Issue link: https://iconnect007.uberflip.com/i/1108006
60 FLEX007 MAGAZINE I APRIL 2019 them to become competitive hires. We have a gender imbalance and need to figure out how to reach more women to join this sector as well as non-traditional populations. We've have put a lot of energy into tackling this problem and are seeing some impressive results. Our flagship program is called Flex- Factor, and it's intended to do three things. First, the program aims to provide first-hand experiences that allow the next generation to see what a career in advanced manufacturing looks like. They learn what it is like to work in the field. Second, it helps engage and familiarize stu- dents with the education pathways that lead into the sector and provide the skills and competencies necessary to become the com- petitive hires that our members, and those they represent, need in their future workforce when Industry 4.0 becomes a reality. Finally, as a project-based learning activity, FlexFactor gives participants the motivation and sense of purpose to want to take that journey and pursue the relevant education pathways to become competitive hires because they've become informed, inspired, attracted, and recruited into the sector through this immer- sive experience. Barry Matties: What is the primary age group in the FlexFactor program? Parmeter: We started with high school stu- dents in grades 9–12 and then we expanded the program to include middle school and ele- mentary school students. We're also launch- ing a program segment for transitioning ser- vice members, veterans, and their spouses and dependent children in the school systems around military installations. We'll start to see the first pilots of these cohorts happen across the country in late 2019 and early 2020. Matties: How responsive are the schools to this program? Parmeter: They are very responsive because what is unique about the program is its abil- ity to meet the needs of a range of stakehold- ers. Companies engage with the program as a strategic talent acquisition activity. Institutions of higher education use it to attract students into the pathways needed by various indus- tries so they can fill seats in classes aligned to the coursework and relevant material. Finally, high schools and middle schools have a vested interest because they need to engage their students with real-world experiences in both higher education and multiple industries. In the words of one high school principal, "Schools and teachers need help understand- ing the world they're preparing their kids for rather than remaining insulated in purely the- oretical settings." That's a large part of what this program does. Matties: That might be the toughest challenge right there. Parmeter: It's very difficult. We went through a significant learning curve and a lot of trial and error in the early stages of the program. This is a good bridge for Emily to discuss the strat- egy, including what we've learned and how the program has evolved into what it is today. Emily McGrath: The program is intended to unite all stakeholders across a geographically aligned ecosystem who need to be engaged for effective workforce development. But those aren't players who traditionally communicate with each other. We find that high schools are talking to higher education to some extent, but they aren't talking to the industry. And the industry doesn't often engage with higher edu- cation outside of specific programs. We started with high school students in grades 9–12 and then we expanded the program to include middle school and elementary school students.