Issue link: https://iconnect007.uberflip.com/i/1535954
20 SMT007 MAGAZINE I JUNE 2025 shortage of skilled workers in electronics man- ufacturing, from SMT operators and assem- bly technicians to PCB fabricators and process engineers. e roles are there. e technology is ready. But the talent pipeline isn't where it needs to be. EMAC's mission is to build and strengthen that pipeline by aligning education, training, and real-world industr y needs. It's about get- ting the right skills into the hands of people who are ready to work, whether that's stu- dents just starting, career changers stepping into manufacturing, or existing workers look- ing to upskill. EMAC was built to ensure that we are not just reacting to the problem but getting ahead of it. How does EMAC define success, and what key performance indicators are used to mea- sure its impact on the workforce pipeline? Severinson: For EMAC, success is about more than the number of students who enroll in a course. It's about outcomes. We look at the number of people trained and then the number actually placed in electronics manufacturing roles. We track regional adop- tion of training programs, the number of com- panies engaged, the growth of local advisory groups, and the sustainability of those partner- ships over time. But here's where it gets interesting: We also look at how easily others can replicate that suc- cess. A great program in Arizona should be a blueprint for success in Minnesota or Califor- nia. So, scalability and knowledge sharing are part of the equation, too. How does EMAC bring together industry stakeholders, educational institutions, and government entities to form a cohesive work- force strategy? Tara Dunn: Let's face it, there's a lot of great work happening out there, but it's oen disconnected. EMAC's job is to create those connections. at means pulling manufacturers, schools, workforce boards, and economic develop- ment leaders together around the same table. ese aren't one-time meetings. ey're work- ing groups that assess real regional needs, co- develop solutions, and stay engaged through implementation. What makes this work is that it's local-first but nationally supported. EMAC provides frame- works, resources, and templates, but the region is shaping the strategy. at way, the training reflects the jobs available in that community. What role do electronics manufacturers play in shaping EMAC's curriculum and program development? Dunn: A big one, and that's by design. Manufac- turers aren't just reviewing curriculum; they're helping create it. ey're telling us, "Here's what we need. Here's where we're seeing skills gaps. Here's the kind of training that would make someone job-ready on day one." at input drives everything from course content to credentialing structure to how hands-on labs are set up. ose same compa- nies oen step in to offer internships, job shad- owing, or even helping teach a module. At the end of the day, the best programs are built with the people who will actually hire the graduates. Carter Severinson