] people who were given
[1:11] opportunities well before their
[1:15] time the beatles played ingery
[1:16] two shows a night for four
[1:18] months before they came to
[1:19] America and it set them up for
[1:22] this moment of success as they
[1:22] rolled in was the experience
[1:25] they had Bill Gates was given
[1:26] time on a computer or a
[1:28] supercomputer before it was ever
[1:29] an opportunity for other
[1:31] students to do that so today's
[1:32] study really is looking at how
[1:34] we can create opportunities for
[1:37] outliers within these two spaces
[1:38] of aerospace and construction
[1:41] and I'm very fortunate today to
[1:43] have some brilliant presenters
[1:45] that have have agreed to be here
[1:47] this morning. The only change
[1:48] from the script that you have is
[1:50] instead of Bailey Siegfried
[1:53] from Nordam, Joel Der will be
[1:54] with us and he'll be presenting
[1:55] and we'll just kind of go with
[1:58] the schedule Jim Bryenstein
[2:00] is here today from quantum space
[2:03] and he'll lead us off and then
[2:06] Baileyrighterkins wright
[2:07] from boeing is here with us
[2:08] today. Bobbys
[2:11] te m hi t ney Hillannya Norwood
[2:13] who I am not related to I know
[2:17] that's the question very few
[2:18] people are related to me but
[2:21] thank you and then to end today
[2:23] we'll be Brent Hake as we just
[2:25] kind of work through this today
[2:26] to look thank you to everyone
[2:28] that's here today for the time
[2:29] that you've given me to come and
[2:31] talk with you to spend time
[2:34] at your places of industry
[2:36] and I look forward to it today
[2:37] so we'll start this morning Jim
[2:38] Bry
[2:38] id ens te in
[2:50] Thank you Representative
[2:51] Norwood. madam chairir, thank
[2:54] you for hosting this I'll
[2:56] just give a brief overview of
[2:59] what quantum space is we are
[3:00] growing in the state of Oklahoma
[3:04] not for well for a lot of
[3:05] reasons but one of the main ones
[3:08] is the ability to educate the
[3:08] workforce that's necessary that
[3:09] we're gonna need
[3:12] but one of the things I've
[3:14] been communicating to a lot of
[3:16] state legislators and others at
[3:18] the at the state level here is
[3:18] the fact that
[3:21] the United Statespace forcece
[3:24] not only exists but it's growing
[3:26] and it's growing in a bipartisan
[3:27] way it was created under
[3:28] President Trump in his first
[3:29] term
[3:31] under President Biden it doubled
[3:33] and now under President Trump
[3:35] it's doubling again and it is in
[3:37] my view very important for the
[3:38] state of Oklahoma to recognize
[3:40] that if we align ourselves as a
[3:42] state with the space force
[3:43] there's going to be a lot of
[3:44] really good things that come
[3:45] from that over time
[3:49] I'll take us back in time for
[3:50] just a second and then I'll talk
[3:51] a little bit about the company
[3:53] specifically to tulsa and the
[3:54] kind of workforce that we're
[3:57] gonna need when we think back
[4:00] to you know 10 or 1f years ago
[4:03] you know actually even before
[4:05] that 20 years ago and more now
[4:06] the the wars in Iraqq and
[4:08] afghanistan we were using space
[4:09] for every element of warfare,
[4:11] every domain of warfare air land
[4:13] and sea we use space for
[4:14] intelligent surveillance
[4:15] reconnaissance
[4:17] we use it for communication
[4:19] sending high resolution motion
[4:21] pictures around the globe
[4:22] instantaneously so decision
[4:24] makers can make decisions we use
[4:27] space for navigation of course
[4:29] everybody is familiar with GPS
[4:31] that timing signal from GPS is
[4:33] also used to network everybody
[4:35] in theaters so that everybody in
[4:36] theater can see where the good
[4:37] guys are and where the the
[4:39] adversary is and we can help you
[4:41] know orchestrate and do command
[4:43] and control because of that
[4:44] timings signal from from GPS on
[4:47] top of that we use space for
[4:49] missile warning and missile
[4:51] defense a lot of folks in this
[4:53] room watched with great interest
[4:54] a number of months ago as
[4:56] hundreds 900 plus missiles were
[4:57] launched from Iran towards
[4:59] Israel and they were knocked out
[5:01] of the sky that was possible
[5:04] because of spacebased infrared a
[5:06] missile warning capability and
[5:08] we also use space for tracking
[5:11] these types of missiles we also
[5:13] use space for nuclear command
[5:14] and control. we use space for
[5:15] imagery
[5:17] we use space for targeting
[5:21] precision guided munitions we
[5:22] use space for everything. what
[5:24] we have witnessed is that China
[5:26] and Russia have noticed how we
[5:28] use space and they've decided to
[5:29] target it so they started
[5:31] launching anti-satellite
[5:33] missiles and coorbital anti
[5:35] satellite satellites so think of
[5:37] a satellite designed to destroy
[5:39] other satellites. These are all
[5:41] capabilities that they started
[5:42] advancing
[5:44] 10 1f years ago even before that
[5:48] since since then the United
[5:49] States has said ok we need to do
[5:51] two things number one we need to
[5:53] proliferate to complicate the
[5:55] targeting solution for the enemy
[5:56] instead of building dozens of
[5:57] multibillion dollar very
[5:59] exquisite satellites we need to
[6:01] build thousands of satellites we
[6:03] need to network them together
[6:04] instead of each of them being
[6:05] worth multiple billions we need
[6:07] each of them to be worth50
[6:09] million now when the adversary
[6:10] launches a500 million dollars
[6:12] missile they hit a50 million
[6:13] dollars satellite. it's one of
[6:15] thousands networked together in
[6:16] low earth orbit
[6:19] and it has no impact on the war.
[6:20] The economies of force are
[6:22] against the adversary and in our
[6:24] favor it doesn't have an impact
[6:24] on the outcome of the
[6:28] terrestrial war fight and and
[6:29] ultimately it it puts us in a
[6:30] position where they're they're
[6:32] targeting solution is
[6:34] complicated and it deters them
[6:34] by denial.
[6:38] now since then they have started
[6:40] doing different things they've
[6:43] they've created things like
[6:45] jamming and spoofing dazzling
[6:47] using laser energy to confuse
[6:48] satellites directed energy to
[6:49] kill satellites so if we're
[6:51] going to have thousands that are
[6:52] less expensive they're going to
[6:53] create less expensive easier
[6:55] ways to kill those satellites so
[6:57] now we're doing something
[6:58] different as the the United
[6:59] States of America were
[7:01] proliferating even further. So
[7:03] now when we proliferate we're
[7:04] saying ok we're going to build
[7:04] thousands tens of thousands
[7:07] dozens of thousands of
[7:09] satellites in low earth orbit
[7:10] we're gonna network them
[7:11] together but we're also going to
[7:13] go to higher energy orbits
[7:15] medium earth orbit geostationary
[7:17] orbit what we call cis lunar
[7:19] space which is where the moon's
[7:21] gravity well and the earth's
[7:23] gravity well both interact on a
[7:24] space vehicle that recreates
[7:27] very unique orbital dynamics
[7:29] that are really beneficial in
[7:30] some ways but challenging if our
[7:31] adversaries are using these
[7:32] capabilities
[7:34] what does that mean? that means
[7:36] we need higher energy satellites
[7:38] and satellites that can sustain
[7:39] maneuver once they are in those
[7:40] orbits
[7:43] all of this is about you know
[7:45] having the right type of
[7:47] workforce it is true we need
[7:49] folks in the stem fields. We
[7:51] need folks that are going to be
[7:51] the scientists and the
[7:53] technologists and the engineers
[7:55] that's absolutely true. it's
[7:57] also true that these satellites
[7:59] have to be built in volumes. We
[8:01] need quality manufacturing folks
[8:03] we don't necessarily need every
[8:05] person to be an engineer we need
[8:07] folks that and we're gonna need
[8:09] these folks in volumes that know
[8:10] how to work with their hands
[8:13] know how to build things this is
[8:15] why one of the reasons we're
[8:17] expanding in Tulsa career
[8:19] techtulsa tech this idea where
[8:22] we can train people on machinery
[8:25] to build hardware you know a
[8:27] lot of kids in high school know
[8:29] that hey maybe we're not going
[8:30] to college but we love to build
[8:30] cars
[8:34] well if you like to build cars
[8:35] we have a job for you you can
[8:38] build satellites too and and
[8:39] and by the but you you have to
[8:41] have some education. you don't
[8:43] have to go to a four year to you
[8:45] know get a four year degree but
[8:47] operating these these machines
[8:49] is complicated in and of itself
[8:50] so we need people that are
[8:51] trained on that and by the way
[8:52] we're going to be bringing in
[8:55] some very sophisticated machines
[8:57] things like friction stir
[8:58] welding which is a capability
[9:00] that was advanced by NASa even
[9:00] when I was there we were
[9:03] advancing friction stir welding
[9:05] for the first time and
[9:06] commercializing it. Well now
[9:08] it's commercialized and it's
[9:09] available to to companies like
[9:11] uantum Space we're going to be
[9:13] taking advantage of friction
[9:15] stir welding we're gonna be
[9:16] 3D printing
[9:19] 3D printing parts with materials
[9:21] that historically have not been
[9:23] used so we're gonna do those
[9:25] types of things and all of this
[9:27] requires a trained workforce if
[9:30] not a a a an engineering type
[9:30] workforce make no mistake we're
[9:31] gonna
[9:34] need engineers but we need
[9:35] folks that know how to build
[9:38] things similar to companies
[9:41] like Nordam and Prior aerospace
[9:43] those types of of skilled
[9:44] workers are the types of workers
[9:46] we're gonna need as well we have
[9:47] no problem getting engineers at
[9:50] this point we have challenges
[9:51] getting you know the the labor
[9:53] that we need to build the
[9:55] hardware that that we're gonna
[9:56] need as a company so that's kind
[9:58] of who we are and and what we're
[9:59] about I'm happy to open it up to
[10:00] questions madam chairir I
[10:01] appreciate
[10:02] that we will stay on time
[10:05] I'm supportive of that by the
[10:07] way we have members that have
[10:17] I have a question you
[10:18] mentioned that you are not
[10:20] having any challenges finding
[10:20] engineers
[10:23] can you walk us through that a
[10:25] little bit what would say is
[10:26] that
[10:30] the number of positions that
[10:31] require engineering talent at
[10:33] this point in Tulsa are not
[10:35] numerous and when we have a
[10:36] position that's open we get
[10:38] lots of applicants
[10:42] now over time that might change
[10:43] we might need a lot more
[10:44] engineers and not have as many
[10:45] applicants but right now we get
[10:47] more applicants than we have
[10:50] positions and I think we're
[10:51] where we're going to have to
[10:55] have some help is on the on the
[10:56] the the the production of the
[10:57] talent that knows how to operate
[10:58] machinery
[11:00] that's that's where we need the
[11:02] help right now. I will tell you
[11:02] I think that there's value
[11:05] for the engineering workforce
[11:06] that we get
[11:09] they know you know they know
[11:11] electrical engineering they know
[11:13] mechanical engineering they know
[11:14] a lot of that that type of stuff
[11:17] what they don't know or
[11:19] understand is space and how
[11:21] space is different than pretty
[11:23] much anything else in space we
[11:26] operate in a vacuum so whatever
[11:27] it is you build has to operate
[11:29] in a vacuum in space it's a high
[11:31] radiation environment which
[11:33] corrupts electronics and it
[11:35] corrupts storage devices so we
[11:37] have to have radiation hardened
[11:39] devices. Once you're outside the
[11:41] Van Allen radiation belt so the
[11:43] the earth has a molten core
[11:44] creates a magnetosphere
[11:44] subatomic charge
[11:47] particles coming from the sun go
[11:49] around the earth but once you're
[11:51] outside that Van Allen radiation
[11:52] belt it becomes really
[11:54] challenging for electronics to
[11:57] work as advertised so
[11:59] understanding orbits and orbital
[12:03] physics the space environment
[12:05] takes time there there really
[12:07] isn't you don't find engineers
[12:10] that come into the game knowing
[12:12] space they know engineering but
[12:13] not space so I think that's a
[12:14] challenge on the engineering
[12:14] front
[12:17] I would also say we're
[12:18] addressing that here in Oklahoma
[12:22] don aerospace is building a
[12:23] space plane that's going to fly
[12:24] out of urn's flat
[12:29] maybe as early as2027 next
[12:30] year and when they fly out of
[12:31] Burn's flat they're going to
[12:33] take that space plane up to
[12:35] microgravity up it's not they're
[12:36] not going to go into orbit but
[12:37] they're going to go straight up
[12:39] and straight down and they're
[12:41] going to provide minutes of
[12:43] microgravity and we're we at
[12:45] quantum space will use that
[12:47] space plane to test our
[12:49] equipment because again our
[12:50] equipment has to work in
[12:50] microgravity
[12:53] so that's a hugely valuable
[12:55] component to us as a company but
[12:56] one thing that we're doing
[12:57] that's extraordinarily unique is
[12:59] we're tying that testing and
[13:01] evaluating capability we're
[13:02] tying it directly to
[13:03] universities here in the state
[13:05] of Oklahoma so we're doing
[13:07] cappstone projects for
[13:08] engineering students to learn
[13:11] how how do pumps work in the
[13:13] microgravity of space because
[13:15] they they're the there's
[13:17] problems there there's
[13:19] cavitation of pumps and and
[13:20] you know creating the the
[13:20] pressure systems
[13:22] and those kinds of things and
[13:23] the microgravity space
[13:26] everything is different so we we
[13:27] we not only have to be able to
[13:28] do that in a modeling and
[13:29] simulation environment we need
[13:31] to test it in the actual
[13:33] spaceflight environment and then
[13:35] match what we did in modeling
[13:37] and Sim to what actually happens
[13:38] and then once you bring those
[13:39] two together you get better
[13:41] modeling and sim and over time
[13:42] you can get create different
[13:45] capabilities so having access to
[13:47] microgravity which is going to
[13:49] be unique to the state of
[13:50] Oklahoma because of Don
[13:50] aerospace
[13:53] coming to the the space port at
[13:55] urns flat urns flat which I
[13:57] think is called infinity one now
[13:59] or something that's gonna be
[14:01] valuable and tying that to
[14:03] students I know we're working
[14:05] with some students at Oklahoma
[14:07] Baptist University but
[14:08] there's other universities we
[14:08] want to get them all involved
[14:19] your timeline of coming here
[14:21] what what is it looking like as
[14:22] far as moving from the
[14:24] announcement to where you're
[14:25] actually producing and going
[14:28] forward yeah so we are right
[14:31] now opening a manufacturing
[14:33] facility in Tulsa it's it's
[14:34] already open as a matter of fact
[14:36] so we've got some machines in
[14:37] there we can build parts what we
[14:39] would like to see is full scale
[14:41] production in volume at Tulsa
[14:43] International we're looking at a
[14:44] number of different sites for
[14:44] that
[14:44] and and
[14:47] we're working through that but I
[14:49] would say probably in the 3 to 5
[14:51] year horizon we we want to be
[14:53] able to produce you know 10
[14:55] satellites a year and that would
[14:57] be you know low rate initial
[14:59] production but eventually
[14:59] we're gonna need to be able to
[15:01] produce in the hundreds per year
[15:03] space is not becoming less
[15:05] contested it's becoming more
[15:07] contested and we need to be able
[15:09] to to build the satellites that
[15:10] the spacece force is is going to
[15:10] need
[15:11] does that answer your
[15:12] question
[15:18] Yes, presentative Mcain
[15:20] thank you madam Chair
[15:23] so if in this 3 to5 years if
[15:25] you're making 110 satellites per
[15:27] year. what does that look like
[15:31] as far as the jobs to make
[15:31] those and know you said
[15:32] everybody can't be an engineer
[15:33] you need the people to build it
[15:34] so what would the staffing for
[15:36] that look like we're looking at
[15:39] 150 to200 people initially
[15:43] just to get to that rate but
[15:44] then when we go beyond that it's
[15:44] it's gonna be
[15:47] probably a lot more robotics and
[15:50] a lot more higher end positions
[15:53] which ultimately is the goal
[15:53] to get the volumes necessary.
[15:59] and what's the like lowest range
[16:01] of pay to highest that you kind
[16:03] of see throughout all of of the
[16:04] lines that you have
[16:06] Rick do you want to address that
[16:07] lowest range of pay to highest
[16:13] so Rick Rick is the general
[16:15] manager of the Tulsa plant and
[16:16] he's gonna be you know building
[16:17] the workforce there
[16:18] so Rick Rick is the general
[16:19] manager of the Tulsa plant and
[16:19] he's gonna be you know building
[16:20] the workforce there
[16:21] so we're we're we want the
[16:23] brightest and the best so
[16:25] we're gonna be in the you know
[16:27] bottom would be probably25 for
[16:30] entry level that that is the
[16:32] brightest and the best so and
[16:35] then that would go on up to4560
[16:37] somewhere in there for some
[16:39] of that's very very seasoned and
[16:40] and you're talking about dollars
[16:40] per hour
[16:43] sorry yeah yeah and then of
[16:44] course engineering's a whole
[16:44] different
[16:46] different gig but I'm I'm
[16:47] assuming you're talking about
[16:49] hourly workforce yeah I mean all
[16:51] of it just kind of wanted you
[16:53] know on the lowest scale what
[16:53] are our folks going to make to
[16:55] the you know higher and salared
[16:57] people so the higher ends your
[16:59] your engineers some of
[17:01] your engineers would be 150 180s
[17:03] something like that on the
[17:04] high on the high end of that
[17:07] as well is that does that help
[17:11] you do you feel like right now
[17:13] you I heard what you said about
[17:14] applicants for the engineering
[17:15] positions but for these other
[17:16] positions do you feel like it
[17:19] would be the same do you do we
[17:21] have the local workforce right
[17:24] now where it's going to be
[17:25] competitive or are you going to
[17:27] really be scrambling to try to
[17:29] fill a need to bring people from
[17:31] out of state. I think
[17:34] I think we've got the we've got
[17:35] the people I've been working
[17:39] with mattluttrell atulsaac and
[17:41] Chris Groden and we feel
[17:43] that the our ramp up is going to
[17:45] be slow enough that they can
[17:47] fill the pipeline with with
[17:49] the workers they need right now
[17:50] and that's my hope is that we
[17:53] can grow them internally. I I
[17:54] grew up in Oklahoma so I'm I
[17:56] wanna I wanna build a build the
[17:57] state and a good workforce we've
[18:00] got some good solid hardworking
[18:01] people in Oklahoma and and
[18:02] you know I just
[18:04] I've run manufacturing in
[18:06] Oklahoma for 20 years and
[18:07] there's some great great workers
[18:08] here we just need to encourage
[18:09] them
[18:15] OK saying no more questions then
[18:17] turn it back over to
[18:17] Representative Norwood. thank
[18:18] you very much
[18:21] do you have another question? No
[18:22] OK.
[18:25] thank you very much
[18:26] Jim
[18:29] Bryenstein from Quantum Space
[18:30] appreciate you taking the time
[18:33] today and now I'd like to
[18:35] introduce Joel Daughtry from
[18:36] Nordda
[18:39] I got to tour their facility
[18:41] with Bailey Siegfried who's
[18:43] one of the owners there and I do
[18:44] have to say this I've had
[18:45] different students go to work at
[18:47] different locations and one of
[18:49] the marks on all your walls
[18:51] there is about family about this
[18:52] being family and when I was
[18:53] talking to one of the students
[18:55] who went in with an AMP license.
[18:56] he said
[18:58] one of the things about Bailey
[18:59] is that he tries to remember
[19:01] everybody's names as he's going
[19:02] through the plant and as he's
[19:03] working through and that that
[19:05] just kind of reinforced what it
[19:07] says all over your inside of
[19:08] your building about being family
[19:09] but thank you for being here
[19:11] today. thank you very much. good
[19:13] morning madam chairir. thank you
[19:15] Representative Norwood thank you
[19:16] ladies and gentlemen good
[19:17] morning. My name is Joel Doherty
[19:18] and I'm the vice president of
[19:19] humanmanours and environmental
[19:21] health and safety forOrA
[19:23] aerospace probably located in
[19:25] Tulsa, Oklahoma family owned for
[19:26] fift7 years, Bailey Siegfried
[19:28] sent his regrets he could not be
[19:30] here he is actually my boss and
[19:32] so he wanted to be here today
[19:34] but sharing this information
[19:36] very excited about this topic.
[19:37] So I'm going to read some
[19:38] comments that Bailey had and
[19:39] they'll be happy to take
[19:41] questions as well so nordde is
[19:43] investing intentionally in
[19:44] apprenticeships and workforce
[19:45] development partnerships to
[19:47] build a stronger job ready
[19:49] pipeline of Oklahoma aerospace
[19:51] talent. what we do is we engage
[19:53] early with high school students
[19:55] career tech programs we have
[19:55] technical trainers that actually
[19:58] work on the floor at NordA
[19:59] combined my six technical
[20:01] trainers probably have over200
[20:03] years of actual shop floor
[20:04] experience so Mr Brienstein
[20:05] you're talking about how do we
[20:07] transfer that knowledge from
[20:09] those folks there and we also
[20:10] work with postsecondary
[20:11] institutions to ensure that
[20:13] students gain the hands on
[20:15] skills the soft skill readiness
[20:17] which includes the teamwork,
[20:19] the interaction with others
[20:21] those things that I think
[20:22] myself I take for granted but
[20:23] that is something that we're
[20:24] doing more with the students
[20:25] that we are working with and
[20:26] exposure to
[20:29] necessary things to succeed in
[20:31] the modern aerospace career. So
[20:32] by collaborating directly with
[20:34] educators adapting curricula and
[20:36] offering real work experiences
[20:39] beyond just job shadowing we
[20:40] tend we intend to build a
[20:41] stronger workforce at the same
[20:43] time there's a lot of industry
[20:44] pressures we've got a lot of
[20:46] retiring technicians so I've
[20:47] had the privilege to be at NoA
[20:49] for22 years and a lot of the
[20:51] folks that I served as the Hr
[20:52] person are coming to saying
[20:53] Joel, I think I'm ready to
[20:55] retire while I'm happy for them
[20:56] it makes me nervous because
[20:56] these
[20:58] folks have forgotten more about
[21:00] things than our new technicians
[21:03] could possibly learn. So we also
[21:04] see that there is an increased
[21:06] demand for specialized skills
[21:07] the tightening labor competition
[21:09] and our workforce development
[21:11] model is based on practical
[21:13] immersion meaningful mentorship
[21:15] and early professional
[21:17] expectations. So I want to
[21:17] comment on a couple of those
[21:19] here. So practical immersion so
[21:20] we are actually we're doing
[21:22] something intulsa right now
[21:23] with with the junior
[21:25] achievementgan organization and
[21:25] my boss Bailey Siegfried likes
[21:26] to say
[21:28] kids can't be what they can't
[21:29] see so we have designed this
[21:31] whole thing for what's called
[21:33] junior achievement in this town
[21:34] where younger kids were talking
[21:35] elementary school kids get to
[21:37] see how you put composites
[21:39] together, how you bond we
[21:40] talk about how you buck rivets
[21:43] how you create aerospace parts
[21:44] so at NoA we manufacture
[21:46] assemble and repair aerospace
[21:47] parts which does include we're
[21:49] very proud to say we do things
[21:50] for space as well we actually
[21:51] create some of the harnesses and
[21:53] that's something we added to our
[21:55] repertoire a couple of years
[21:56] ago. so
[21:58] that's something that we do we
[21:59] want to immerse them into what
[22:01] they do the other thing we do is
[22:03] we do I talked about those
[22:05] that soft skill readiness. Now I
[22:06] think everyone in this room
[22:07] knows what soft skills means and
[22:09] that is but what we're finding
[22:11] is and it's no disrespect but
[22:12] we're finding that the the
[22:13] newer workforce is having
[22:16] trouble getting to work on time
[22:17] anyone experienced that
[22:19] before or they're like like wait
[22:21] I have to stay until what now
[22:22] and so just trying to work
[22:23] through all of that so something
[22:25] we do so we do a lot of
[22:25] interpersonal skills as well
[22:28] I think it was stayed well by
[22:29] the gentleman over here that
[22:33] we have a great just a great a
[22:34] great future workforce in
[22:35] Oklahoma but they need that
[22:36] mentoring and what what you
[22:37] might assume that they know they
[22:39] don't and from those when you
[22:40] find those being able to develop
[22:41] those skills so that
[22:43] interpersonal skills is really
[22:44] important to us as well. And
[22:45] then we also go from we have
[22:47] classroom type training as well
[22:49] as hands on training so I
[22:51] mentioned that NordA I have6
[22:52] technical trainers that are all
[22:53] former shop floor production
[22:55] workers and they run classes
[22:56] they start in the classroom
[22:57] and then they actually go out
[22:59] and they work with the actual
[23:01] equipment they're mentored we
[23:02] have what's called a co pilot
[23:04] program and we call it
[23:05] it's a stakeholders is what we
[23:07] call our employees because our
[23:09] founderRa Siegfried felt that
[23:10] everyone had a stake in the
[23:11] company so we call it sore to
[23:13] fit with aerospace stakeholder
[23:15] onboarding and retention is what
[23:17] we work on so they start in the
[23:19] classroom and then they go and
[23:20] they and they get all of this
[23:21] experience with a co pilot or a
[23:23] or like a battle buddy next
[23:24] to them that's teaching them how
[23:25] to build the parts that we need
[23:26] to do so how are we
[23:29] doing this inokklahoma here we
[23:31] are developing those pipelines
[23:32] we do partner with Choo
[23:33] aerospace and we actually have
[23:34] also we've done our first
[23:35] adjustment I'm very excited
[23:37] about this I got my operations
[23:39] leaders to consider a different
[23:40] work schedule outside of our
[23:42] normal to adjust for we had4
[23:44] high school students this summer
[23:45] that and two of them have
[23:47] converted to full time and one
[23:49] of them is still going to school
[23:50] but I had to say you got to let
[23:51] them go to school so you got to
[23:52] let them come at a different
[23:53] time than0500 in the morning
[23:55] when most of my other shop floor
[23:56] folks get there we have a very
[23:57] good partnership with
[23:59] Tulsachnology as well very proud
[24:01] to be a part of that always have
[24:02] been at Nordam75% of our
[24:04] workforce is the production and
[24:05] maintenance folks asm
[24:07] Briidenstein said that is the
[24:09] hardest skill to fill right now.
[24:10] I'm more worried about that than
[24:11] I am a salaried professional
[24:13] such as myself who has a degree.
[24:15] We need both but the
[24:16] production workforce that needs
[24:18] those skills CNC machines
[24:20] bonding bucking rivets all
[24:20] those things are part of that
[24:24] and so what we also see which I
[24:25] think all of you I think it was
[24:27] mentioned already the demand for
[24:28] skilled talent is growing
[24:29] shorter we've got a lot of
[24:30] retirements happening and
[24:31] therefore we've got to figure
[24:33] out a way to do that so growing
[24:34] our own through tulsa tech and
[24:36] actually in nordam itself
[24:37] where we'll bring on folks we
[24:39] have a great partnership with a
[24:40] temporary agency. I'll be doing
[24:41] that tomorrow morning every
[24:43] other week I speak with them and
[24:44] I give them I ask them how many
[24:45] of you here want to put in a
[24:47] fair day's wage for a hard day's
[24:49] work and support your family.
[24:49] usuallysually everybody raises
[24:50] their hands and what I love to
[24:51] hear is the backgrounds that
[24:53] they come from and they'll say
[24:55] well I just worked at Walmart or
[24:57] I just worked at Panda express
[24:58] and I say well that's great
[24:59] because you know how to hustle
[25:00] you know how to multitask. I
[25:01] started when I was 16, I waited
[25:03] tables for eight years before I
[25:04] moved into my professional
[25:05] career. Man did I learn a whole
[25:07] lot of different things. I also
[25:08] learned the customers not always
[25:09] right but they're still the
[25:10] customer
[25:10] so
[25:13] with that being said there is
[25:15] a lot to be said about training
[25:16] and mentoring and really that's
[25:18] where Noram focuses is helping
[25:19] with all of those different
[25:20] skills so I'm going to pause
[25:20] there and I'm happy to take any
[25:21] questions
[25:25] to have members with questions
[25:30] Anyone? do we have anyone
[25:31] online? Questions OK.
[25:36] the question for you how many
[25:37] employees do you have currently?
[25:39] So currently in the United
[25:41] States we have 1500 employees
[25:42] and then I haven't me out of the
[25:43] 300 that are spread around the
[25:45] world we have two other brick
[25:47] and mortar facilities one in
[25:49] Chihuahua, Mexico and one in
[25:50] Cardiff Wales. OK, thank you
[25:55] Representative Norwood I'm gonna
[25:56] turn it back over to you
[25:58] thank you very much for being
[25:59] here with us today.
[26:03] next from Boeing Bailey Perkins
[26:04] wright
[26:06] be presenting I want to say
[26:09] thank you to Todd Pawley who
[26:10] helped us with the conversation
[26:13] and getting us together with
[26:14] this thank you for being here
[26:16] with us today to present good to
[26:18] talk with you online just a
[26:19] couple of days ago. please tell
[26:22] us what uhpiritboeing did I say
[26:25] that correctly is doing there
[26:26] in thetulsa area. thank you for
[26:27] being with us today. We
[26:29] appreciate you thank you so much
[26:31] my name is Bailey
[26:33] Perkinswright. I'm the senior
[26:34] community investor
[26:37] forboeing's state advocacy and
[26:39] global engagement division. I am
[26:41] one half of the team that serves
[26:43] in Oklahoma in that division
[26:45] sopresentative Norwood, thank
[26:46] you first of all for the
[26:47] invitation for us to participate
[26:49] in this interim study. and
[26:51] the other half is Toddolley so I
[26:53] have the hard task of of filling
[26:55] in for him so if there is
[26:57] anything that I don't know when
[26:59] you ask questions I'll be
[26:59] sure to make sure I write them
[27:01] down and and get back to you all
[27:03] with any answers but he sends
[27:04] his his regard
[27:07] s I'm happy to be here on his
[27:10] behalf. we have a few slides
[27:13] that will just help us guide
[27:13] conversation. we're working on
[27:15] refreshing some of this data and
[27:17] so that's why these slides are
[27:18] not here to you but to give us
[27:19] some places for us to have
[27:22] conversation from and so
[27:25] we'll go to the next slide. Oh I
[27:26] have a clicker perfect there we
[27:28] go I can use my own I can do it
[27:31] myself great we're excited to
[27:32] to have conversation with you
[27:33] today about workforce and
[27:34] apprenticeships or what that
[27:38] means for boeing but also
[27:39] want to start with just giving
[27:41] some overview and context
[27:44] about the work that we do
[27:46] across the world as well as what
[27:47] we do
[27:49] here in in Oklahoma
[27:55] so we like to say from the
[27:57] seabed to space boeing
[28:00] connects protects and explores
[28:00] the world and beyond
[28:07] we are headquartered in 3
[28:09] mean'm sorry we have 3
[28:11] businesses that helped to
[28:13] support that mission
[28:16] versusboeing commercial
[28:18] airplanes umm headquartered in
[28:21] the Puget Sound area. we have
[28:23] our boeing defensepa and
[28:27] security business focused on
[28:30] providing support to our war
[28:30] fighters and our national
[28:31] security
[28:35] and and also our
[28:37] boeinglobalervices division that
[28:39] provides aftermarket support for
[28:41] maintenance and upgrades on on
[28:42] aircraft
[28:47] we are proud to have
[28:51] employees all over the world
[28:55] with more than 11,000 suppliers
[28:56] and partners globally
[28:59] and yeah we'll move forward on
[29:00] this slide.
[29:04] So I'm sure you all are aware of
[29:09] the data about aerospace in
[29:11] Oklahoma boeing is proud to be
[29:12] the largest
[29:15] defense contractor here in the
[29:19] state in Oklahoma's second
[29:21] largest industry we know that
[29:23] aviation and aerospace has
[29:25] that44 billion dollars impact
[29:31] more than200,00,00 jobs
[29:33] across the state and about 15%
[29:35] of the employee base and
[29:37] we're proud to be located
[29:38] just right on the other side of
[29:39] the fence line of Tinker Air
[29:41] Force Base that has that7.5
[29:42] billion dollars economic impact
[29:42] for the
[29:45] state as our largest
[29:45] aerospace employer.
[29:46] and defense employer
[29:52] So when we look at umboeing's
[29:55] presence in Oklahoma City
[29:57] this data again we are
[29:59] refreshing it so this is just
[30:01] here to have conversation we
[30:03] have about 3500 employees right
[30:05] behind Tinker Air Force Base
[30:07] andres representative Norwood
[30:10] mentioned umboeing Tulsa as
[30:13] of this year we have brought
[30:15] spirit aeroystems back into the
[30:17] boeing family and so we now have
[30:18] an additional about 1,5
[30:21] 0 employees making that total
[30:23] about4,700 boeing teammates that
[30:26] we have in the state of Oklahoma
[30:28] are proud that our spend is more
[30:31] than630 million dollars in
[30:33] Oklahoma and we have nearly 100
[30:36] suppliers here in the state as
[30:39] well. we have facilities
[30:41] right behind Tinker that's some
[30:43] of the data of of the size of
[30:45] our campus and the other pieces
[30:47] we value hiring veterans
[30:51] about 1/4 of our teammates in
[30:53] Boeing Oklahoma City are
[30:54] veterans and we want to continue
[30:54] growing that number
[30:56] to have that talent
[31:00] and that's a little bit of
[31:00] history
[31:03] so when you look at the history
[31:04] of of tiker
[31:08] that ties into the history
[31:10] of of boeing's presence in in
[31:13] Oklahoma City so in the fiftiess
[31:17] we were established here
[31:17] and over those years our
[31:20] capabilities have continued to
[31:23] grow we had even just
[31:27] maybe 1f to20 years ago right
[31:30] about two a few 100 employees
[31:33] in the Oklahoma City area and
[31:34] over the past decade
[31:37] those capabilities continue
[31:39] to grow and we're able to hire
[31:41] more folks to come work with us
[31:43] to now build that 3500 person
[31:47] workforce we have space in
[31:51] convergence tower now as of this
[31:52] past year where we have some of
[31:54] our digital capabilities efforts
[31:54] happening
[32:00] So what do we do specifically in
[32:00] Oklahoma City?
[32:03] I mentioned that we have 3
[32:06] businesses two of those three
[32:07] businesses are focused here in
[32:09] the Oklahoma cityity area that
[32:11] defence space and security in
[32:13] our global services work so
[32:15] this slide shows you the
[32:17] different programs and
[32:18] capabilities that that we hope
[32:19] to support proudly in
[32:21] inokklahoma City. So one thing I
[32:23] love to brag about is when we
[32:24] talk about those blue bottom
[32:27] planes for executive transport
[32:29] so Air Force One and others
[32:30] and the fleet of aircraft for
[32:33] executives in our allied
[32:34] countries around the world our
[32:35] teammates in Oklahoma City do
[32:37] the engineering for that. we
[32:39] have a division
[32:41] calledmobility surveillance and
[32:43] Bomers that is
[32:46] we like to say headquartered but
[32:47] they're a strong presence here
[32:49] in Oklahoma City so executive
[32:51] transport falls up under that
[32:54] bombers modifications fall
[32:57] under that and our AEW and C
[33:01] so those Awax and E3 E7
[33:03] aircraft are those things that
[33:05] we help engineer here in
[33:07] Oklahoma City and then you'll
[33:09] see we have about 1000 employees
[33:11] focused on ouroweinglobalervices
[33:13] division for the the aftermarket
[33:14] supports
[33:19] for Kc46 Kc135 and all of
[33:19] that different aircraft listed
[33:22] there. one important piece
[33:23] why I think this slide is
[33:25] important for us to talk about
[33:28] boeing Oklahoma City is
[33:31] mainly an engineering firm we
[33:31] consider this site an
[33:33] engineering center of excellence
[33:37] because over77% of the teammates
[33:38] that work for us in Oklahoma
[33:40] City are engineers and so what
[33:41] we're talking about workforce
[33:43] and apprenticeships we have
[33:43] to be
[33:47] creative in that because we
[33:48] don't have a manufacturing
[33:49] facility in Oklahoma City right
[33:51] we're not producing aircraft in
[33:53] the way that our teammates and
[33:57] Puget Sound or in South Carolina
[33:59] are doing right and so when it
[34:01] comes to building that skill set
[34:03] finding those creative
[34:05] pathways to build the workforce
[34:07] that we need especially locally
[34:09] we have a few ways that we've
[34:11] been investing in that from the
[34:13] charitable side but also within
[34:14] umboeing Oklahoma
[34:15] City that I'll get to here in
[34:16] a moment.
[34:19] so this just goes through a list
[34:20] of different capabilities that
[34:22] we have in our expertise and
[34:23] wheelhouse here inboeing
[34:24] Oklahoma City.
[34:28] and then
[34:33] this slide what I love is
[34:35] we like to tell especially
[34:38] students who come to our campus
[34:40] and visit that you don't have to
[34:41] leave Oklahoma to be able to
[34:43] make a difference around the
[34:45] world and so this slidee just
[34:48] gives you an idea of what the
[34:50] products that we help support
[34:52] with our engineering work. these
[34:53] are the the countries around the
[34:55] world that boeing employees get
[34:56] to help make a difference for
[35:03] all right so my lane of
[35:04] boeing's work is on that
[35:06] charitable side and so this
[35:09] gives you just some insights for
[35:11] our current grant season which
[35:13] we're at the tail end of we
[35:15] have our charitable focuses in
[35:17] three core areas our futures our
[35:19] heroes and our homes so our
[35:21] future is very much for focused
[35:25] on how do we build that stem
[35:26] pipeline for the workforce
[35:29] talents needed for the things
[35:30] that administrative reidens
[35:32] te in was talking about for the
[35:33] manufacturing side but on the
[35:34] engineering side because we do
[35:37] need that local STEM talent
[35:39] here in Oklahoma. We know that
[35:41] when we can hire folks in
[35:42] Oklahoma they're more likely to
[35:42] stay
[35:45] and we want those quality jobs
[35:48] here for for those who grow
[35:50] up here in Oklahoma and so we
[35:53] have our strategy is focused on
[35:54] from early childhood all the way
[35:59] up through K-1w2 workforce
[36:01] capabilities from the adult
[36:04] workforce as well as higher
[36:05] education we used to have two
[36:07] separate buckets of higher
[36:08] education over here and the
[36:10] workforce over there but we've
[36:12] really working to streamline
[36:12] to ensure that we can
[36:15] have that continuum to build
[36:19] that pipeline needed our heroes
[36:21] focused on veterans and their
[36:23] families especially those
[36:24] rehabilitation recovery supports
[36:25] for veterans but also workforce
[36:27] transition so that's something
[36:29] that we want to grow in those
[36:31] charitable supports and then
[36:34] our homes that current focus
[36:35] right now is has been recidivism
[36:36] prevention
[36:39] because we know that there
[36:41] are barriers to entry in the
[36:43] workforce when folks have
[36:47] in those engagements with the
[36:49] criminal justice system. so what
[36:51] are those ways that we can help
[36:53] support to alleviate those
[36:54] touch points and grow
[36:55] opportunities for more
[36:57] Oklahomans to be able to have
[36:59] quality jobs and care for their
[37:01] families and all of that and
[37:03] then we have a fund that our
[37:05] employees completely run
[37:07] themselves they deduct monies
[37:09] from their payroll and then they
[37:11] give dollars to health and human
[37:13] services related causes and
[37:15] these are the ones that were
[37:16] selected for2025. they're in the
[37:19] process of reading
[37:20] applications and selecting
[37:20] their2026 grantees.
[37:23] right
[37:27] so the conversation at hand. so
[37:31] I mentioned earlier about us
[37:33] being a engineering center of
[37:35] excellence in in Oklahoma City
[37:39] and so want to talk about
[37:41] first our enterpriseide
[37:43] technical apprenticeship
[37:46] program because we do all kinds
[37:49] of work all over the world and
[37:51] we need talent of all types to
[37:52] be able to help us achieve
[37:55] the mission right? I'll talk
[37:57] about some of the things that
[37:59] we're doing locally and then
[37:59] some of our charitable
[38:01] investments that have been
[38:03] really important that we
[38:03] consider part of our workforce
[38:04] strategy
[38:09] so we have a technical
[38:11] apprenticeship program that
[38:13] helps us evolve for the changing
[38:15] future of work it's an
[38:17] accredited development program
[38:19] to help folks gain those
[38:21] technical skills for emerging
[38:24] and indeman roles
[38:26] participants will gain work in a
[38:27] paid technical apprenticeship
[38:29] program. they gained job ready
[38:31] skills to become viable
[38:33] candidates for full time roles
[38:34] in aerospace and they get those
[38:36] foundational hands on training
[38:38] and the on the job development
[38:39] experiences that result in
[38:41] digital credentials and
[38:43] milestone career achievements. I
[38:44] know one thing that was
[38:45] announced in the company
[38:46] recently that there was
[38:49] expansion with this program and
[38:51] with Boeing South Carolina
[38:53] where MOU was signed by one of
[38:55] our leaders and so especially in
[38:57] those areas where we have that
[38:58] manufacturing presence this has
[39:00] been a really important program
[39:02] for us to grow talent
[39:03] pipelines to
[39:07] help us achieve our work
[39:07] but I mentioned
[39:11] for for what we do locally
[39:13] actually let me let me go back
[39:15] we have an internship program as
[39:18] well that Boeing Enterprise
[39:20] operates and what I love about
[39:22] that internship program is that
[39:25] if we hire students to come
[39:27] work with us college students
[39:30] boeing not only pays them a
[39:32] salary but if they
[39:35] are in that official program
[39:37] they can start achieving
[39:37] benefits right so they can
[39:42] start getting their401k matched
[39:45] boeing will help pay for their
[39:49] education if they wanted to
[39:49] continue their
[39:51] bachelor's degree in
[39:53] attainment. they wanted to get a
[39:55] master's degree, a PhD whatever
[39:57] as long as it is involved in a
[39:59] hard stem field boeing
[40:01] completely pays all the costs
[40:03] for their schooling one of the
[40:03] greatest examples I like to
[40:07] think about is our senior
[40:08] director of engineering for
[40:08] mobility
[40:09] s ur ve i ll ance of bombers
[40:11] here in boeing Oklahoma City
[40:13] Jeff Anderson he started as an
[40:14] intern
[40:17] he likes to say he's part of
[40:19] both team OsU and OU because he
[40:21] started his studies at OSU he
[40:23] transferred to OU so that he can
[40:25] continue his internship journey
[40:27] with Boeing and the company paid
[40:31] for his education paid for
[40:33] his master's degree he's in the
[40:35] process of his PhD that the
[40:37] company's paying for but he's a
[40:38] local person that's been able to
[40:38] elevate
[40:41] in such a high executive role
[40:43] from Oklahoma right and those
[40:45] opportunities came because of of
[40:47] our internship program and
[40:48] there's so many examples of
[40:50] local students that from OU and
[40:52] other places that get that
[40:55] opportunity to have paid hands
[40:57] on work and then transferred to
[40:58] come work with us to gain those
[40:59] engineering skills
[41:03] for those opportunities when
[41:05] we can't hire as many people
[41:07] through that enterprise
[41:08] internship program because again
[41:13] it's it's a nationwide worldwide
[41:15] type of program are Oklahoma
[41:18] City site has a student
[41:19] development internship programme
[41:21] that focuses on both high school
[41:25] students more of that senior
[41:28] level as well as college
[41:29] students to get additional
[41:30] supports or we're able
[41:33] to hire them on as contractors
[41:35] in an engineering technician
[41:38] role. so let's say we want to
[41:40] see a different pathways to be
[41:43] able to gain the skills needed
[41:45] to be job ready for the
[41:47] engineering work that we have
[41:49] and the capabilities here and
[41:52] so the high school students will
[41:56] make somewhere between 17 to20
[41:58] dollars an hour they're able to
[41:59] get real experience with engine
[42:04] ers we have an example of
[42:07] a now teammate who went through
[42:08] the program. I believe the
[42:09] student was a student at the
[42:12] Oklahoma school for Science and
[42:15] mathematics they were able to
[42:17] do essentially5 summers
[42:19] withboeing so that student was
[42:23] getting paid to learn gaining
[42:25] the experience needed eventually
[42:28] was able to be able to move into
[42:28] a
[42:33] a contract role but like a full
[42:37] role within the company and
[42:39] was able to start as a level2
[42:41] engineer even before you know
[42:42] completing a a college degree
[42:45] and so
[42:48] we want to have more examples of
[42:50] that one of our charitable
[42:51] investments is Oklahoma Aviation
[42:53] academy and I'll talk about why
[42:54] that's important to our
[42:55] workforce strategy here in a
[42:57] second but I'm proud that now
[42:59] that they have their first
[43:01] graduating class we've had two
[43:03] Oklahoma aviation academy
[43:06] students participate in that
[43:07] internship program that I
[43:09] mentioned. so those are high
[43:10] school students that are earning
[43:13] dollars but also getting the
[43:15] professional skills and and
[43:16] those entry level technical
[43:18] skills to one keep their
[43:20] interest in engineering and
[43:21] hopefully support them as they
[43:22] go into
[43:27] college in their pathways into
[43:28] engineering.
[43:31] so want to move into our local
[43:32] charitable investment so
[43:35] we have supported the Oklahoma
[43:39] aviation academy since its
[43:39] inception
[43:42] it's a public school embedded
[43:45] aviation academy that's focused
[43:47] on many different tracks. What I
[43:48] love about the design of
[43:49] Oklahoma aviation academy is
[43:51] that the students don't have to
[43:53] first of all they're able to
[43:55] pull students from any of the
[43:57] schools in norman public schools
[43:58] the students are able to be
[44:01] bu s s ed into right now they're
[44:04] portables until they move into
[44:05] the new space that the
[44:08] taxpayers of Norman have
[44:09] invested in that should be
[44:12] completed in the coming months
[44:14] but they're able to come on
[44:17] site, get specialized training
[44:19] and learning opportunities
[44:20] and then go back to their school
[44:22] right? So keep students from
[44:24] saying oh like I got to be away
[44:25] from my friends or I can't
[44:27] participate and cheer or
[44:27] anything of that nature it gives
[44:28] them the opportunity
[44:31] to get some specialized learning
[44:32] and
[44:36] still be able to be engaged in
[44:37] their schools there I believe
[44:39] there are more than400 students
[44:41] now between 9th grade and 1w2th
[44:43] grade who are now in this
[44:45] program and they're able to pick
[44:46] different tracks from
[44:49] engineering drones they have
[44:53] they're the only school in the
[44:54] nation building two tango
[44:59] flight aircraft simultaneously
[45:01] and they're learning those
[45:03] skills of
[45:06] the importance of accuracy
[45:08] how to do quality work and doing
[45:10] the checks and working as a team
[45:13] when those two aircraft have
[45:16] been deemed flight worthy and
[45:17] ready the students who have
[45:20] their pilot's licenses will have
[45:22] the ability to go and
[45:24] fly the aircraft
[45:28] so it's it's something really
[45:29] special that the students are
[45:31] getting those experiences and so
[45:32] we have the investment in that
[45:33] program and our hope is that
[45:36] we'll start to see students
[45:38] choose I believe there's about
[45:40] maybe50 students at this time
[45:41] that are focused on the
[45:43] engineering track and so our
[45:45] hope is that the students will
[45:47] find their pathway in aerospace
[45:50] and be able to have the supports
[45:51] to be able to navigate a program
[45:53] like the studentvelopment
[45:54] internship programme or to
[45:54] choose
[45:59] to go to a local college
[46:01] university to pursue engineering
[46:02] and other things because they
[46:04] have the exposure and the tools
[46:06] that they need to be able to to
[46:06] complete that
[46:10] our other investment most
[46:14] recentlyboeing made an $825,000
[46:16] investment into more Norman
[46:18] Technology Center to ensure
[46:20] that we can expand
[46:26] the ways that are talent
[46:28] pipeline is being trained. I
[46:30] mentioned that we do not have a
[46:32] manufacturing facility in
[46:34] Oklahoma City so a lot of our
[46:34] teammates have the
[46:38] knowledge for like catrons
[46:39] different things but they don't
[46:41] have that ability to touch the
[46:42] product in the same way
[46:45] our teammates in in other parts
[46:48] of the country do and so we were
[46:50] able to start in phase one to
[46:53] invest to replicate our advert
[46:55] advanced visualization and
[46:58] immersive development lab called
[47:00] avilab that has different
[47:01] digital capabilities
[47:02] that
[47:04] pairwe with being able to
[47:11] Sorry my mommy brain is sitting
[47:15] had a baby seven months ago
[47:19] that help students be able to do
[47:21] scanning technologies
[47:23] prototyping other things that
[47:26] help us build that accuracy when
[47:30] we are working for modifying
[47:32] aircraft and and doing those
[47:34] supports that help save time and
[47:37] money have that accuracy
[47:40] safety etc. and so we want
[47:41] more professionals and student
[47:45] s to have exposure to those
[47:47] technologies and so more norman
[47:50] Technology Center in their avit
[47:51] lab will have much of the
[47:55] equipment that we use to be able
[47:56] to for example do
[47:59] modeling and scaling and
[48:01] prototyping in that capacity
[48:05] the second phase of that is
[48:07] an aircraft to be able to
[48:09] then do some hands on learning
[48:11] and build that credentialing
[48:13] for our talent for our
[48:17] students but also for the
[48:18] current workforce to grow
[48:21] I think that is everything
[48:24] that I had for what we're
[48:25] invested in what we're doing
[48:28] locally and investments and
[48:30] apprenticeships so I will stop
[48:31] there and take any questions. Do
[48:32] I have members with questions?
[48:41] I do I do have one question
[48:45] thank you madam chairwoman
[48:46] your entry point of that is at
[48:47] eighth grade
[48:49] for entering into that is that
[48:51] where the application process
[48:52] they come out of STEM in the
[48:53] eighth grade and they move into
[48:56] 9th through seniors on some of
[48:59] this for the aviation yes
[49:01] and one thing I will add as well
[49:02] with the investment that we have
[49:04] in more norman Technology Center
[49:07] it covers both students and
[49:10] more and and norman as well so
[49:12] not just Okoma aviation academy
[49:13] students will have access to
[49:14] that
[49:16] they recruit in middle school
[49:20] and they even go as further back
[49:21] as elementary school with some
[49:23] of the stem nights and part of
[49:25] the goal with the
[49:27] technologies that we'll have at
[49:29] more norman Technology Center is
[49:31] to have some of those early
[49:32] exposures to do tours with
[49:33] students to get them excited so
[49:36] that way they'll be inspired to
[49:39] enroll when they enter
[49:41] theirinth grade year but yes 9th
[49:43] grade is that entry point for
[49:45] Oklahoma aviation academy and
[49:46] then they do start recruiting
[49:49] elementary school but especially
[49:50] hard in middle school.
[49:53] I do have one more question
[49:55] asking if you're going to look
[49:56] at doing that into the tulsa
[49:59] Owaso broken arrow area is
[50:01] that something you're looking to
[50:03] advance as well because I I
[50:03] understand on this side of the
[50:04] state there's some things that
[50:05] are happening I'd like to see
[50:07] happen on our side of the state
[50:08] one of the most exciting things
[50:09] is we are seeing the expansion
[50:13] of more programs that model
[50:14] what docomme aviation academy is
[50:16] doing and and we need more of
[50:18] them one thing I love right
[50:21] now is that they have a
[50:22] partnership with
[50:25] a virtual opportunity where
[50:27] students anywhere around the
[50:29] state of Oklahoma can engage in
[50:31] the curriculum and the
[50:33] different things that they're
[50:35] doing with Oklahoma aviation
[50:36] academy and so especially now
[50:38] that we've had our growth into
[50:39] the Tulsa area. we definitely
[50:41] want to see more
[50:43] opportunities to support
[50:43] programs like that.
[50:48] Do you have any more members'
[50:48] questions?
[50:51] go ahead with your question
[50:56] I appreciate you allowing me
[50:57] to ask a question.
[50:58] good to see you good to see you
[51:01] as well obviously I've been to
[51:03] the boeing facility there and
[51:04] spoken with the engineers and
[51:07] what an amazing group of highly
[51:08] talented especially young
[51:09] people. I was surprised with how
[51:11] young the the group there was
[51:16] I was also struck by how so much
[51:18] of the engineering talent there
[51:21] had worked in space.boeing
[51:23] builds rockets the SLs
[51:26] satelliteswGS boeing you know
[51:27] manages the
[51:29] internationalpaceation that all
[51:31] of that talent not all of it but
[51:32] a lot of talent
[51:35] that was there had worked in
[51:39] space do doesboeing ever as
[51:41] quantum space we're in a
[51:42] situation where we're expanding
[51:43] quickly we're still in startup
[51:47] mode. and in in many respects
[51:49] we don't really know what our
[51:51] workforce needs are going to
[51:53] be234 years from now because
[51:55] we're we're still learning a lot
[51:57] and quite frankly the spacece
[51:59] forcece budget keeps changing
[52:01] faster than we can keep up with
[52:01] that being said
[52:06] does Boeing ever outsource any
[52:07] of that talent to other
[52:10] companies that might need
[52:11] engineering talent but can't
[52:13] commit for like you know a a you
[52:16] know aw-2 employee. Do you guys
[52:17] ever do that kind of stuff for
[52:19] for other companies just out of
[52:21] curiosity that is a great
[52:23] question. I don't know about
[52:26] outsourcing but I do know that
[52:30] we have much contractual work
[52:32] right for folks who may not be
[52:32] those fulltimeboeing
[52:35] employees that helped to to
[52:37] supplement and support the work
[52:39] definitely a lot of work
[52:41] within our supplier base and
[52:45] then we have a lot of subsidiary
[52:47] companies like the acquisition
[52:49] of Spirit that then also
[52:51] provides different capabilities
[52:53] and so I will work to get a
[52:55] more specific answer to you of
[52:57] of how we do that but I know for
[52:59] sure that we have much
[53:00] contractual work that also
[53:01] supports what we do awesome
[53:02] thank you you're welcome
[53:06] thank you I'm gonna make this
[53:08] statement I've said it 1000
[53:09] times since I've been here but
[53:11] this may be one of my last times
[53:13] I'll get to be here when I came
[53:14] to the legislature there was a
[53:15] program that existed between
[53:17] metrotech rose State College and
[53:19] the University of Oklahoma and
[53:21] in the from the time a
[53:23] student was a junior in high
[53:25] school and that two years plus
[53:27] two years at roseate plus two
[53:28] years at OU they would end up
[53:31] with an aerospace engineering
[53:32] degree that was did I mention it
[53:32] was part of a federal
[53:35] grant that program doesn't exist
[53:37] anymore or it didn't last
[53:40] time I asked I have ever
[53:41] since I heard about that I feel
[53:43] like that is something that
[53:45] needs to be reinstated and
[53:47] replicated not just for
[53:51] aerospace but honestly for every
[53:53] industry that requires more and
[53:55] more education and more and more
[53:58] expertise and so I feel like
[53:59] this is the one room where
[54:01] that's not falling on deaf ears
[54:02] so I'm gonna I'm this my
[54:05] mentioning that again as I go
[54:07] into obscurity and private life
[54:11] but we need to make that
[54:14] happen in the future because we
[54:16] know that when we take Oklahoma
[54:19] students we know they're
[54:21] better at applied math and
[54:22] applied science than most
[54:25] students in our country and so I
[54:26] think that is part of that
[54:29] Oklahoma factor that we have and
[54:30] we need to
[54:33] we need to remind our students
[54:35] that that's what we're made of
[54:37] and we need to make more of
[54:38] these programs happen in the
[54:41] futures thank you madam
[54:43] chairir I I am excited that
[54:45] you mentioned particularly rose
[54:46] State College because they are
[54:48] one of our charitable partners
[54:50] not only from the lens of
[54:51] finding the different pathways
[54:55] to have talent grow and learn
[54:57] into the engineering disciplines
[54:59] but also even training our
[55:00] employees so we have a
[55:00] partnership with rose State
[55:01] College
[55:04] where they're helping to train
[55:05] our our engineers here locally
[55:07] and so having those different
[55:09] pathways will be powerful to
[55:11] achieve the things that that you
[55:12] mentioned and so we we agree on
[55:12] that
[55:14] so thank you Representative
[55:15] Norwood I'll turn it back over
[55:17] to you thank you so much Bailey
[55:19] for presenting today
[55:22] bobbystem is here today
[55:25] struction with AGC and when I
[55:27] was asking questions when I was
[55:31] asking questions around about
[55:33] construction and about this
[55:36] your name kept coming up and it
[55:37] was like you've got to meet
[55:39] Bobby because he's doing what
[55:40] you're asking about so I'm very
[55:41] very happy to have you here with
[55:42] us
[55:44] today. thank you for taking
[55:45] we're moving from aerospace now
[55:47] to construction but thank you
[55:48] for being with us today thank
[55:50] you madam chair members of the
[55:50] committeepresentative thank you
[55:54] my name is Bobby Stem I'm
[55:55] executive director of the
[55:56] association of Oklahoma General
[55:59] Contractors and while our our
[56:01] programs not nearly as robust as
[56:03] Boeing we've recently in the
[56:05] last few years began
[56:07] it a program we call them our
[56:09] construction clubs so we've got
[56:11] two different types of programs
[56:12] we'll call them our our flyover
[56:13] schools and then our
[56:16] construction clubs we have a
[56:17] a young man who was a teacher
[56:19] and a former coach that runs
[56:21] our program and so he has some
[56:22] great access into the schools
[56:22] across the state
[56:25] but he will go to just about
[56:27] any school in the state and talk
[56:29] about careers in construction
[56:30] and when I say careers in
[56:31] construction we mean that
[56:31] because I don't know that people
[56:33] look at the construction workers
[56:34] on the side of the road and see
[56:35] that as a career they see it as
[56:37] a job but it truly is a career
[56:39] it's something you can start and
[56:41] and not too long from that
[56:42] date actually end up in a
[56:44] management type position so so
[56:45] our flyover schools and it's
[56:47] just to get out the information
[56:48] to the schools and we're talking
[56:49] high schools mostly so freshmen
[56:52] and seniors he'll make the
[56:52] initial appearance and then if
[56:53] that
[56:55] school says that they want to be
[56:57] a construction club then he
[56:58] returns and has at least4 touch
[56:59] points with that school over the
[57:01] year and so the first one is the
[57:02] introduction to construction the
[57:03] second one is he'll take our
[57:07] virtual reality headsets in
[57:08] we connect it to the computers
[57:09] catterpillar has got all the
[57:12] equipment that's to spec we can
[57:13] fasten it to tables the pedals
[57:15] and the different handles and
[57:17] stuff the joysticks and they get
[57:18] to do that and they think that's
[57:19] fun because it's cool and it's
[57:20] technology that they understand
[57:22] and then we do some type of the
[57:24] third is a field visit of some
[57:26] of some sort a field trip and
[57:27] where we take this kids out and
[57:29] let them go see something
[57:29] interesting being built a
[57:31] challenge we have is you can't
[57:32] take them on live job sites so
[57:33] that's really our real challenge
[57:35] you won't hear me talk about
[57:36] apprenticeships or or
[57:38] internships that's Whitney's
[57:39] kind of expertise right there
[57:41] but it's because it's hard to
[57:43] get we have they've got to be 18
[57:44] to be out there and so our
[57:45] construction clubs we hope fill
[57:47] that void and then the fourth
[57:47] thing that we try to do when
[57:49] they hit the senior level is
[57:51] we realize that we
[57:54] can't bring them to construction
[57:54] so we've got to bring
[57:56] construction to them so we
[57:57] purchased the five acres just
[57:59] east of our building at41st and
[58:02] andlinncoln and we actually
[58:03] have a high school heavy
[58:04] equipment rodeo out there a
[58:05] couple times a year we have the
[58:07] kids come out crawl on
[58:08] equipment, do some competition
[58:09] if you haven't seen it in a
[58:11] while you should come see this
[58:14] but imagine seeing 30 high
[58:17] school kids wait for it without
[58:18] a cellphone in their hand it's
[58:19] amazing they they act like kids
[58:21] again it's crazy we take all
[58:22] their cellphones
[58:23] away from them they can't go
[58:24] onto the acreage around the
[58:25] heavy equipment with any of the
[58:27] cell phones it's because of the
[58:28] safety but it's weird what
[58:29] happens within about 30 seconds
[58:32] they go from this to cheering
[58:33] their friends on because they're
[58:35] on that equipment and they're
[58:35] trying to do some obstacle
[58:37] courses and stuff so that's
[58:39] kind of our highs that's our
[58:40] high school program that we have
[58:41] we go a little bit into the
[58:42] junior highs most of those are
[58:43] day visits we'll take some of
[58:45] the equipment in and let them
[58:47] play on it. and then we've
[58:48] had some elementary school
[58:49] stopins as well but you know our
[58:51] workforce development is also
[58:52] not just these
[58:55] kids as we we we do work
[58:57] with job Joborps as well because
[58:59] they've got kids that are in a
[59:00] transition period in their life
[59:03] but also something that we're
[59:04] that I'm very excited about
[59:05] personally because I've seen it
[59:07] work firsthand with my cousin
[59:09] but reentry you know job
[59:11] workforce development's not just
[59:12] about an 18 year old it could be
[59:14] about a ir1y year old young man
[59:15] or woman who's wanting to create
[59:17] a second life for themselves and
[59:19] you can do that here my my my
[59:20] cousin and I'll tell the story
[59:21] with pride but he'd spent all of
[59:22] his
[59:24] life in and out of prison and
[59:25] then about 10 years ago when he
[59:27] got out we connected for the
[59:29] first time as in our as
[59:31] adults and within a day he
[59:32] was working at Sherwood
[59:33] struction two years later
[59:35] Caterpillar had picked him up.
[59:36] he's been out of prison he's a
[59:37] father he's a grandfather and
[59:39] he's been out of prison for 1010
[59:41] years that's workforce and life
[59:42] development and we're kind of
[59:43] excited about that but that's a
[59:44] little bit about our program
[59:45] happyppy to take questions about
[59:47] it it's kind of simple basic but
[59:48] it's a ton of fun and we enjoy
[59:50] doing it so any any questions at
[59:51] all and Whitney's gonna grow on
[59:52] our
[59:53] kind of expand on that or did
[59:55] you ever gowhitney did you ok
[59:56] hot dog she'll expand on that
[59:57] I'm sure so any any questions
[59:58] for me
[1:00:03] I I do have a question because
[1:00:05] we had a conversation about this
[1:00:07] about the requirement of
[1:00:09] being on a job site they can't
[1:00:11] do it until they're 18 So trying
[1:00:12] to figure out I I do appreciate
[1:00:13] that you're bringing it to them
[1:00:17] or doing construction clubs
[1:00:19] what's the challenges of that of
[1:00:21] of getting in and and getting
[1:00:24] access to say 16 to18 year old
[1:00:27] what have you found to be the
[1:00:28] difficult I don't know that you
[1:00:29] can change what age you can be
[1:00:30] on a a job site but
[1:00:33] maybe some of your challenges
[1:00:35] there yeah you know it has been
[1:00:36] what because what I'd really
[1:00:37] love to do is I'd love to get
[1:00:39] them out on that if they got out
[1:00:41] on a live job sites it's it's
[1:00:42] first of all it's very dangerous
[1:00:43] you know we just lost one of our
[1:00:45] flaggers last week in an
[1:00:47] accident so please slow down and
[1:00:49] work zones but it's it's it's
[1:00:51] dangerous it's sometimes we kind
[1:00:53] of fast paceed I mean if it's
[1:00:54] interesting work but what I say
[1:00:55] to anybody getting into it is
[1:00:57] it's just like the military no
[1:00:59] matter if you're going into the
[1:01:00] army to become a general you're
[1:01:00] still going to spend the first
[1:01:01] six months
[1:01:03] in basic training getting your
[1:01:04] teeth kicked in and so you've
[1:01:05] got to just know that if you're
[1:01:06] gonna come work construction
[1:01:07] it's gonna be very difficult and
[1:01:09] then you'll start to grow into
[1:01:11] that so just getting them out
[1:01:11] there and letting them see the
[1:01:12] reality because our turnover
[1:01:13] rate's high but I would love to
[1:01:15] get them out there and and see
[1:01:16] the big pieces of machinery
[1:01:18] being operated the big beams
[1:01:19] that are that are being placed
[1:01:21] in and believe it or not it
[1:01:22] doesn't look like it's highly
[1:01:23] technical but but it is it's
[1:01:25] very technical I don't some
[1:01:27] of my aerospace friends might
[1:01:28] understand this stuff better
[1:01:29] than me but we had a very very
[1:01:30] large beam needing to be placed
[1:01:33] recently and I would love we had
[1:01:35] some kids come up we had a
[1:01:35] couple dozen kids come out that
[1:01:37] we wanted to watch this so they
[1:01:39] that didn't matter you know
[1:01:40] there's some kids that are that
[1:01:41] they they're not sure that they
[1:01:42] want to be an engineer but all
[1:01:43] of a sudden they see something
[1:01:44] and it inspires them and so we
[1:01:45] had we had some remote
[1:01:47] controlled drone type things on
[1:01:49] each side of this bridge beam
[1:01:51] just because it was such a large
[1:01:53] beam and so heavy
[1:01:53] does it was
[1:01:56] 80 ton beam there's no way four
[1:01:58] men could take a rope and
[1:01:59] position it to where it could be
[1:02:00] dropped onto the headers so they
[1:02:01] actually
[1:02:03] fastened these drone type they
[1:02:05] weren't drones they didn't have
[1:02:06] little propellers they had
[1:02:07] turbine small turbine engines
[1:02:09] where they would move this thing
[1:02:11] in midair and that was something
[1:02:12] that it was confined and so we
[1:02:13] could have the kids step back a
[1:02:14] little bit and they weren't in
[1:02:15] live traffic so we looked for
[1:02:18] opportunities like that but that
[1:02:19] that's few and far between so
[1:02:21] that's why we had to bring it
[1:02:22] out there we get them out on the
[1:02:23] skid steers and the miniature
[1:02:24] loaders and stuff and but that's
[1:02:25] after they've played with the
[1:02:26] technology and they feel a bit
[1:02:27] more comfortable. I think we
[1:02:30] have orwaso Ram academy is one
[1:02:30] of our clubs so
[1:02:33] and it's an alternative type
[1:02:34] school for those kids that were
[1:02:36] maybe maybe having some
[1:02:37] challenges in the traditional
[1:02:39] environment so it's we'll we'll
[1:02:41] go just about anywhere they want
[1:02:42] us to go and tell the story it's
[1:02:42] good careers out there
[1:02:47] Any more questions
[1:02:56] bb y thank you very much for
[1:02:58] your time today and we're
[1:03:00] going to lean into Whitney
[1:03:02] Hill to come and and talk about
[1:03:05] some of the pieces of this
[1:03:07] that you've leaned into and
[1:03:09] partnered with what what's
[1:03:10] interesting about doing these
[1:03:11] studies you start in and someone
[1:03:13] says you need to talk to this
[1:03:14] person and you told me that I
[1:03:15] need to talk to her and
[1:03:17] sowhitney we're gonna welcome
[1:03:19] you from central Staffing
[1:03:21] Solutions I'm excited as she's
[1:03:22] coming today they're on the
[1:03:23] Oklahoma cityity side but they
[1:03:24] are looking
[1:03:25] to advance the other side of the
[1:03:27] state as well thank you very
[1:03:27] much gettney we'll get her to
[1:03:29] your side yes she's telling me
[1:03:30] she's coming thank you
[1:03:38] I am Whitney Hill but I brought
[1:03:39] Scott Mccadoo with us he is our
[1:03:42] president at structMuture I
[1:03:43] did want to mention that like
[1:03:47] Bobbystem and his his classes
[1:03:49] over there he actually we have
[1:03:50] an internship program which will
[1:03:51] tell a little bit more about but
[1:03:53] his guy over there has made a
[1:03:56] sandbox tool which he didn't
[1:03:57] elaborate a little bit but our
[1:03:59] interns are getting trained on
[1:04:00] how to teach elementary school
[1:04:01] students how to do this and
[1:04:03] they'll be in over 35 elementary
[1:04:05] schools teaching the elementary
[1:04:07] schools alongside the heavy
[1:04:08] highway people this year so
[1:04:13] yeah
[1:04:15] like Whitney said my name is
[1:04:18] Scott McAdoo I've been in a
[1:04:21] longtime educator 3 irish years
[1:04:22] and served for Oklahombia
[1:04:23] City public schools as an
[1:04:25] educator principal and director
[1:04:27] for workforce development.
[1:04:29] uhwhitney and I both represent
[1:04:31] here today struct myuture.
[1:04:32] What we'd like to do is to to
[1:04:33] start broad and dive
[1:04:35] specifically into our internship
[1:04:37] program we want you to look at
[1:04:38] the discussions we'll have today
[1:04:38] regarding the
[1:04:41] ho l istic development of
[1:04:43] students in the workforce one of
[1:04:45] the things that we hear time and
[1:04:47] again when we work with industry
[1:04:49] partners they say Scott
[1:04:51] Whitney we can train them when
[1:04:53] they get here a lot of times but
[1:04:55] what we need them to do on day
[1:04:57] one is to show up and then come
[1:04:59] back on day two. That tells a
[1:05:01] story of delayed gratification
[1:05:02] that tells the story of
[1:05:03] persistence that tells the story
[1:05:05] of the need to develop something
[1:05:07] more than just putting students
[1:05:08] in a position in an internship
[1:05:11] agnostic from any other
[1:05:13] element of discussion. So I'd
[1:05:15] like to to walk through a couple
[1:05:16] of the things that we do today
[1:05:17] and then Whitney will dive into
[1:05:19] that internship program quite
[1:05:21] simply everybody here knows
[1:05:22] and remembers that time when you
[1:05:23] decided that thing you wanted to
[1:05:25] be and whether you became that
[1:05:27] thing or you become some other
[1:05:29] things you had a dream. one of
[1:05:30] the things I point out as an
[1:05:32] educator regardless of what part
[1:05:33] of the city you're from, what
[1:05:35] your family structure looks like
[1:05:37] or any other variables you have
[1:05:38] a dream. Every student I ever
[1:05:38] worked with in my
[1:05:41] entire life thousands all have a
[1:05:43] dream. The question is do they
[1:05:45] have the infrastructure? do they
[1:05:47] have the scaffolding? that they
[1:05:49] have the networking to help
[1:05:50] accomplish that dream. I
[1:05:51] appreciate you represented No in
[1:05:53] pointing out outlier's book
[1:05:55] Gladwell in the book points out
[1:05:57] something we call the Matthew
[1:05:59] effect. that book that that
[1:06:01] matthew effect was developed in
[1:06:02] the60s and it is based on the
[1:06:04] new Testament book Matthew and
[1:06:06] the concept is simple those who
[1:06:08] have tend to get more of the
[1:06:08] thing in other
[1:06:11] words those students early who
[1:06:13] have networked opportunities,
[1:06:16] resource they see the thing that
[1:06:16] they want to become
[1:06:20] they more likely can become the
[1:06:22] thing and so what I want you to
[1:06:23] see in our development of our
[1:06:25] program is a and an opportunity
[1:06:28] to reduce those barriers to
[1:06:30] reduce those inequitable access
[1:06:33] of things that we see for our
[1:06:33] young students and we're going
[1:06:35] to start early as a middle
[1:06:37] school.ack in2022 Consert
[1:06:41] myuture designed a summer middle
[1:06:43] school construction camp. It is
[1:06:45] an unbelievable success. I'll
[1:06:46] tell you who loves it the most
[1:06:46] not just the kids
[1:06:49] the industry partners that we
[1:06:52] bring in they do everything
[1:06:53] across all industry sectors and
[1:06:55] you see that young girl right
[1:06:57] there who knows she may be
[1:06:59] having that dream right now that
[1:07:01] this is my thing. We've
[1:07:03] interfaced with young women and
[1:07:04] young men who they got the
[1:07:05] opportunity to participate in
[1:07:07] one of our programs the light
[1:07:09] bulb clicked in and then two or
[1:07:11] three years later Whitney's
[1:07:12] connecting him with one of our
[1:07:13] major companies and they are
[1:07:14] doing the thing
[1:07:16] that's what I love about that.
[1:07:19] We also engage in any number of
[1:07:21] a broad range of things in our
[1:07:22] ecosystem this is construction
[1:07:25] rodeo unique concept. it puts
[1:07:27] the students in hands-on
[1:07:29] opportunities whether it's
[1:07:31] whether it's like you see here
[1:07:32] they're doing a little bit of
[1:07:34] concrete work, heavy equipment
[1:07:35] operation they get the
[1:07:36] opportunity to work directly
[1:07:39] with industry partners see the
[1:07:41] key is I love that the things
[1:07:42] that everybody has said today,
[1:07:43] Tonyja's going to talk about it
[1:07:44] here in just a minute and the
[1:07:44] amazing care
[1:07:46] er tech things that they do.
[1:07:47] you mentioned the same thing
[1:07:49] with your soft skills we'll talk
[1:07:51] just a minute about that
[1:07:53] important thing we cannot forget
[1:07:54] that we can't just create a
[1:07:55] program that lets kids go out to
[1:07:57] a thing and then again agnostic
[1:07:59] from any other considerations of
[1:08:01] development that's what we're we
[1:08:03] look to do. Our career fairs are
[1:08:04] what we call nextgeneration
[1:08:06] career affairs because our goal
[1:08:08] is not just as a former
[1:08:09] principal I'm going to tell you
[1:08:11] how many times I got on the
[1:08:13] intercom and I said all right
[1:08:14] teachers please let your
[1:08:14] students go down to the gym
[1:08:16] real quick. they're going to
[1:08:17] pick up some squishy balls from
[1:08:19] some industry partners maybe a
[1:08:22] fun cool little gift bag maybe a
[1:08:23] water bottle and then get back
[1:08:25] to class. That was our career
[1:08:27] fair reality and what we like to
[1:08:28] do is to bring the industry
[1:08:29] partners in with the goal that
[1:08:31] they're going to have one on one
[1:08:33] interviews inside of the space
[1:08:34] of the day where the kids walk
[1:08:35] home get in their car, go home
[1:08:37] and say I have the start to my
[1:08:39] career. I just got an interview
[1:08:41] with Lingo and I'm going to go
[1:08:42] next week and I have the
[1:08:43] opportunity to tour their job
[1:08:44] sites and possibly start working
[1:08:46] for them. see that's a different
[1:08:48] reality. we're now going to
[1:08:49] dive deep into the internship
[1:08:51] program. I talked a little bit
[1:08:53] about what our internship
[1:08:55] program is a lot of times over
[1:08:57] the years in education I'll see
[1:08:58] a scenario where a young lady
[1:08:59] wanted to be a dentist when she
[1:09:00] grew up
[1:09:03] and she knows knows the local
[1:09:06] dentist downtown Weoka and they
[1:09:07] the school set up a scenario
[1:09:09] where the young lady could go
[1:09:10] for a period of time into the
[1:09:11] dentist's office and that's
[1:09:15] amazing. It is a great thing but
[1:09:17] what we know is there's so much
[1:09:18] more development in an
[1:09:19] internship program that plays a
[1:09:21] role in whether or not that
[1:09:23] young lady finishes and develops
[1:09:25] her passion and her skill set
[1:09:27] for being in that career
[1:09:29] specific construction I love to
[1:09:30] see in our picture of a young
[1:09:30] man here. this is Capit
[1:09:33] ol Hill High School. these these
[1:09:34] three guys right here they were
[1:09:36] in our internship program. they
[1:09:38] went to Capitol High School and
[1:09:39] then right behind them they were
[1:09:41] building the new school they're
[1:09:42] just right there some of our
[1:09:44] internships. Take a look at the
[1:09:45] three things that you'll notice
[1:09:47] that we really focus on. We have
[1:09:49] a partnershipdriven focus we
[1:09:50] work with our partners to find
[1:09:52] out what they need. We modify
[1:09:53] our program as such to make sure
[1:09:57] it fits what they need when quad
[1:09:59] construction says we really are
[1:10:00] we got a couple of projects
[1:10:00] and we really need
[1:10:03] to focus in on this particular
[1:10:06] skill set we modify and adjust
[1:10:06] on the fly in that regard.
[1:10:08] Economic mobility you've already
[1:10:10] heard me say one of the things
[1:10:11] in the matthew effect and any
[1:10:13] other things that we all
[1:10:15] understand is when students have
[1:10:16] access to resources
[1:10:19] when they have access to a
[1:10:21] network when they see the thing
[1:10:22] that they want to become whether
[1:10:23] it's that that that that
[1:10:26] construction foreman or it's
[1:10:27] that doctor or that's lawyer or
[1:10:29] it's a representative norwood
[1:10:32] and they see them they say I see
[1:10:34] what that looks like and I can
[1:10:35] achieve that. that's what I mean
[1:10:36] when I talk about mobility and
[1:10:38] economic it's agnostic of where
[1:10:41] you come from and we work hard
[1:10:42] to create those opportunities
[1:10:43] for students and and designing a
[1:10:45] holistic development. I always
[1:10:46] like to show this here
[1:10:48] many of thecTE friends in the
[1:10:49] room probably are familiar with
[1:10:51] this graph it's devi designed by
[1:10:53] the United States Department of
[1:10:55] Education in in concert withcTE
[1:10:57] and business industry and
[1:11:01] members of across all sectors we
[1:11:02] really embed a lot of our focus
[1:11:05] on our measurables on what we do
[1:11:07] for students as it relates to
[1:11:09] this graph. In other words it's
[1:11:13] fun that we put 112 kids in a a
[1:11:14] construction site and they got
[1:11:15] an internship but isn't it more
[1:11:16] fun for us to say that
[1:11:19] we have developed interpersonal
[1:11:21] skill capacity where s where
[1:11:22] students understand I need to
[1:11:24] show up on time and then I need
[1:11:25] to come back day two and when
[1:11:27] Bobby talks about kicking teeth
[1:11:29] in we want to mitigate the shock
[1:11:31] of what that means to students
[1:11:33] we want them to understand fully
[1:11:35] coming in I have the ability to
[1:11:37] reflect on my own growth, what
[1:11:38] my weaknesses are, what my
[1:11:39] strengths are and what this
[1:11:41] particular internship
[1:11:42] opportunity can do for me. see
[1:11:43] there's a complexity in the
[1:11:45] program design that you don't
[1:11:46] normally see an internship
[1:11:47] program
[1:11:49] s that this when we have this
[1:11:51] as our anchor applied knowledge
[1:11:53] effective relationship building
[1:11:54] and workplace skills we create
[1:11:55] what we think is a success
[1:11:58] metric. I like Whitney now to
[1:11:59] really dive in to some of the
[1:12:01] technical aspects of the way our
[1:12:02] internship program works.
[1:12:06] there's should be three
[1:12:07] buttons there OK so in the first
[1:12:09] nine weeks of their junior
[1:12:11] senior year depending on the
[1:12:13] student. so we go in the year
[1:12:15] before and we interview at least
[1:12:17] over 120 students and then we
[1:12:19] pick about70 students to be in
[1:12:20] our program
[1:12:23] and then they'll come back the
[1:12:25] next year and we'll do 9 week
[1:12:26] training course with them. The
[1:12:27] goal is is we'll have it end up
[1:12:29] in the next couple of years
[1:12:31] we'll have programs for four
[1:12:32] years so by the time they're
[1:12:33] senior year they won't have to
[1:12:34] do the nine week because they'll
[1:12:35] have already done it but
[1:12:37] right now our nine week training
[1:12:38] program looks like they get an
[1:12:40] OSA10 training they get a
[1:12:42] flaggger training they get Nccr
[1:12:45] accredited certificate which
[1:12:46] is a national accredited
[1:12:46] program
[1:12:50] and then they get financial
[1:12:51] literacy, they open bank
[1:12:53] accounts we have a company to
[1:12:54] come in and do soft skill
[1:12:56] training with them for two weeks
[1:12:58] and then then we start our
[1:13:00] rotation after fall break. our
[1:13:01] rotations look a little bit
[1:13:03] different most internships we
[1:13:04] do try our hardest to get
[1:13:08] the student with the right
[1:13:09] contractor but sometimes they
[1:13:11] don't know anything like
[1:13:12] sometimes maybe they say they
[1:13:13] want to be an electrician but
[1:13:14] maybe that's all they've heard
[1:13:17] and so every4 to6 weeks
[1:13:19] depending on the contractor they
[1:13:21] rotate couple of reasons why I
[1:13:22] want them to feel uncomfortable
[1:13:23] because students grow when
[1:13:25] they're uncomfortable. They get
[1:13:27] to learn new people they get to
[1:13:29] experience how to network
[1:13:31] they get to experience how to
[1:13:32] sell themselves to this company
[1:13:33] even if they don't like the job
[1:13:34] they're doing our goal at
[1:13:35] structMu
[1:13:37] is they have access to us why
[1:13:39] don't you like your job? what
[1:13:41] happened last night? what's
[1:13:41] going on? what part of it you
[1:13:43] don't like? Well I really just
[1:13:45] want to be an an electrician
[1:13:47] and he's over here working with
[1:13:48] the carpentry guys
[1:13:51] well your skill set whenever you
[1:13:53] graduate and walk across that
[1:13:55] stage you knowing how to do this
[1:13:57] skill set will help you and
[1:13:57] you're going to get the first
[1:13:59] one to be hired and so the
[1:14:01] rotations for me are important
[1:14:03] just because I've had students
[1:14:05] that have been like oh I want to
[1:14:07] be an electrician the whole time
[1:14:09] and they spend their last time
[1:14:11] their last four weeks at a
[1:14:14] heavy heavy highway company and
[1:14:15] now he still works there three
[1:14:17] years later because he fell
[1:14:18] in love with the science
[1:14:20] behind asphalt
[1:14:23] but he was going to be an
[1:14:25] electrician. so we rotate for24
[1:14:27] weeks we rotate every four weeks
[1:14:29] now every now and then since we
[1:14:30] are a very holistic approach
[1:14:33] transportation becomes an issue
[1:14:35] sometimes so sometimes we have
[1:14:37] to keep the kid close to the
[1:14:39] student close to and the school
[1:14:41] and so sometimes they may only
[1:14:43] rotate twice or for example
[1:14:45] if the contractors like I only
[1:14:47] want one kid all year long after
[1:14:49] all of our interviews I'll have
[1:14:51] him come in and interview the
[1:14:52] students and then he'll pick
[1:14:52] his one
[1:14:55] so it is a little bit holistic
[1:14:57] it's not in a box because
[1:14:59] then we probably wouldn't be
[1:15:01] very successful at the end of
[1:15:03] the year our goal is to have
[1:15:05] them placed at a job site
[1:15:08] enrolled into a career tech or
[1:15:11] they're going to college so
[1:15:12] last year we had an 82% success
[1:15:14] rate of them having job
[1:15:17] placement we've had we had
[1:15:18] six of them which is pretty mind
[1:15:20] blowing because most of my
[1:15:21] students are hey let I want to
[1:15:22] go to work right after high
[1:15:22] school
[1:15:25] but just placing them with
[1:15:27] mentors that have invested in
[1:15:29] them we had6 that went to go
[1:15:30] enroll in construction
[1:15:31] management at OSU and OBU
[1:15:36] which is huge because they
[1:15:37] would have never done that
[1:15:38] without the mentorship and so
[1:15:40] the mentorship with the industry
[1:15:42] partner in struct myu in the
[1:15:45] schools has been very important
[1:15:47] because we do get to hold these
[1:15:48] students to a high
[1:15:49] accountability whenever we're
[1:15:51] all talking so like giving them
[1:15:53] the constructive criticism hey
[1:15:55] you're not showing up on time
[1:15:57] why? well if they don't do it
[1:15:58] for three times they get to be
[1:15:59] benched and that because we are
[1:16:01] paid and so they don't get paid
[1:16:02] any longer until they write an
[1:16:02] essay and
[1:16:05] figure out what the why behind
[1:16:08] it is and so working closely
[1:16:09] before they walk across that
[1:16:11] stage with the educators and the
[1:16:12] industry partners and doing it
[1:16:13] together has been pretty
[1:16:13] successful
[1:16:18] right so I'm gonna click the
[1:16:19] button a couple of times so you
[1:16:20] can see all the wonderful things
[1:16:20] that Whitney just said
[1:16:21] I'm sorry
[1:16:23] there you go
[1:16:26] right Whitney covered a lot of
[1:16:27] this but you see that second one
[1:16:29] there the shadow model. we
[1:16:30] really work hard with our
[1:16:31] industry partners to make sure
[1:16:34] that they serve as mentors that
[1:16:36] they understand that the student
[1:16:37] looking at them literally
[1:16:39] potentially knows nothing about
[1:16:41] the construction industry. they
[1:16:42] don't know how to actualize
[1:16:43] their dream. they don't
[1:16:45] understand it but when they see
[1:16:47] that that man who's done the
[1:16:48] thing or that woman who's done
[1:16:49] the thing they get to look at
[1:16:51] them and say you know what, I
[1:16:53] might have a chance at this. I
[1:16:54] might get a chance and I like to
[1:16:55] show you a gentleman right now
[1:16:57] who had a chance and he worked
[1:16:59] with laude struction on the job
[1:17:00] site. we're going to show you a
[1:17:02] promo video of our our friend
[1:17:03] here Renee Renee was from
[1:17:05] Northwestlasson high school.
[1:17:07] He'll talk about how he had a
[1:17:08] couple of rotations at Midwest
[1:17:11] City idwestywall lingo and
[1:17:12] then he ended up what he wanted
[1:17:13] to do which is he wanted to be
[1:17:15] an electrician so I'd like to
[1:17:16] show you this video real quick
[1:17:36] have started an internship
[1:17:37] program when Okhoma City public
[1:17:39] schools and about 1f different
[1:17:41] industry partners commercially
[1:17:43] in Oklahohoma City metro. we
[1:17:45] have taken ir7 students and we
[1:17:47] have trained them in safety,
[1:17:48] financial literacy
[1:17:51] soft skills and then after that
[1:17:53] we put them on job sites they
[1:17:54] spend 3 weeks on Hoxide with
[1:17:54] either
[1:17:58] what a subcontractor or a
[1:18:00] general contractor or civil
[1:18:02] contractorneillo and senior for
[1:18:04] an all go and think this is my
[1:18:05] last year went to be an
[1:18:07] electrician and learn about
[1:18:08] things or how they are
[1:18:08] constructed
[1:18:11] this is a beautiful program they
[1:18:13] learn about the ins and outs of
[1:18:15] how they get the job, how they
[1:18:16] do the job and then they get to
[1:18:17] go work on job sites. I was
[1:18:19] working with the lingo I learn
[1:18:21] about how the they are designed
[1:18:23] for the buildings or how the
[1:18:25] construction working with the
[1:18:26] idwestywa I working with the old
[1:18:26] drywall for this one
[1:18:29] for the three weeks they get to
[1:18:30] rotate the
[1:18:33] flight behind the three weeks
[1:18:35] and not just keeping them at one
[1:18:36] job site so they get more
[1:18:36] exposure to
[1:18:39] commercial construction and that
[1:18:42] they can visit with people at
[1:18:43] the end of the program so kind
[1:18:44] of like
[1:18:46] Renee he wants to be an
[1:18:49] electrician and so we have
[1:18:51] unions we have private
[1:18:53] contractors and then have the
[1:18:54] career types that are coming
[1:18:55] alongside us that they can get
[1:18:57] a pathway so at the end of
[1:18:59] this program people either have
[1:19:01] and be signed up with the union
[1:19:03] or be signed up at a career tech
[1:19:04] to get his license
[1:19:11] like to point this out to watch
[1:19:13] that video 800 times
[1:19:16] Renee in the video said this
[1:19:17] now he said he worked with ingo
[1:19:19] struction did some design work
[1:19:21] on construction sites and then
[1:19:23] he worked with Midwest Drywall
[1:19:24] drywall but then he said he
[1:19:26] worked with the electrician and
[1:19:27] he did you hear what he said? he
[1:19:29] said I'm18. this is my last year
[1:19:30] I'm gonna be an electrician
[1:19:32] OK
[1:19:36] there was no ambiguity and what
[1:19:37] I'd love to say is construct my
[1:19:40] future created in and a
[1:19:41] network for him to see you saw
[1:19:43] the mentor there that's quad
[1:19:45] struction did a great job
[1:19:47] working with him and gave him
[1:19:48] that vision to see what it looks
[1:19:49] like to see what he wants to do
[1:19:51] whether it's to go straight to a
[1:19:53] job site or to a career tech
[1:19:55] program that is one of the true
[1:19:57] success stories I think that
[1:19:58] I point to. Are there any
[1:19:58] questions?
[1:20:07] that always means that we did a
[1:20:08] really good job
[1:20:08] if i
[1:20:11] do I have members with questions
[1:20:14] Representative Norwood I'm turn
[1:20:14] it back to you
[1:20:24] thank you very much to all of
[1:20:25] our presenters who've been here
[1:20:27] today we're gonna move into the
[1:20:29] career tech side of it but I
[1:20:30] wanted to insert this for a
[1:20:30] second
[1:20:33] myself and my wife and our
[1:20:35] family we've we've gone to the
[1:20:36] lake
[1:20:39] for 40 years being married and
[1:20:41] everything but when I was a kid
[1:20:43] growing up I didn't have any
[1:20:44] access to the lake my parents
[1:20:45] didn't go to the lake they
[1:20:46] didn't have a boat didn't have
[1:20:48] anything but I had someone else
[1:20:50] train me and equipped me to do
[1:20:51] that another family kind of
[1:20:54] embraced me to do that who knew
[1:20:55] I could back a trailer for half
[1:20:56] a mile
[1:20:59] and put the boat in the water
[1:21:01] every time and do that as a 16
[1:21:03] year old but someone invested in
[1:21:05] me and out of that investment
[1:21:07] it's been an enjoyable thing for
[1:21:09] my family so I'm always looking
[1:21:10] for this outlier moment
[1:21:13] and then I think back to this
[1:21:14] maybe you do you can relate to
[1:21:16] this maybe you can't at 12 years
[1:21:17] old I was given an opportunity
[1:21:18] to have a job
[1:21:20] I don't know how that works in
[1:21:21] the state of Oklahoma at this
[1:21:23] moment but that was a long time
[1:21:25] ago some Wyoming but at 1w2 I
[1:21:28] became a janitor and on the
[1:21:29] weekend we would clean a Ford
[1:21:31] dealership and what we do is we
[1:21:33] would polish the floor we would
[1:21:36] wax it strip it wax it and
[1:21:37] make sure that that next Monday
[1:21:39] it was absolutely perfect. I
[1:21:41] learned so many things because I
[1:21:43] had someone there that was the
[1:21:45] equipping training hands on show
[1:21:47] me how to do this and and you
[1:21:48] know what that 12 year old
[1:21:50] it's impacted all the things
[1:21:51] I've done in training students
[1:21:53] for all the time that I've done
[1:21:54] youth ministry and all the time
[1:21:55] I've invested in other people.
[1:21:57] So I appreciate everyone here
[1:22:00] that's investing in students
[1:22:03] but today at the end career tech
[1:22:07] is here to help with that and my
[1:22:09] my father worked for career tech
[1:22:11] for for metrotech here for
[1:22:13] about25 years and he was
[1:22:15] invested in investing in other
[1:22:17] people into their careers how to
[1:22:18] develop and become
[1:22:21] better so I know the pathway of
[1:22:23] career tech so I'm very very
[1:22:25] thrilled to end our study
[1:22:28] todayannya and both of you to
[1:22:29] come in and to give us some of
[1:22:32] the connectors of what we're
[1:22:33] already doing so would you
[1:22:34] welcome them today
[1:22:47] Good morning everyone. thank you
[1:22:49] for this opportunity. I really
[1:22:51] appreciate the opportunity to
[1:22:53] talk about my passion right now
[1:22:55] and and it's workforce
[1:22:55] development
[1:22:59] let me quickly our goals
[1:23:00] today I wanted to talk a little
[1:23:03] bit about acTA what acTA is and
[1:23:04] a registered apprenticeship
[1:23:06] program is the other thing is
[1:23:07] there's a lot of misinformation
[1:23:09] out there and I wanted to expose
[1:23:11] you to that the construction
[1:23:13] pathway of course the aerospace
[1:23:15] pathway and some of the barriers
[1:23:17] that we see I've been in this
[1:23:19] role for about a year prior to
[1:23:20] this I was the stem manager so
[1:23:21] all these stem things that
[1:23:23] you've been talking about I can
[1:23:24] very much appreciate
[1:23:26] the first thing about a
[1:23:27] registered apprenticeship
[1:23:28] program. The registered
[1:23:29] apprenticeship programme is a
[1:23:31] minimum of on the job learning
[1:23:35] of2000 hours a minimum of 144 of
[1:23:37] the related instruction and the
[1:23:39] very important piece that every
[1:23:40] everybody has touched on is the
[1:23:44] mentorship piece. it is aw2
[1:23:47] employee it is a long term
[1:23:49] employee. This is important it's
[1:23:51] not just an experience like an
[1:23:53] internship or a job shadowing it
[1:23:54] is a long term employee that you
[1:23:57] as a company are developing
[1:24:00] it it comes with a department of
[1:24:03] laborbor detailed plan that is
[1:24:04] employer led
[1:24:07] the educator doesn't lead it. it
[1:24:09] is employer led and at the end
[1:24:11] of its the apprentice receives a
[1:24:13] nationally recognized
[1:24:15] certificate so this is what I
[1:24:17] compare it to if you look at a
[1:24:19] degree on the right hand side
[1:24:21] the registered apprenticeship
[1:24:23] degree or certificate is on the
[1:24:25] left hand side it shows the
[1:24:27] company that trained them the
[1:24:29] occupation that they were
[1:24:29] trained in and the
[1:24:33] apprenticeship name just like a
[1:24:34] degree it shows the university
[1:24:34] that they went
[1:24:37] to and the degree plan. so this
[1:24:38] is a very important thing that
[1:24:40] is nationally recognized so if
[1:24:41] some of our companies just work
[1:24:43] over the state line they could
[1:24:45] work with industry partners in
[1:24:47] in whatever like a construction
[1:24:49] industry board that we have in
[1:24:51] Oklahoma to be able to work
[1:24:52] across state lines
[1:24:55] the next thing that we have is a
[1:24:56] kir tech apprenticeship program
[1:24:59] it's a more flexible model. it's
[1:25:01] a minimum of510 on the job
[1:25:04] learning hours it's 90 hours of
[1:25:06] related instruction or or
[1:25:08] classroom type instructiongain a
[1:25:11] mentor is assigned to them it's
[1:25:13] a more flexible model but again
[1:25:15] it's aw to employ and it's a
[1:25:17] long term employee so it's not
[1:25:20] an internship a job shadowing it
[1:25:21] is a long term employee it's
[1:25:22] employer led
[1:25:24] and they end up with a state
[1:25:26] recognizecogd certificate and
[1:25:29] the nice thing about acTA is you
[1:25:31] can take the hours in thecTA and
[1:25:33] roll it into the registered
[1:25:35] apprenticeship programme if the
[1:25:37] two align so we've been working
[1:25:39] as a team to align the thecTAs
[1:25:41] or the ir tech apprenticeship
[1:25:41] program with the registered
[1:25:43] apprenticeship programme. so if
[1:25:47] a company invests in a an
[1:25:48] employee and they want to go to
[1:25:50] the DOl model they can roll
[1:25:51] those hours and relate
[1:25:51] instruction into the registered
[1:25:52] app
[1:25:55] r ent ice ship program so that
[1:25:56] is an advantage to the company
[1:25:57] it's an advantage to the
[1:25:58] apprentice.
[1:26:03] We then as a state or as a
[1:26:05] state agency we issue a
[1:26:07] certificate for aer tech
[1:26:09] apprenticeship. it has a student
[1:26:11] name the occupation it talks
[1:26:12] about how many hours of related
[1:26:15] instruction and on the job
[1:26:17] learning and it's signed by
[1:26:17] Brient.
[1:26:21] the the strategy that we've
[1:26:23] used we've been changing but
[1:26:25] recently all of our tech centers
[1:26:26] and you can see they're all over
[1:26:27] the state have a customized
[1:26:28] training
[1:26:33] piece at the uhurex and it's
[1:26:34] workforce and economic
[1:26:35] development side we've been
[1:26:37] focusing on what they're
[1:26:38] currently doing because they're
[1:26:41] stretched so thin that we knew
[1:26:42] that we couldn't add another
[1:26:43] thing to their plates so we're
[1:26:45] looking at the customized
[1:26:45] training that they currently
[1:26:48] provide and rolling those into a
[1:26:50] registered apprenticeship
[1:26:52] program and the unique thing
[1:26:53] about Oklahoma and our
[1:26:55] technology centers is that they
[1:26:57] all work together there isn't a
[1:26:58] day that goes by I don't get an
[1:27:01] email saying hey is anybody
[1:27:03] doing this training? iss anybody
[1:27:05] doing that training so that the
[1:27:07] tech centers can share that that
[1:27:09] training information, those
[1:27:11] courses the instructors with
[1:27:12] each other so that they make
[1:27:14] sure that they they can turn a
[1:27:15] customized training around for
[1:27:16] any company in the state
[1:27:21] in other states they're called
[1:27:22] technical colleges and they
[1:27:23] don't necessarily work together.
[1:27:25] The other thing that we've done
[1:27:27] is we've pulled partners
[1:27:28] together for funding
[1:27:31] opportunities so there's several
[1:27:33] different funding sources for
[1:27:35] apprenticeship programs and so
[1:27:37] we have developed a flyer to
[1:27:39] help companies navigate some of
[1:27:40] the funding streams that they
[1:27:43] have to help them understand
[1:27:45] because when you go in and you
[1:27:46] start talking it's overwhelming
[1:27:47] to people and so that's
[1:27:48] something that we
[1:27:51] saw as a need. The other
[1:27:52] thing that I wanted to
[1:27:53] specifically talk about is some
[1:27:57] of the challenges so number one
[1:27:59] we hear all the time oh it's
[1:28:00] there's way too much paperwork
[1:28:02] and it takes my staff too much
[1:28:04] time to get an apprenticeship
[1:28:06] program up and running. Well we
[1:28:09] do the paperwork, OK so our team
[1:28:10] does the paperwork for the
[1:28:13] businesses and as far as the
[1:28:15] time on the business they have
[1:28:16] to go through and tell us what
[1:28:17] they're going to teach him on
[1:28:18] the job
[1:28:21] what kind of related
[1:28:22] instruction they need they have
[1:28:25] to work with DL to set up their
[1:28:27] database login to the database
[1:28:29] system basically a company is
[1:28:32] looking at max two hours of time
[1:28:33] to get a registered
[1:28:34] apprenticeship program up. The
[1:28:36] next thing it says is it takes
[1:28:38] too much time to establish an
[1:28:39] apprenticeship program
[1:28:42] recentlycently we turned a
[1:28:45] program from a request to
[1:28:47] actually being an inception in72
[1:28:48] hours. I don't think that's
[1:28:51] too much time but you hear this
[1:28:52] all the time so we're trying to
[1:28:53] get that message out. The other
[1:28:55] thing that we're seeing is
[1:28:57] there's a lot of nonprofits for
[1:29:00] profit companies out there that
[1:29:01] write registered apprenticeship
[1:29:03] programs well guess what we do
[1:29:05] all of that at no cost. OK
[1:29:07] that's what we do in our agency
[1:29:09] so we want the sponsors to be
[1:29:11] the companies because the
[1:29:14] companies are more valuable to
[1:29:17] the apprentice to say boeing
[1:29:18] trained me
[1:29:21] Nordam trained me OK rather than
[1:29:24] some company that is a forprofit
[1:29:25] or a nonprofit that takes a cut
[1:29:29] of any of the the cost or any of
[1:29:30] the
[1:29:33] funding that may come into that
[1:29:35] company it's really important
[1:29:37] that the apprentice gets the the
[1:29:39] recognition and also as a state
[1:29:41] agency we want to grow the
[1:29:43] number of apprentices but we
[1:29:45] also want to grow the number of
[1:29:47] companies that are participating
[1:29:48] in the apprenticeship program
[1:29:51] the other thing that we see a
[1:29:52] lot is apprenticeship programs
[1:29:54] are only for the trades. Well
[1:29:55] there is apprenticeship programs
[1:29:58] available in pretty much any any
[1:29:58] occupation that is out there
[1:30:03] and then the other thing that
[1:30:04] we hear a lot of is an
[1:30:06] apprenticeship and internships
[1:30:07] are used to interchangeably.
[1:30:09] hopefullypefully from the
[1:30:11] definitions I gave you earlier,
[1:30:12] you understand the difference
[1:30:13] between an apprenticeship
[1:30:14] program and an internship
[1:30:14] program.
[1:30:18] so this is our pathway you can
[1:30:19] see we start in middle school
[1:30:21] and go all the way through
[1:30:22] workforce and economic
[1:30:25] development we do have ampP
[1:30:27] schools noted in the top left
[1:30:28] hand corner because that's a big
[1:30:31] need in Oklahoma and we have
[1:30:32] written an apprenticeship
[1:30:35] program for companies here in
[1:30:37] Oklahoma for an A&P so if you're
[1:30:38] interested in that we can help
[1:30:38] you with that
[1:30:43] just some pathways this this
[1:30:45] is a variety of different things
[1:30:47] that we could potentially write
[1:30:48] apprenticeship programs for
[1:30:51] again the AMP is up there
[1:30:53] project managers those are
[1:30:54] things that are within the
[1:30:56] aerospace area that we hear a
[1:30:59] lot the construction we have a
[1:31:00] variety of different
[1:31:01] construction pathways or
[1:31:05] occupations from a craft laborer
[1:31:06] all the way down to a bricklayer
[1:31:09] carpenter etc. We work really
[1:31:10] closely with the
[1:31:13] CB or constructionustry boardard
[1:31:17] one misinformation is because
[1:31:19] they have an apprenticeship card
[1:31:22] through CIB does not mean that
[1:31:24] they are an appr registered
[1:31:26] apprenticeship program or can
[1:31:27] career tech apprenticeship
[1:31:29] programme. The the nice thing
[1:31:33] about CIB is they will give
[1:31:35] students in er tech programs
[1:31:38] hours of experience towards
[1:31:39] their apprenticeship license
[1:31:43] and we have worked with every
[1:31:44] tech center has to go through an
[1:31:45] approval process annually to get
[1:31:47] their programs approved for the
[1:31:49] number of hours the curriculum
[1:31:51] and the teacher. The teacher has
[1:31:53] to be a journeyman licensed
[1:31:55] either plumber HVAC or
[1:31:56] electrical
[1:31:59] some of the barriers so one of
[1:32:02] the biggest barriers is if as
[1:32:04] we're running the apprenticeship
[1:32:05] programs if
[1:32:09] right right now if it's a youth
[1:32:10] they have to have a certified
[1:32:11] teacher attached to it
[1:32:16] we need those codes are 9000lo
[1:32:17] codes which means a program
[1:32:19] level code not have to have a
[1:32:21] certified teacher. it's more
[1:32:23] like a project manager who's
[1:32:24] doing the instruction the
[1:32:26] company or it could be a
[1:32:28] journeyman. Do you think they're
[1:32:29] going to want to go and get
[1:32:29] teacher certified
[1:32:33] mostst likely not. OK so that's
[1:32:35] a big barrier if we want to get
[1:32:37] youth involved at an earlier
[1:32:39] point in apprenticeship program.
[1:32:40] They can do an internship
[1:32:41] program and some teachers
[1:32:43] usually behind that internship
[1:32:45] program but if they're spending
[1:32:47] 34,5 hours a day in an
[1:32:49] apprenticeship program that
[1:32:51] teacher certification can should
[1:32:53] not be somebody who has to be a
[1:32:54] certified teacher
[1:32:57] we have a limited bandwidth at
[1:32:59] our tech centers right now
[1:33:00] because they've been working on
[1:33:02] workforce development for years
[1:33:04] they've got their clients and
[1:33:05] etc. so having somebody
[1:33:07] dedicated to apprenticeships
[1:33:09] would very much help our tech
[1:33:11] centers to actually focus on the
[1:33:13] apprenticeship side and we could
[1:33:17] actually take those
[1:33:18] individuals at the tech center
[1:33:19] and put them into an
[1:33:21] apprenticeship program. I
[1:33:22] currently have two on my team
[1:33:23] that are in an apprenticeship
[1:33:24] program called
[1:33:25] apprenticeship
[1:33:27] trainingpresentative. so we're
[1:33:29] putting our our effort where our
[1:33:31] mouth is and actually have
[1:33:33] apprenticeships apprentices at
[1:33:35] the state department ofreer
[1:33:37] Tech. the related instruction
[1:33:39] another thing that we do is we
[1:33:41] juggle our funds to try and get
[1:33:42] enough money to offset the cost
[1:33:43] of the training for the
[1:33:45] companies because we are
[1:33:49] giving the techcent dollars for
[1:33:51] the related instruction trying
[1:33:52] to keep the costs low for the
[1:33:53] companies because it's important
[1:33:55] for us to do workforce
[1:33:57] development and develop that
[1:33:58] training at low cost
[1:34:01] we're also piloting a
[1:34:03] software program for
[1:34:05] apprenticeship management to
[1:34:07] help with the paperwork involved
[1:34:09] as far as with students that are
[1:34:10] high school students and trying
[1:34:13] to track those hours and etc and
[1:34:15] that has gone fairly well and
[1:34:17] then the last thing that's a
[1:34:18] barrier you mentioned choose
[1:34:21] aerospace earlier we're limited
[1:34:23] on the number of licenses that
[1:34:25] we have currently we've already
[1:34:27] ran out and so what we've done
[1:34:28] is to
[1:34:29] try and and for those of you who
[1:34:31] don't know choose aerospace is
[1:34:33] the beginning portion of the AMP
[1:34:36] Huge need in Oklahoma well we've
[1:34:37] invested dollars into it but so
[1:34:39] many schools have picked up the
[1:34:41] choose aerospace program and
[1:34:43] seat licenses that we run out of
[1:34:45] licenses so those are the big
[1:34:46] barriers questions
[1:34:49] To have members with questions
[1:34:56] p re s ent ative Norwood I'll
[1:34:56] turn it back up to you
[1:34:59] tonya thank you very much today
[1:35:04] Brent thank you so much for
[1:35:07] being here with us today and to
[1:35:08] kind of put the answers the
[1:35:09] answers to all of this is right
[1:35:10] is that what you agreed to do
[1:35:13] that we're the cap of all of it
[1:35:14] but I do appreciate what you're
[1:35:15] doing to develop students
[1:35:18] I was able to go to Sandsprings
[1:35:19] withannya and look at your
[1:35:21] construction there and umm
[1:35:23] anytime I'm in that setting
[1:35:26] the teachers are very
[1:35:27] passionate about what they're
[1:35:29] doing your instructor there in
[1:35:31] Sandsprings absolutely consumed
[1:35:33] with what he's doing to teach
[1:35:33] people so thank you for leading
[1:35:36] this and thank you for being
[1:35:38] here today and thank you for the
[1:35:40] invitation thank you all for
[1:35:41] being here today. main thing
[1:35:43] that we need to do is answer
[1:35:44] questions that you may have as
[1:35:45] we've gone through that so I'm
[1:35:47] gonna attempt to answer some
[1:35:49] questions that career tech is
[1:35:49] working on to develop the
[1:35:50] workforce needs and we're
[1:35:51] talking specifically about
[1:35:53] aerospace and construction today
[1:35:56] but there's a wide array of
[1:35:57] things that we're trying to do.
[1:35:58] One thing that I would keep in
[1:35:59] your mind as we go through this
[1:36:00] and you think about all the
[1:36:01] other presenters and what
[1:36:02] they've talked about
[1:36:05] we have every sector of industry
[1:36:07] that is asking for more workers
[1:36:08] and so that's what we're up
[1:36:09] against and we we talk about how
[1:36:11] do we get people in the right
[1:36:13] experiencesorkbased learning
[1:36:14] whether it's apprenticeship or
[1:36:15] internship job shadowing those
[1:36:17] are important to make sure the
[1:36:19] right students are getting the
[1:36:20] right experiences to make sure
[1:36:22] they continue their education
[1:36:23] without wasting time, energy and
[1:36:25] resources and so that's what
[1:36:25] we're doing. We're going to
[1:36:27] cover kind of all of the
[1:36:29] delivery arms but really
[1:36:31] focusing on two key points today
[1:36:31] and that'll be technology
[1:36:32] centers and the
[1:36:35] Kal school districts because yes
[1:36:37] we talked about reentry we train
[1:36:38] in prisons we have 17 different
[1:36:39] locations right now that are
[1:36:41] training to release inmates into
[1:36:43] great jobs not to release them
[1:36:45] back into the environments that
[1:36:47] they came from tonya mentioned
[1:36:48] the business and industry side
[1:36:49] that we're working within at our
[1:36:50] tech centers to make sure that
[1:36:52] people get the training that is
[1:36:54] relevant and quick to go right
[1:36:55] back into work and then we have
[1:36:57] adult education, family literacy
[1:36:59] as well to make sure that
[1:37:00] individuals that are adults
[1:37:01] don't have barriers to
[1:37:02] increasing their
[1:37:05] their educational aptitude. but
[1:37:06] let's focus in on a couple of
[1:37:07] things cause I know we want to
[1:37:08] get into and you guys better ask
[1:37:09] some more questions than you've
[1:37:11] been asking soammmy I see you
[1:37:11] over there you better be asking
[1:37:14] me some questions. So K-1w2
[1:37:15] school districts that's where
[1:37:17] career tech started and we do a
[1:37:19] ton of work in Kelw2 school
[1:37:20] districts 151,0an0 students that
[1:37:23] are inexperis that are bringing
[1:37:25] careers to life for them. OK?
[1:37:26] The problem is tonya mentioned
[1:37:28] what can we do different
[1:37:31] How do we fix this because we do
[1:37:33] have a problem so one of the
[1:37:33] things that I probably don't
[1:37:35] have on there that I I should
[1:37:37] have is that we have to make
[1:37:38] sure that we maintain the
[1:37:39] changes we've made in high
[1:37:41] school graduation requirements
[1:37:43] we have to make sure we do that
[1:37:44] if you don't you just shot
[1:37:45] yourself in the foot and you
[1:37:46] might as well start over. I'll
[1:37:47] be real blunt about that.
[1:37:50] Funding curriculum currently
[1:37:51] Oklahoma does not fund any
[1:37:54] career curriculum. We used to at
[1:37:56] the agency build curriculum and
[1:37:57] sell it to the whole world
[1:37:58] around all trades
[1:38:01] well over time as curriculum
[1:38:03] changed and adapted the
[1:38:06] agency did not and then about 12
[1:38:07] years ago they discontinued what
[1:38:09] we do from a curriculum
[1:38:10] standpoint because it was all in
[1:38:12] print and so there are vendors
[1:38:13] that provide curriculum that is
[1:38:15] up to date relevant and enable
[1:38:17] to use but we as a state do not
[1:38:19] provide access to that
[1:38:21] curriculum unless our schools do
[1:38:23] that on their own. We do for
[1:38:24] English, cience, mathematics
[1:38:25] history we have textbook
[1:38:27] adoption dollars. we don't do
[1:38:28] that for career and industry
[1:38:28] training so that's something
[1:38:29] that we might ought to look
[1:38:31] at hopefully you're taking
[1:38:33] notes around that expanding
[1:38:37] programs we added $3 million
[1:38:38] my first year as director three
[1:38:41] years ago and we added280
[1:38:42] programs the largest bulk of
[1:38:43] which were in stem. Those dip
[1:38:45] all the way down to fifth grade.
[1:38:47] We currently have about50
[1:38:49] waiting again to be funded so
[1:38:50] that more schools can add
[1:38:50] programs that introduce
[1:38:54] all ages of students5th through
[1:38:57] 12 into what these careers look
[1:38:59] like and start to give them
[1:38:59] experiences that are relevant
[1:39:02] we're gonna need to expand
[1:39:04] programs again and then as tonya
[1:39:05] mentioned the apprenticeship
[1:39:06] policy
[1:39:09] what she's talking about we had
[1:39:11] two measures last year to try
[1:39:12] to get this done neither made it
[1:39:13] through but we have got to get
[1:39:17] something that allows by law
[1:39:18] a school to release the student
[1:39:20] into good workbased learning
[1:39:21] experiences because it doesn't
[1:39:23] currently exist and so we have
[1:39:25] to provide that if we want to
[1:39:25] make sure that there is a
[1:39:27] difference where the student
[1:39:29] comes out of high school and
[1:39:31] knows what the options are for
[1:39:33] careers and doesn't waste the
[1:39:35] next 10 years of their life
[1:39:35] figuring that out. It's our job
[1:39:38] as educators to make sure that
[1:39:39] we provide those experiences and
[1:39:41] we currently cannot because of
[1:39:43] the barriers that we have in
[1:39:43] policy so we want to make sure
[1:39:45] that that's not there that every
[1:39:47] student gets an opportunity to
[1:39:47] explore. I was mentioned earlier
[1:39:48] that
[1:39:51] students under the age of 18
[1:39:53] sometimes can't get to a job
[1:39:54] site sometimes that is the case
[1:39:55] but that's company policy that's
[1:39:57] not law. so the law currently
[1:39:59] states that anyone that falls
[1:40:01] department of laborbor 16 and
[1:40:03] over can be on job sites it's up
[1:40:05] to their company policy and it's
[1:40:07] up to insurance many times but
[1:40:08] there is an opportunity for
[1:40:09] these students to be on job
[1:40:12] sites if that company allows it
[1:40:13] all the way down to 14 in some
[1:40:14] cases because you can get a
[1:40:16] form600 in the form601 we used
[1:40:17] to do that all the time for the
[1:40:18] hospitality industry so
[1:40:21] people can be an apprenticeship
[1:40:22] opportunities they can be an
[1:40:23] internship opportunities in live
[1:40:25] work and so as mentioned earlier
[1:40:28] that we have barriers we do
[1:40:31] but we can also work with the
[1:40:32] tools that are already there. So
[1:40:33] I think if we have a better
[1:40:35] education and understanding of
[1:40:36] what's available we can provide
[1:40:37] more opportunities to students
[1:40:40] so just remember this when you
[1:40:41] get into session this year we
[1:40:42] need an apprenticeship bill for
[1:40:42] high school students
[1:40:43] don't forget that
[1:40:49] Technology centers so technology
[1:40:50] centers everybody knows what a
[1:40:51] technology center is and we've
[1:40:52] heard a lot about what they do
[1:40:53] and how they partner with
[1:40:53] business and industry and we
[1:40:55] move forward at the agency we
[1:40:57] provide a little bit of the
[1:40:59] funding from the state that
[1:40:59] makes sure that these programs
[1:41:01] happen as you know we've
[1:41:02] talked about for several years
[1:41:03] now we have a waitlist we have a
[1:41:06] ton of students that are not
[1:41:07] able to get into programs
[1:41:09] because we can't grow fast
[1:41:10] enough. I would reiterate to
[1:41:13] this group we had a40% demand
[1:41:14] increase since COID. Students to
[1:41:14] get into technology center
[1:41:17] doors so how how do we make a
[1:41:18] difference
[1:41:19] well one of the things that I
[1:41:21] think we need to do is we need
[1:41:22] to adjust the school day that
[1:41:23] was mentioned earlier for other
[1:41:25] programs nordam has programs
[1:41:26] where they have adjusted their
[1:41:27] day so they can get students in
[1:41:29] the doors well we need to adjust
[1:41:30] our day of what school looks
[1:41:31] like in many states you don't
[1:41:33] have to go to school between7
[1:41:34] and4.
[1:41:36] whenever the schools open or
[1:41:37] whenever the experience is open
[1:41:39] you can be a part of the school
[1:41:40] day. So maybe the student needs
[1:41:43] to go from noon to 3 at their
[1:41:45] sending school site and then
[1:41:46] they need to come to a
[1:41:47] technology center after in an
[1:41:49] evening program or maybe they
[1:41:49] need to come to an
[1:41:51] apprenticeship opportunity. We
[1:41:53] need to be open and available
[1:41:55] for more students and more times
[1:41:57] to to make the best use of the
[1:41:58] dollars that we do have. so
[1:41:59] that's one of the things that we
[1:42:01] can do fairly cheap and then we
[1:42:03] need to expand programs to the
[1:42:03] students that are waiting to get
[1:42:04] in
[1:42:07] we all talk about that we want
[1:42:08] to support business and industry
[1:42:09] we're bringing in new industry
[1:42:12] to Oklahoma existing industry is
[1:42:14] growing all these great things
[1:42:15] happening in our state and I
[1:42:16] think one thing that we need to
[1:42:17] make sure we invest in is how do
[1:42:19] we get people trained for those
[1:42:21] placements and so we can do that
[1:42:22] by expanding programming
[1:42:25] giving questions thus far, I
[1:42:26] don't want you to forget them.
[1:42:27] OK.
[1:42:30] all right businessiness and
[1:42:31] industry training that is part
[1:42:33] of a technology center asannya
[1:42:35] mentioned. Currently we put very
[1:42:37] little money into that most
[1:42:39] of which is done by private
[1:42:40] business themselves we serve
[1:42:41] over 10,000 businesses in that
[1:42:43] capacity so we've got to start
[1:42:45] making a difference with what we
[1:42:47] do for coordinators that's one
[1:42:48] of the the big bullet point at
[1:42:49] the bottom. I'll skip over the
[1:42:51] apprenticeship policy because I
[1:42:52] hit that one pretty hard with
[1:42:53] you earlier and I'm going to hit
[1:42:54] you all sessions so just get
[1:42:55] ready for it. Funding
[1:42:57] coordinators that's one thing
[1:42:58] ataa mentioned in her
[1:43:01] s li de sh ow we do a fantastic
[1:43:04] job in Oklahoma of making sure
[1:43:07] that we offer resources to
[1:43:09] individuals through through
[1:43:10] federal grants whether
[1:43:12] it'sannaf funding or whether
[1:43:14] it's other DHS funding or DRS
[1:43:15] funding that we're trying to
[1:43:17] braid together in our workforce
[1:43:18] model today that's going really
[1:43:19] really well I'll be at the end
[1:43:21] of this week I'll be
[1:43:22] atharvard explaining how
[1:43:23] Oklahoma's doing that to the
[1:43:24] rest of the country because
[1:43:25] we're doing it better than most
[1:43:27] but what we don't do is make
[1:43:28] sure that we have
[1:43:32] somebody regionally that focuses
[1:43:34] on those individuals getting a
[1:43:37] real work experience and so
[1:43:37] that's one thing that we could
[1:43:39] do different and accelerate
[1:43:41] our model is the fund
[1:43:42] coordinators at every technology
[1:43:43] center where they could take a
[1:43:45] regional approach and serve
[1:43:47] everyone in that area they can
[1:43:49] serve college enrollments as
[1:43:51] well for that related technical
[1:43:52] instruction or related
[1:43:53] instruction they could serve
[1:43:54] private business. they can make
[1:43:55] sure that we have matches going
[1:43:57] on so that employers know who's
[1:44:01] available for an apprentice and
[1:44:03] apprentices know what employers
[1:44:04] are available so that's one
[1:44:05] thing that we've got to do if
[1:44:06] we're going to expand what's
[1:44:06] available to us
[1:44:10] one of the things that I'll
[1:44:11] continue to mention is funding
[1:44:13] for career tech opportunities so
[1:44:14] that we can support all of
[1:44:15] education. I continue to do that
[1:44:17] every year. we'll we'll
[1:44:20] continue to show this we did
[1:44:22] gain we're4% now where we used
[1:44:24] to be 3% of the educational
[1:44:26] opportunities in this state and
[1:44:27] I would ask any questions that
[1:44:29] you might have because I think
[1:44:30] what I've hoped to make evident
[1:44:31] is that there's plenty of
[1:44:32] solutions we just got to get
[1:44:32] behind them
[1:44:35] to members with questions
[1:44:41] I have I did you bet was hoping
[1:44:44] do have a couple of questions go
[1:44:44] ahead OK
[1:44:48] you talked about changing the
[1:44:50] format of the school day. What
[1:44:54] and I'm basing this on a little
[1:44:56] bit of personal experience and a
[1:44:58] little bit of knowing what's
[1:45:01] happening in a school today
[1:45:05] what is keeping students from
[1:45:08] going to school part of the day
[1:45:09] and then going and doing an
[1:45:10] internship after school
[1:45:13] so a couple of things that I
[1:45:15] might mention thank you for that
[1:45:16] question.
[1:45:18] schools have to maintain a six
[1:45:19] hours of rigor during the school
[1:45:20] day and they're accredited based
[1:45:22] off that six hours of rigor
[1:45:24] and so what has to happen is
[1:45:26] you're going to require in in
[1:45:29] that situation you would require
[1:45:30] the student to put in their
[1:45:31] school day and then do extra
[1:45:33] after inokklahoma that would
[1:45:35] be very limited students would
[1:45:36] have access to that opportunity
[1:45:37] because the other things that
[1:45:39] they're involved in so they
[1:45:41] could do that but the school is
[1:45:42] not going to recognize that as
[1:45:43] part of the school day. What I'm
[1:45:45] suggesting is we we eliminate
[1:45:46] the
[1:45:49] barrier and let that six hours
[1:45:50] of rigor count at any time in
[1:45:51] the day but we can't currently
[1:45:52] do that
[1:45:54] if that if that helps to
[1:45:59] you can add work time but it
[1:46:00] does not count as your school
[1:46:00] time.
[1:46:05] what about internships that are
[1:46:06] happening during the school day
[1:46:09] and the students are enrolled in
[1:46:11] a class during the school day
[1:46:12] that there's nothing I mean
[1:46:15] I don't want to rat anyone out I
[1:46:17] know that's happening today and
[1:46:18] so I've just
[1:46:21] talk about that for a little bit
[1:46:24] I'll be happy to and to clarify
[1:46:27] it is allowable to code
[1:46:29] internship hours up to2 hours
[1:46:30] per school day currently
[1:46:33] what we experience is most of
[1:46:35] the time for an employer it's
[1:46:38] not very worthwhile for them to
[1:46:39] have them there only two hours a
[1:46:41] day. I need them there longer if
[1:46:43] we're going to make this a
[1:46:44] meaningful experience and so
[1:46:45] it's not currently allowable by
[1:46:47] law to have more than two hours.
[1:46:49] there are schools that do that.
[1:46:51] I found ways to work around that
[1:46:52] I'll be real honest when I was a
[1:46:53] building principal and a
[1:46:54] superintendent, I would code a
[1:46:55] couple of hours internship and
[1:46:58] we would have a eid hour for
[1:46:59] this and an eight hour for that
[1:47:00] and they would probably not be
[1:47:01] there because
[1:47:03] I was doing what's right for the
[1:47:05] student. If I get caught doing
[1:47:06] that then I could have an
[1:47:09] accreditation issue because
[1:47:11] it's not allowable by law but I
[1:47:13] was doing it anyway and and
[1:47:13] there's going to be other
[1:47:15] schools that do that what we're
[1:47:16] what I'm suggesting is let's
[1:47:17] quit putting the barriers in
[1:47:19] place. This used to happen in
[1:47:20] the fiftiess,60s and seventiess
[1:47:22] in Oklahoma we had on jobb
[1:47:23] training happened all over the
[1:47:25] state it works really really
[1:47:27] well until we quit adding the
[1:47:29] educational component and we
[1:47:30] just turned them loose to work.
[1:47:30] What I'm
[1:47:33] suggesting we do is we make sure
[1:47:35] we maintain the educational
[1:47:37] opportunities the RI the RTti or
[1:47:38] however you want to refer to it
[1:47:40] and we allow them to work up to
[1:47:43] a half day in a setting so that
[1:47:44] we can count both and so we
[1:47:45] don't have to work around the
[1:47:47] law that we would find a way to
[1:47:49] actually allow for that and it
[1:47:51] encourage it that's one of the
[1:47:52] things that I think we need to
[1:47:53] do we need to encourage more
[1:47:54] young children to get job
[1:47:56] experiences like a 12 year
[1:47:58] oldpresentative Norwood we need
[1:47:59] those experiences because the
[1:48:00] reason we're failing behind or
[1:48:04] falling behind in soft skills is
[1:48:04] because the kids never go to a
[1:48:05] dang job
[1:48:07] my kid's not gonna have a
[1:48:09] problem showing up to work
[1:48:10] because on Labor Day they were
[1:48:11] up at6 a.m. to start working on
[1:48:13] the on the Saturday before that
[1:48:14] I got him passing out because
[1:48:15] we're rolling up fence that's
[1:48:17] just the way it goes but most
[1:48:19] households are not that way
[1:48:19] kidsd never work anymore and
[1:48:21] that that's the problem is we've
[1:48:23] got to provide and encourage an
[1:48:24] opportunity for them to go to
[1:48:25] work so they learned that it's
[1:48:27] fun it's great to be at work and
[1:48:28] be productive and get paid for
[1:48:29] it and we've got to encourage
[1:48:30] that.
[1:48:33] I appreciate you saying that my
[1:48:35] son called me his third week of
[1:48:36] college after he had gone to
[1:48:36] career tech
[1:48:38] and said mother
[1:48:41] these young men need to spend
[1:48:42] about three weeks with you
[1:48:43] because he
[1:48:45] he felt like they didn't
[1:48:47] actually know how to work
[1:48:49] sometimes ok you mentioned
[1:48:51] you talked about all I wrote
[1:48:53] down was release the students
[1:48:55] did you just do we need to talk
[1:48:57] about that a little bit more or
[1:48:58] did you cover all that
[1:49:02] don't mind clarifying yeah so
[1:49:05] what we need in in law or policy
[1:49:06] is we need an opportunity to
[1:49:08] 9000 level course code that
[1:49:09] tonya talked about and I didn't
[1:49:11] want to overstep what tonya
[1:49:12] talked about because she's
[1:49:14] exactly right. Currently we can
[1:49:16] give 9000 level course codes to
[1:49:19] attend a technology center we
[1:49:21] are wanting the same to be
[1:49:22] available for apprenticeship
[1:49:25] opportunities for students that
[1:49:26] we're never going to fill the
[1:49:27] full need if we have to bring
[1:49:28] every one of them to the
[1:49:28] technology center
[1:49:31] we can use an apprenticeship as
[1:49:33] a way to leverage the capability
[1:49:35] on the business and industry
[1:49:37] side or the web side where we
[1:49:38] can give them short term
[1:49:39] training and then release them
[1:49:41] into an apprenticeship setting.
[1:49:42] The difference between
[1:49:43] apprenticeship and just on jobb
[1:49:45] training that we used to use the
[1:49:47] term for we're not turning them
[1:49:48] loose. they have a contract that
[1:49:49] they're following. we have
[1:49:51] educational objectives they must
[1:49:53] obtain part of which are the
[1:49:54] employers and part of which is
[1:49:56] the education provider so
[1:49:57] that's when I say release them
[1:49:58] we need to the ability to 9
[1:50:00] 000 level course code for an
[1:50:02] apprenticeship and make sure
[1:50:03] that it doesn't have to be a
[1:50:05] licensed teacher wouldn't have
[1:50:06] to be a science teacher or
[1:50:08] English teacher it can be that
[1:50:08] project manager
[1:50:12] two questions'm gonna start with
[1:50:15] the first one first one
[1:50:17] ok so releasing the students
[1:50:23] how is that not the have a huge
[1:50:26] issue with juniors and seniors
[1:50:27] in high school who show up at
[1:50:31] high school one hour a day and
[1:50:33] so if we can do that in a high
[1:50:35] school in the high school
[1:50:36] receives a full day's wage for
[1:50:38] that student because they're in
[1:50:39] concurrent enrollment or they're
[1:50:42] doing whatever they're not being
[1:50:44] in school why is there some
[1:50:49] policy that's not in effect that
[1:50:51] they're enrolled at the career
[1:50:53] techenter for their internship
[1:50:55] therefore they're at their
[1:50:57] internship while being counted
[1:50:59] at the careerent like they are
[1:51:00] in a normal high school when
[1:51:02] they're doing concurrent
[1:51:05] enrollment that's a great
[1:51:06] question and and hopefully I
[1:51:08] clarify this clearly it is
[1:51:11] allowable for concurrent and for
[1:51:13] career and technical programs to
[1:51:14] release student but it
[1:51:17] is not allowable for an
[1:51:17] apprenticeship
[1:51:20] so that's what we need to add
[1:51:22] into the policy we can add a
[1:51:25] component of work-based learning
[1:51:27] to our programs currently but
[1:51:28] we're not supposed to release
[1:51:29] them without being under a
[1:51:31] teacher's supervision that's the
[1:51:33] difference now you mentioned a
[1:51:35] problem that I have even at
[1:51:37] our school we don't allow a
[1:51:39] concurrent online student to not
[1:51:41] be butt and seat because we were
[1:51:43] tired of them sitting at home in
[1:51:44] their pajamas doing school work
[1:51:45] when they should have been at
[1:51:45] school and that's just a
[1:51:47] personal old schoolol philosophy
[1:51:48] but anyway
[1:51:49] this is where we want
[1:51:51] supervision but it doesn't have
[1:51:53] to be a licensed teacher they
[1:51:54] could be under a you know a
[1:51:57] mentor situation and an
[1:51:59] apprenticeship we want students
[1:52:00] through their 12th grade year to
[1:52:03] be present somewhere be at
[1:52:05] school, being an apprenticeship,
[1:52:06] being in a career tech program,
[1:52:07] be a concurrent classroom
[1:52:08] wherever that is they need to be
[1:52:09] present somewhere
[1:52:11] OK now have one more question
[1:52:13] about teacher certification
[1:52:14] because as a
[1:52:17] former educator I don't know if
[1:52:18] you ever get to be a former
[1:52:21] educator as an educator I the
[1:52:23] legislature as a body has been
[1:52:25] criticized and I know I've taken
[1:52:27] it a little bit personally
[1:52:29] because of how easy it has been
[1:52:31] to get teacher certification in
[1:52:33] the last six years or so. so
[1:52:35] have you guys aggressively tried
[1:52:39] to take advantage of the the law
[1:52:41] in recent years to try to get as
[1:52:43] many of your people at least
[1:52:44] initially certified in maybe
[1:52:47] a state of weakness in the
[1:52:49] certification process because
[1:52:51] sometimes that you can just
[1:52:53] continue that absolutely so
[1:52:55] great question. there are
[1:52:56] many avenues through teacher
[1:52:58] certification with changes in
[1:53:01] adjunct with emergency all those
[1:53:03] different things what we're
[1:53:05] suggesting is that the mentor
[1:53:07] and the whether they have a
[1:53:09] education specialist at a
[1:53:11] college institution or a tech
[1:53:13] center or wherever togetherther
[1:53:14] the mentor and that
[1:53:17] education provider are the
[1:53:19] supervisor for that student
[1:53:21] because you're not going to get
[1:53:23] somebody that's working on
[1:53:25] the floor at Noram to also bet
[1:53:26] teacher certified likely that's
[1:53:27] gonna be more rare but they're
[1:53:29] not going to be under direct
[1:53:30] supervision of the teacher at
[1:53:31] all times they may be at work
[1:53:33] and we want that to be allowable
[1:53:35] which currently is not allowable
[1:53:36] other than the two hours a day
[1:53:39] and then when
[1:53:41] final note on that
[1:53:47] are the mentors and the people
[1:53:51] that work in these locations are
[1:53:53] there required background checks
[1:53:57] on those individuals who have
[1:53:59] potential contact with
[1:53:59] younger students
[1:54:03] for everyone that is contact
[1:54:04] with a high school student that
[1:54:05] yes they if they're in a
[1:54:07] supervisory role they would have
[1:54:08] to be under a background check
[1:54:09] so that's something the business
[1:54:11] would have to agree to that if
[1:54:12] we're going to take this on as a
[1:54:13] legal means of offering an
[1:54:15] apprenticeship to a high school
[1:54:16] student as part of their school
[1:54:17] day that would fall under
[1:54:19] current Oklahoma state law where
[1:54:20] they have to have a background
[1:54:20] check as well.
[1:54:24] that concludes my rounds of
[1:54:25] questioning do any other members
[1:54:26] have questions?
[1:54:30] Representative Norwood go ahead
[1:54:31] I'll just turn it back over to
[1:54:32] you you're in charge for the
[1:54:33] rest of time thank you so very
[1:54:35] much today. I think that was
[1:54:37] part of the conversation I've
[1:54:39] had all the way through is can
[1:54:41] we do something to cover the
[1:54:43] companies for the certification
[1:54:45] and justpresentative house back
[1:54:47] this is exactly what you're
[1:54:48] talking about in this time is
[1:54:49] there a space where we can make
[1:54:52] it where there is covering for
[1:54:55] these industry leaders to have
[1:54:57] instructors not necessarily
[1:54:58] through the
[1:55:00] going to education and and
[1:55:01] getting there is there anything
[1:55:03] we can do to develop that is
[1:55:05] there a pathway you've already
[1:55:05] started to develop toward that
[1:55:08] thank you for the question and
[1:55:10] yes we do have a
[1:55:11] industryrecod specialist
[1:55:13] certificate area that we already
[1:55:15] use withinchnology centers that
[1:55:17] may be amenable to this
[1:55:20] situation but would it
[1:55:22] would it be necessary and if
[1:55:24] they're not instructing full
[1:55:25] time that's what we have to
[1:55:27] explore is what does the policy
[1:55:27] look like as we craft that
[1:55:29] because we could we could go
[1:55:31] down that road of making them an
[1:55:33] industryrecod specialist USIC
[1:55:35] does that currently with their
[1:55:35] instructors that are at Canadian
[1:55:36] Valley and
[1:55:38] and meridian and they're working
[1:55:40] in a very similar to an
[1:55:42] apprenticeship manner so that's
[1:55:45] a possibility. it is a new
[1:55:47] pathway that we built that could
[1:55:49] be expanded so you could have
[1:55:51] two policy adjustments where you
[1:55:52] adjust that policy for teacher
[1:55:53] certification and you build an
[1:55:56] apprenticeship policy or you
[1:55:56] could combine them in two
[1:56:03] thank you very much for your
[1:56:05] time thank you to everyone who's
[1:56:06] come to be a part of the study
[1:56:07] today
[1:56:11] I'm encouraged that Oklahoma is
[1:56:13] looking to continue to be on the
[1:56:15] forefront of internships
[1:56:17] apprenticeships I'm excited
[1:56:19] about what your company is doing
[1:56:22] coming to the tulsa side I'll
[1:56:24] I'll end with this with this
[1:56:26] thought any any opportunities we
[1:56:27] can give students any any
[1:56:29] opportunities we can give
[1:56:30] students to figure out where
[1:56:33] they're headed earlier. I
[1:56:35] think that's a positive thing
[1:56:37] cause kids that already kind of
[1:56:38] have a path
[1:56:39] and a plan they get on that and
[1:56:41] get moving and that gives them
[1:56:43] future for family it gives them
[1:56:45] future for a whole lot of things
[1:56:47] so we want to give those
[1:56:49] opportunities thank you to
[1:56:51] everyone thank you very much for
[1:56:52] being part of the interim study
[1:56:53] today and I think that concludes
[1:56:56] our time on time we made it yes
[1:56:59] we just concluded interim