AIM Photonics Academy · Skill survey that was constructed ... • According to several leading...

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Workforce Needs Assessment

2016 Report

January, 2017

AIM Photonics Academy

Contents

Section Page

I. EXECUTIVE SUMMARY………………………………………………………………………..........1

II. INTRODUCTION………………………………………………………………………………….…..4

III. METHODOLOGY……………………………………………………………………………….……5

IV. PRELIMINARY RESULTS………………………………………………………………….………6

4. 1 Job Skills Survey Results…………………………………………………..………..6

4.1.1 Education Levels and Integrated Photonics Job Skills…..….…………7

4.1.2 Backgrounds and Integrated Photonics Job Skills………………...…...8 4.1.3 Regions and Integrated Photonics Job Skills……………………….…..9 4.1.4 Specified Integrated Photonics Job Skill Sets………………….……...10

4.1.4.1 Design……………………………………………………..……10 4.1.4.2 Testing…………………………………………………..……...11 4.1.4.3 Packaging……………………………………………….…..….11 4.1.4.4 Systems, Assembly, System Integration…………..……..…12

4.1.5 Professional (Soft) Skills in Integrated Photonics Workforce Job Skill Set……………………...……….…………………………..……13

4. 2 Focus Group………………………………………………………………………..…15

4.2.1 Focus-Group Data……………………………………………………..…..15 4.2.2 Focus-Group Results………………………………………………………17

V. FUTURE PLAN……………………………………………………………………………………..….19

Appendixes

A. Integrated Photonics Job Skills List……………………………...21

B. AIM Photonics Academy Job Skills Survey………………….….23

C. Focus Group Discussion Questions………………………….….39

D. Mean and Standard Deviation Tables for Job Skills……….…..41

Figures

Number Page

1. A System Model of the Workforce……………………………………….………….…..5

2. Survey Respondents’ Background……………………………………….……….….....7

3. Mean on the Measure of Main Job Skills………………………………….…….……...7

4. Industry Perspectives of Job Skills in Integrated Photonics…………….…….……...8

5. Academic Perspectives of Job Skills in Integrated Photonics………….…….………9

6. Other Perspectives of Job Skills in Integrated Photonics...…..………….….….........9

7. California State Perspectives of Job Skills in Integrated Photonics……………......10

8. New York State Perspectives of Job Skills in Integrated Photonics………….........10

9. Massachusetts State Perspectives of Job Skills in Integrated Photonics….….......10

10. Other States Perspectives of Job Skills in Integrated Photonics……………..........10

11. Mean of Level of Importance with Education Degree in Design Skill Set………….11

12. Mean of Level of Importance with Education Degree in Testing Skill Set…………12

13. Mean of Level of Importance with Education Degree in Packaging Skill Set...…...13

14. Mean of Level of Importance with Education Degree in Systems, Assembly,

System Integration Skill Set…………………………………………………….………14

15. Mean of Level of Importance with Education Degree in Professional Skill Set......15

16. An Example of Open-ended Question Data Analysis - Word Cloud......…………..16

17. Systematic Coding Analyses…………………………………………………………...17

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I. EXECUTIVE SUMMARY The American Institute for Manufacturing Integrated Photonics (AIM Photonics) is one of the fourteen manufacturing innovation institutes launched by the National Network for Manufacturing (NNMI), now known as Manufacturing USA, to accelerate the transition of integrated photonic solutions from innovation to manufacturing-ready deployment in systems spanning commercial and defense applications. AIM Photonics Academy is the unified education, knowledge, technology and workforce interface for the AIM Photonics. With the aim of advancing integrated photonics manufacturing technology, one of the primary missions of AIM Photonics Academy is to create an adaptive integrated photonics education and workforce development capable of meeting industry needs and further increasing national and domestic competitiveness. In order to develop a strategic and sustainable plan to guide the development and implementation of education and workforce and make the distribution more responsive to the demand skills in integrated photonics manufacturing, a first-year Workforce Needs Assessment study was conducted in 2016 to respond to that provision. This report provides an overview of the primary purpose, systematic process, and final results of the AIM Academy 2016 Workforce Needs Assessment. The objectives of the 2016 Workforce Needs Assessment are to: a) identify and determine the workforce skill needs for guiding and supporting AIM Academy education offerings and workforce trainings, and b) develop highly skilled workforce to attract, retain, and expand integrated photonics manufacturing advancements in the United States. The Workforce Needs Study was a two-phase process. The first phase was a Job Skill survey that was constructed based on the 2015 Roadmap report provided by the Photonics System Manufacturing Consortium (PSMC).1 Phase two was a series of focus group sessions conducted as a follow-up discussion with industrial groups. The analytical findings from the study exploring the current workforce needs are addressed as follows:

• The most identifiable and critical skill needs for current manufacturing integrated photonics are Design skill for advanced engineer levels, particularly PhD level, and Testing skill for basic technician level (B.S. degree). (See Figure 3)

• According to several leading companies in data centers and telecommunications, the demand for large-scale cloud computing, ever-faster processing, and data transmitting is growing rapidly. Many experts in government, industry, and academia expect that Photonics Integrated Circuits (PIC) - chips that integrate photonics components alongside the electronics - will be a critical role of the potential solution. Therefore, the crucial milestone for the early stage of AIM Academy is to bridge the skill gap by identifying the key competencies needed for advancing the use of PICs and to facilitate the transition of the innovative

1PSMC Technology Roadmaps (2015, December). Report released at the MIT Microphotonics Center Fall Meeting, Cambridge, MA.

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technology dynamics into scalable, cost-effective, and high-performing domestic manufacturing capabilities.

• Due to the lack of skill preparation and training for MS and PhD-level graduates

in integrated photonics manufacturing, the current focus of AIM Academy should be on developing a credentialing program. For example, AIM Academy could develop and offer certificate of competency programs and/or worker retraining for skill mastery and workforce readiness.

• Professional (Soft) skills, including interpersonal and cognitive problem-solving

skills, are critical for engineers to work collaboratively and effectively in integrated disciplines. The field of integrated photonics can be considered as the confluence of several photonics disciplines with (optical) waveguide technology. Therefore, having strong communication skills to collaborate across disciplines is critical. In addition, the manufacturing process from design, testing, assembly, packaging, and product integration to commercialization needs further capacity building and training for both engineers and technicians to effectively collaborate, communicate, and apply problem solving strategies (see Figure 11).

• According to the evidenced-based workforce needs study, the top two most

important competencies with education levels for each main skill category (i.e. Design, Testing, Packaging and Systems/Assembly/System Integration) in integrated photonics manufacturing technology are:

o Design

§ Theory (optical physics, fabrication, electricity and magnetism, quantum mechanics, wave guides) for PhD level

§ Foundational (integrated and silicon photonics knowledge, semi-conductor fundamentals) for PhD level

o Testing § Safety (lasers, chemicals/adhesives) for BS and AA/AS level § Optical (optical/electrical probing, optical/RF/high seed digital test

equipment, laser sources, optical detectors) for MS level o Packaging

§ Optical (fiber attach, fiber position mounting, fiber handling, connector cleanliness) for BS level

§ Assessment (reliability, mechanical analysis and simulations, statistical analysis, environmental testing, quality control) for MS levels

o Systems, Assembly, System Integration § Product Integration (laser micro packaging, integrated packaging,

packaging trade-offs, process flow set up, predicted yield) for MS level

§ Assessment (variability, quality control, statistical/process control, probability, assembly testing, yield) for BS and MS levels

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• Due to the importance of acquiring a complete skillset and practical limits (e.g., training time), major industries believe the current need is on-the-job training (OJT) programs for employees to learn specific skills in a real-world setting. The opportunities of providing on-site training (e.g., boot camps, short courses, or and workshops) and/or creating certificate program systems that focus on retraining current employees for requisite competencies should be implemented by the collaboration of industry and non-profit education/workforce institutes (e.g., AIM Photonics Academy). This type of education training could be characterized as an approach to maintaining a competitive workforce for advancing manufacturing integrated photonics.

• Experiential learning and on-site professional skill trainings (e.g., communication and teamwork with multidisciplinary team members) are critical components of workforce skills in integrated photonics manufacturing. Effective learning requires not only content lectures but also more authentic hands-on experiences. Working with an experienced mentor from the industrial field could enhance learning effectiveness and increase individuals’ motivation with specific goals to learn advanced skills. In addition, this type of learning-by-doing learning structures (i.e., apprenticeship or mentorship systems) could help companies target and train identified individuals based on specific, high-demand skills (e.g., PDK development or MPW prototyping) to engage students in situated learning and form communities of practice (CoP)2 with industry partners. The individuals also could develop their career awareness with a complete vision (understanding the infrastructure of working environment and skill needs) and increase the possibilities to get hired by the companies they are interested in.

• It is significant to establish sustainable modalities to deliver education offerings for a balanced manufacturing integrated photonics ecosystem. For example, companies could train employees to advance their skills by using integrated photonic circuit technology to develop new designs and innovative products. This ability tied with well-designed and standardized processing and packaging to enable the development of both high-volume products as well as advanced designs. Therefore, design and development of sustainable workforce and education system (e.g., degree programs, certification programs, internship) for both advanced engineer and technician levels should be a long-term goal for AIM Photonics to revolutionize integrated photonics by enabling low-cost, high-volume manufacturing of optical interconnects with a path toward embedding high-capacity fiber optics on circuit boards and eventually on electronic chips for national and international networks.

• One of the challenging issues was a lack of skill training of adjacent sectors of

manufacturing integrated photonics. In this emerging field, it is no longer a straight-line production for electronics, photonics, fiber, or circuits. It is a

2Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives). Lave, J., & Wenger, E., Cambridge University Press, 1991.

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dynamic interdisciplinary innovation. Therefore, identifying competencies in adjacent manufacturing sectors and integrated photonics would be a priority for AIM workforce development mission.

• In order to build a full scope of manufacturing supply chain processes in

integrated photonics, developing certification processes for technicians (i.e., community college students/graduates) is crucial, particularly for Testing-Safety (see Figure 8) and Packaging (see Figure 13). Apprenticeships are useful in guiding participants toward in-demand careers.

• The path of traditional education is time-consuming, expensive, and may not put

students directly on a viable career path. However, if training system standards are established along the traditional education pathway, the demand may far outpace the training available. Thus, a formal certification process (e.g., apprenticeship program with competency-based certification) for technician level would facilitate the verification independently for individuals to demonstrate a specific level of technical skills (AA/AS level) and professional capabilities. This new path for community college students is a proven vehicle for “learning by doing” and “learning while earning.” It is also needed to rebuild community college programs to provide latest training with industry for manufacturing workers, which is crucial to keep the United States at the cutting edge by leading to credentials for hundreds of thousands of technicians.

II. INTRODUCTION The primary objective of the National Network for Manufacturing Innovation Program3 , now known as Manufacturing USA, is to bring together industry, academia, and the government to co-invest in the development of world-leading manufacturing technologies and capabilities. AIM Photonics is fully focused on establishing a technology, business, and education framework for industry, government, and academia to accelerate the transition of integrated photonics solutions from innovation to manufacturing-ready deployment. It is critical for AIM Photonics to identify competencies needed and to integrate these new competencies into educational and career pathways within the K-12 communities, technical colleges, and universities that are preparing our future workers with the skills needed to become valuable employment prospects. AIM Academy is well positioned to provide education and workforce training to support a broad range of partners. Furthermore, facilitating the collaboration between academic and industry will lead to industry being able to hire highly trained employees. Establishing needs-based apprenticeship and internship training programs with industrial partners is a critical strategic objective for AIM Photonics Academy. Thus, a Workforce Needs Assessment study was developed and conducted with the aims of providing the background needed 3National Network for Manufacturing Innovation: Program Strategic Plan, Executive Office of the President National Science and Technology Council Advanced Manufacturing National Program Office, February 2016, https://www.manufacturing.gov/files/2016/02/2015-NNMI-Strategic-Plan.pdf

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for education and workforce development in this emerging field, and of recommending priorities for making education and workforce training more responsive to the increasing demand for skills. The goal of the 2016 Workforce Needs Assessment report was to provide an overview of the design, data collecting process, and the results for AIM Photonics community to understand the demand for skills in the emerging field of manufacturing integrated photonics. The Workforce Needs Study is a series of formative assessments constructed based on a systematic approach. The framework of the design model integrates inputs from the AIM Photonics Academy sectors, including Workforce, Roadmap, and Education, through a defined series of assessment phases (see Figure 1).

Figure 1 A Systematic Model of the Workforce Needs Assessment Study

III. METHODLOGY With the aim of identifying significant job skills and exploring highlighted needs in manufacturing integrated photonics, the Workforce Needs Assessment study used a mixed-methods approach4 to bring together a more comprehensive account of inquiry. Specifically, the study is an explanatory sequential design including four interactive phases. The study started with several informal interviews with industry, academic collaborators, and government agency representatives to explore potential needs in this emerging field and identify objectives for the needs assessment. Based on the interview feedback, two distinct interactive discussions were also conducted with the attendees at 4Designing and Conducting Mixed Methods Research, Creswell, J., & Plano Clark, V., Sage Publications, Inc., 2011.

•  Assessment- • Data analysis & report

•  Education/Workforce- • Project priorities

•  Roadmap- •  Technology review •  Market

•  Assessment/Workforce- • Job skill survey • Focus group sessions

•  Workforce- • Informal interviews

•  Roadmap- • Technical report • Industry discussions

Phase I:

Explore Highlighted

Needs

Phase II:

Construct Measurement Instruments

Phase III:

Make

Strategic Decision

Phase IV:

Provide

Reciprocal Feedback

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the AIM Photonics Technical Meeting & Microphotonics Center Fall Meeting at MIT on December 8th, 2015, including: a) a discussion with AIM Academy academic partners to draft a job skill list based on the report from Roadmap Technology sector, and b) a facilitated post-it brainstorming session with the attendees from approximately 100 companies to complete the Job Skills List (see Appendix A) for verifying technical (hard) skills and adding professional (soft) skills in manufacturing integrated photonics. The second phase of the study was focused on constructing survey questions that accurately reflect needs from industry. Based on the job skills list, the AIM Photonics Academy Job Skill Survey (see Appendix B) was developed to collect quantitative data specifying manufacturing integrated photonics skill sets and then a follow-up focus group method was designed to gather qualitative data elaborating on the survey results. The survey includes three type of questions: a) four demographic questions, b) six Likert scale questions for specifying the importance of Design, Testing, Packaging, System Assembly/Integration, and Professional skills, and c) three open-ended questions regarding AIM Photonics Academy development and milestones. The interview questions (see Appendix C) for focus group sessions were designed to provide further explanations of the initial quantitative survey results. IV. PRELIMINARY RESULTS 4.1 Job Skills Survey Results The Job Skills Survey was distributed to attendees of the meetings held between January and June 2016 (i.e., AIM Photonics leadership meeting, OSA/OIDA professional workshop, and the AIM Photonics Technical Meeting & MIT Microphotonics Center Spring Meeting). AIM Academy also collaborated with the professional societies (i.e., the IEEE Photonics, the Society of Photo-Optical Instrumentation Engineers (SPIE), and the OSA Industry Development Associates (OIDA) to distribute the Job Skills Survey to their members in October and November 2016. The survey data collection ended on November 30th, 2016. One hundred and forty-four individuals started the survey and 102 completed it. 73.11% of the survey participants were from industry, 21.5% were from academic institutions, and 5.4% were from government agencies and other professional organizations (see Figure 2).

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Figure 2

Survey Respondents’ Background 4.1.1 Education Levels and Integrated Photonics Job Skills In the Job Skill Survey, the respondents were asked to assign a weight (scale from 1-not at all important to 5-extremely important) to each job skill for different education levels. The rating average (mean) was calculated and presented in Figure 3 (see Appendix D for tables of detailed mean and standard deviation for each skill category).

Figure 3 Mean on the Measure of Main Job Skills in Integrated Photonics

Industry 73%

Academic 22% Gov. Agencies

4%

Professional Organizations

1%

Other 5%

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5

Design Testing Packaging Systems, Assembly

Professional Skill

Job Skills

Ph.D. M.S. B.S. A.A./A.S.

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Results indicate that the Design skill for advanced levels (particularly PhD degree) is more critical in current integrated photonics job market. For Testing and Packaging skills, the basic level (BS degree) got higher importance rate than other education levels. The MS level of competency for Systems, Assembly, System Integration skill was rated the highest among other education levels. The Professional (Soft) skill is more equally balanced among the PhD, MS, and BS degrees. In other words, the professional skill is more equivalently important to all different education levels. Overall, the MS level of competence in all the skill sets is rated more important than other education degrees. 4.1.2 Backgrounds for Integrated Photonics Job Skills Survey respondents had different professional backgrounds, including from industry, academic institutions, government agencies, and others. In order to get more accurate feedback that truly reflects workforce needs, we analyzed the survey data by different professional backgrounds and regions. Specifically, we categorized the responses in three backgrounds, including industry (see Figure 4), academic (see Figure 5), and others (see Figure 6), and compared the different perspectives regarding the skill importance and education level among the three categories.

Figure 4 Industry Perspectives of Job Skills in Integrated Photonics

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5Design Testing Packaging Systems/Assembly Professional

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Figure 5 Figure 6

Academic Perspectives of Job Skills Others Perspectives of Job Skills 4.1.3 Regions for Integrated Photonics Job Skills AIM Photonics (in Rochester, NY), has members on both coasts involved in the entire supply chain for integrated photonics, from micro-processing training and circuit design centers in Massachusetts, to wafer foundry, packaging, and assembly centers in New York, to integrated photonic device manufacturers in California. Therefore, we also analyzed the skill needs, taking into account education levels in different states/regions, including California (see Figure 7), New York (see Figure 8), Massachusetts (see Figure 9), and others (see Figure 10). The respondents are approximately 32.9% from CA, 12.9% from MA, 11.4% from NY and 42.8% from other states in the U.S.

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Academic


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5

Others


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Figure 7 Figure 8

California State Perspectives of Job Skills New York State Perspectives of Job Skills

Figure 9 Figure 10

Massachusetts State Perspectives of Job Skills Other States Perspectives of Job Skill 4.1.4 Specified Integrated Photonics Job Skill Sets

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Ph.D. M.S. B.S. A.A./A.S.1

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4.1.4.1 Design The Design skill set includes: a) Design Automation Software, b) Modeling, c) Manufacturing, d) Foundational, e) Electrical Design, d) Theory, and e) Experience with tape-outs (see Appendix B for the detailed competencies). Among these competencies, PhD level for Theory skill (electricity and magnetism, optical physics, thermal, quantum mechanics, control system, and wave guides) got the highest score of the level of importance. Additionally, Foundational skill (integrated/silicon photonics knowledge and semiconductor fundamentals) is perceived the second most important for the PhD level. In general, the Design competencies, including Theory, Modeling, and Foundational skills, are perceived as more important in the PhD level. The MS level is averagely scored higher for the Design skill set (see Figure 11).

Figure 11 Mean of Level of Importance with Education Degree in Design Skill Set

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PhD MS B.S. A.A./A.S.

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4.1.4.2 Testing In Testing skill set (see Figure 12), Materials, Optical, Electrical, Process, and Safety are the main competencies. Safety (lasers, chemicals/adhesives) for the basic level (BS and AA/AS degrees) and Optical (optical/electrical probing, optical/RF/high speed digital test equipment) for the MS level are perceived as the two most important competencies among other testing skills. Besides Safety skill, the advanced level (MS and PhD degrees) for the Materials skill (material characterization) is the second higher score of the level of importance. The MS level got higher importance rate for the Materials, Optical, Electrical, and Process skills.

Figure 12 Mean of Level of Importance with Education Degree in Testing Skill Set

4.1.4.3 Packaging The Optical, Electrical, Assembly, Specifications, and Assessments competencies are included in the Packaging skill set. For the Packaging skill set, the BS level for Optical (fiber attach, fiber position mounting, fiber handing, and connector cleanliness) and the MS level for Assessment (reliability, mechanical analysis and simulations, statistical analysis, environmental testing, quality, and quality control) skills are the two most

1

1.5

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2.5

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Safety Process

Electrical Optical

Materials

Testing


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important competencies (see Figure 13). The skill is perceived more important for the MS levels. In general, the packaging skills are scored higher for the BS level.

Figure 13

Mean of Level of Importance with Education Degree in Packaging Skill Set 4.1.4.4 Systems, Assembly, System Integration The Systems, Assembly, and System Integration skill set includes Assessment, Software Development, Product Integration, and Supply Chain competencies. For this skill set, the Product Integration (laser micro packaging, integrated packaging, packaging trade-offs, process flow set up, and predicted yield) skill for MS level is perceived as more important than other system and assembly skills (see Figure 14). The Assessment (variability, quality control, statistical/process control, probability, assembly testing, and yield) skill for MS and BS levels is rated second higher important skill among others. In general, the competencies in Systems, Assembly, and System Integration are scored higher for the BS level.

11.52

2.53

3.54

4.5

5

Packaging


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Figure 14

Mean of Level of Importance with Education Degree in Systems, Assembly, System Integration Skill Set

4.1.5 Professional (Soft) Skill in Integrated Photonics Workforce Job Skill Set The professional (soft) skills include cognitive problem solving skills and interpersonal communication, collaboration, leadership, and teamwork skills. The definitions of each professional skill are provided within the importance scale in the AIM Photonics Academy Job Skills Survey (see Appendix B). The survey results indicated that Problem-Solving skill (defining problems, generating alternatives, implementing solutions, and evaluating strategies) for the advanced degrees (particularly for PhD) has the highest mean among five professional skills measured (see Figure 15). In addition, Communication (active listening, presentation, non-verbal/verbal feedback) and Teamwork (team operation, coordination, decision-making, technical and multidisciplinary teaming) skills for individuals with BS degrees is perceived as more critical than other professional skills within the integrated photonics job field. Compared to other professional skills, Leadership (project management, setting objectives, executive supervision) skill is the only competency that rated much higher for those with advanced degree (PhD and MS levels) compared to those with basic degree (BS and AA/AS levels).

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1.5

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Assessment Software

Development Product Integration Supply Chain

Systems, Assembly, System Integration


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Figure 15

Mean of Level of Importance with Education Degree in Professional (Soft) Skill Set

4.2 Focus Group 4.2.1 Focus–Group Data The purpose of the follow-up qualitative phase was to gather participants’ opinions from group discussions, and then explore their perceptions and opinions to provide further explanations of the survey results. Thus, a list of focus group questions was developed (see Appendix C) based on the survey questions and results. In total, there were eight focus group sessions, including two group sessions (60 minutes each) at the AIM Photonics Workshop and Leadership Council Meeting in Santa Barbara, CA in March, 2016 and six group discussions (approximately 50-65 minutes each) at the AIM Photonics Technical Meeting and MIT Microphotonics Center Spring Meeting in Cambridge, MA in June, 2016. There was a total of 11 participants for the first two group sessions (five to six participants for each focus group) in Santa Barbara and a total of 28 participants at the six group sessions (four to five participants for each group discussion) in Cambridge. The participants were 85% from industry, 10% from government agencies, and 5% from academic.

11.52

2.53

3.54

4.55

Professional(Soft)Skill


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The qualitative data also includes the open-ended questions from the Job Skill Survey. This part of data was analyzed by the keywords mentioned by the survey respondents for the questions regarding short-term and long-term milestones for AIM Photonics Academy (see Figure 16). The world cloud, in Figure 16, is based on the frequencies of the keywords mentioned on the open-ended questions. In other words, the more a specific word appeared in the answers of the open-ended questions, the bigger and bolder it appeared in the word cloud.

1 Year from Now 3 Year from Now 5 Year from Now

Funnel/vector students in related areas into IP start training from early on in school carrier market appeal of IP to draw interest short courses for broad Ed level (online/pre-recorded) short courses for specialized skills (higher ed)

Offer lots of hands-on training to students (MS/PhD level first then BS) heavier marketing of IP appeal offer diversity in skills thoughts--specialty tracks on BS and MS offer IP focus programs: MS BS-- tracks students from early on degree

Have students ready to graduate who have been devoted to IP from the beginning

Get its baseline capabilities set up. Get a PDK out to the community with some example projects/tutorials.

Be able to deliver fully packaged parts, have a state-of-the-art PDK that supports some level of electronic-photonic co-design and co-simulation.

Provide full IPC solutions to end users that support full co-simulation and design.

Establish working MPW model with working EDPA tools to enable R&D ventures in Silicon Photonics

Establish product packaging solutions to target the various markets for optical products

Establish HVM capability to support volume growth to compete in worldwide markets.

Word Cloud Figure 16

An Example of Open-ended Question Data Analysis

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Based on data from the survey open-ended questions and the focus group discussions, the main themes emerged as a result of systematic coding (see Figure 17) to further explore the quantitative results of the survey.

Figure 17

Systematic Coding Analysis 4.2.2 Focus-Group Results

The following themes were emerged from the focus group discussions: • Skill gap in manufacturing integrated photonics: Important competencies and

high-demand skills for new hiring and current employees One of the purposes of the Workforce Needs Assessment study is to identify the skills needed in integrated photonics. In other words, utilizing research-based methods to explore the mismatch between the skills of available workers and skills that industry demands is the intended outcome for this study. From the Job Skill Survey, the significant skills with different education levels for current integrated photonics workforce were identified. In order to verify that these important skills are also represented as the high-demand skills in industry, specific questions were asked to the survey respondents during the focus group discussions. While they were asked to scale the importance for each skill by education level, their focus was on new hiring preferred skills and needed on-the-job training skills. Specifically, the skills identified with higher importance are the skills in high demand for both recent students/graduates and current employees. Those skills are focused on the current needs from industry in manufacturing integrated photonics. Therefore, for new hires, creating education programs for advanced degrees in integrated photonics and certificate on-site job

Theme Coding

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training programs for current employees should be the priorities for the current stage of AIM Phonics Academy development.

• Interdisciplinary innovation system: Adjacent sectors in manufacturing and integrated photonicsMany of the industry participants have identified that one of the challenging issues was a lack of knowledge of integrated photonics for interdisciplinary innovation for present engineers. The big revolution for this emerging technology is taking photonics from the edge of the circuit board and embedding close to electronics, increasing capacity, and reducing power and cost by eliminating the serializer/deserializer (SerDes) required nowadays. The multidisciplinary skills required for integrating electronics and photonics and enabling processors, memory, chip switch and sensors are critical and highly needed. It is no longer a straight line for electronics, photonics, or circuits sector. It is a dynamic interdisciplinary innovation of the fields to enable many new applications. However, the challenge is that those trained in photonics and optics do not know electronics, and vice versa. Collaboration from multi-disciplinary teams to classify technology skills, design education materials, and develop training opportunities and teamwork flow is needed. Therefore, a key focus of AIM Academy could be to provide opportunities for building a full scope of experienced engineering supply chain process. For example, training designers who are currently processing photonic circuits at their own facilities to simulate and design for foundry production with the aid of standardized process development kits (PDKs). In addition, training could also focus on the use of software required to access the foundries’ PDKs and include information on the steps to satisfy the requirements of participating on an MPW run. These hands-on, authentic learning experiences should reflect the analysis from Roadmap technology to support education programs (e.g., advanced education degree programs and internship opportunities for basic BS and AA/AS degrees) and current employees retraining. By establishing this integrated innovation system, each sector brings together industry, academia, stakeholders to coordinate hardware-software-architecture co-design consortia and develop innovative methodologies and best practices to establish an innovation ecosystem.

• Increase the awareness and prepare students with professional skills for successful careers in Integrated Photonics - scholarship for U.S. citizens + apprenticeship program.

According to several discussions with different government agencies and industry partners, the decreasing numbers of graduate students enrolling in engineering programs has become problematic for the integrated photonics workforce. Specifically, there are not sufficiently trained students motivated to get advanced degrees with high-demand competencies in integrated photonics. Consequently, companies struggle to find qualified applicants, particularly U.S. citizens, for jobs requiring the skills that are in shortest supply. In order to motivate students and

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employees interested in developing or retraining the necessary skills to pursue careers in manufacturing integrated photonics, AIM Academy may emphasize strategies that will increase the awareness of this emerging field for students and develop techniques that connect their future-utility goals5 of career pathways in this field. For example, establishing scholarship programs for U.S. citizens, and establishing apprenticeships systems with professional skill training (e.g., problem-solving, critical thinking, communication, and teamwork competencies) to provide experiential learning and modeling6 to motivate students to engage in this field.

V. FUTURE PLAN The current state of integrated photonics is transforming telecommunications and data communications. For example, Infinera and Acacia are introducing new telecommunication products with much higher capacity and performance that have been enabled by photonics integration. Using integrated photonics technology, companies like Intel, Luxtera, and Lumentum are increasing capacity and lowering costs. Ongoing Workforce Needs Assessment is critical for AIM Photonics community to: a) collect feedback directly from industry, b) assess current workforce needs to explore employment growth, and c) provide priority suggestions to education design and workforce development. In addition, the results of the first-year Workforce Needs Assessment indicated that different regions and specific companies in certain states have different skill needs (see Figures 7, 8, & 9). Additionally, to accurately identify in-demand competencies linked to education levels, and provide explicit input to the Workforce Development, Education, and Roadmap sectors, a second-year (2017) workforce needs assessment will be conducted and focused on regional workforce needs, which includes the main partner states: New York, California, and Massachusetts. The 2017 Workforce Needs Assessment will be a qualitative study that focuses on creating a needs assessment protocol, and collecting and analyzing interview data from the companies in the above three main states. The goal is to understand the specific competencies for each education level to engage new employees in integrated photonics or to retrain existing workers. In addition, it is important to acknowledge that significant training may occur on-the-job. The findings will not only provide detailed explanations regarding regional needs, but also be used to connect all AIM Academy education content developers, and will help establish priorities for education and workforce training in integrated photonics.

5Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. Contemporary educational psychology, 21(4), pp. 388-422, 1996.6Social foundations of thought and action: A social cognitive theory. Bandura, A. Prentice-Hall, Inc., 1986.

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The in-depth interviews should allow us to gain additional information that cannot easily be obtained through survey methods. The interview questions will include a range of topics:

• The company’s desired interaction with AIM Photonics Academy. • Expectations for job openings and growth in integrated photonics. • The impact of training opportunities in integrated photonics on the growth of

more jobs. • Core technical and professional skills for expected openings. • Specialized integrated photonic manufacturing competencies needed at company. • Relations between company and higher education. • Reflections on value of various training models (i.e., short courses, long courses,

apprenticeships, co-ops, online courses, etc.).

In summary, these different phases of AIM Academy’s Workforce Needs Assessments allow the AIM Photonics community to: a) further understand the national job growth and regional skills needs in integrated photonics manufacturing, b) effectively increase SMEs engagement through familiarizing the education and workforce offering of AIM academy, and c) establish needs-based apprenticeship and internship training opportunities to create solid networking and partnerships. The second-year final workforce needs assessment report will be provided at the end of 2017.

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1

APPEN

DIX

A

Integrated Photonics Job Skills List

Skills – What does this industry need?

Design 1. Foundational: Integrated photonics / silicon photonics know

ledge, semi-conductor fundam

entals 2. D

esign Autom

ation Software: ED

A – M

entor, Cadence, …

, Photonic TCA

D – Lum

erical, …, R

F – CM

OS, H

FS 3. M

anufacturing: Design for M

anufacturing, Design of Experim

ent, Cost analysis, reliability, clean room

, fabrication, verification

4. Modeling: Process m

odeling, Environmental stress m

odeling, mechanical analysis and sim

ulations 5. Electrical D

esign: Layout skills and tools (e.g., K layout), electronics circuit design, chip-package interaction (C

PI) 6. Theory: electricity and m

agnetism, optical physics (reflection), fabrication and im

pact, thermal, quantum

mechanics, control

systems, w

ave guides 7. Experience w

ith tape-outs via photonics and electronics foundries 8. O

ther – please specify Testing

1. Materials: M

aterial characterization including optical properties 2. O

ptical: Optical/electrical probing, optical/R

F/high speed digital test equipment, laser sources, optical detectors

3. Electrical: Signal processing, Test board development; C

OTS, PC

B

4. Process: Autom

ation, statistical data analysis, Case testing, Pow

er insertion loss, six sigma

5. Safety: lasers, chemicals/adhesives

6. Other – please specify

Packaging 1. O

ptical: fiber attach, fiber position mounting, fiber handling, connector cleanliness

2. Electrical: wire-bond, flip-chip, interposer, clean room

knowledge, ESD

component handling

2

2

3. Assem

bly: adhesives, carrier, PCB

, machining, m

olding casing 4. Specifications: Tolerance, dim

ensional requirements, particle counting

5. Assessm

ent: Reliability, m

echanical analysis and simulations, statistical analysis, environm

ental testing, quality control 6. O

ther – please specify System

s, Assem

bly, System Integration

1. Supply chain: understanding the big picture and individual roles, value chain, cycle time/bottleneck, equipm

ent specification/purchase/com

mission

2. Product integration: laser micro packaging, integrated packaging, packaging trade-offs, process flow

set up, predicted yield 3. Softw

are development: Firm

ware

4. Assessm

ent: variability, quality control, statistical/process control, probability, assembly testing, yield

5. Other – please specify

Other – please specify

1. Financial: profit, pricing, costs

2. B

usiness: patent/IP, executive comm

ercialize, due diligence, business case, business models

3. Innovation/Entrepreneurship

4. M

anufacturing: lean vs. agile, technology access 5.

Leadership: project managem

ent, setting objectives, executive supervision, delegation 6.

Education: awareness, designation for integrated photonics (e.g., linked in or qualification test)

7. C

omm

unication - voice of customer, interpersonal

8. Professional skills: perseverance, tim

e managem

ent, problem-solving

9. SPC

/DO

E

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APPENDIX B AIM Photonics Academy Job Skills Survey

AIMWorkforceSkillsSurveyDearParticipants:UnderstandingtheworkforceneedsisapriorityforAIMPhotonicsAcademytoachievesuccessthrougheducationandworkforcedevelopment.Wewouldliketounderstandyourthoughtsandopinionsaboutthelistofskill/jobcategorieswehavecompiledinintegratedphotonics.Bygettingimportantinsightsdirectlyfromyourfeedbackwiththisonlinesurvey,wecanbuildaneffectivetrainedworkforceandeducationalprogramstomeetyourcurrentandfutureneeds.Weareaskingphotonicsprofessionalsfromvariousindustriestopleasetake15-20minutestoprovideyourfeedback.Anycommentsyouwishtoprovidewillbesincerelyappreciated.OfeliaAguirreDirector,WorkforceAIMPhotonicsAcademyEmail:[email protected],Assessment&EvaluationAIMPhotonicsAcademyEmail:[email protected]

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• YourContactInformation

o Name:

o Company/University:

o City:

o State:

o Position:

o Email:

o PhoneNumber:

• Howmanyyearshaveyoubeen(employed)inintegratedphotonicsortherelatedareas?

o Numbersofyears:

o Pleasegiveabriefdescriptionaboutyourarea(s):

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• Pleaserankthefollowingjobskillsforeacheducationlevel:

Writedownanumberfrom1(Notatallimportant)to5(Extremelyimportant)thatbestrepresentshowimportantyoufeelabouttheskillforeacheducationdegree:

Ph.D. Master B.S. A.A./A.S.

Design

Testing

Packaging

Systems,Assembly,System

Integration

Professional(Soft)Skills

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• Pleaserankthefollowing“Designskills”foreacheducationlevel:Writedownanumberfrom1(Notatallimportant)to5(Extremelyimportant)thatbestrepresentshowimportantyoufeelabouttheskillforeacheducationdegree

Ph.D. Master B.S. A.A./A.S.DesignAutomationSoftware(e.g.,Mentor,Lumerical,CMOS)

Modeling(processmodeling,environmentstressmodeling,mechanicalanalysisandsimulation)

Manufacturing(Designexperiment,costanalysis,reliability,cleanroom,fabrication,andverification)

Foundational(Integrated/Siliconphotonicsknowledge,semi-conductorfundamentals)

ElectricalDesign(Layoutskillsandtools,electronicscircuitdesign,chip-packageinteraction/CPI)

Theory(Electricityandmagnetism,opticalphysics,thermal,quantummechanics,controlsystem,waveguides)

Experiencewithtape-outsviaphotonicsandelectronicsfoundries

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• Otherskillsunderthecategoryof“Design"youthinkiscriticalforthefieldof

integratedphotonics?Ifso,pleasespecifytheskill(s)andthelevelofimportance(from1-5)

Skill(s) TheLevelofImportance:1(Notatallimportant)to5(Extremelyimportant)

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• Pleaserankthefollowing“Testingskills”foreacheducationlevel:Writedownanumberfrom1(Notatallimportant)to5(Extremelyimportant)thatbestrepresentshowimportantyoufeelabouttheskillforeacheducationdegree

Ph.D. Master B.S. A.A./A.S.Materials(Materialcharacterizationincludingopticalproperties)

Optical(Optical/electricalprobing,optical/RF/highspeeddigitaltestequipment)

Electrical(Signalprocessing,Testboarddevelopment;COTS,PCB)

Process(Automation,Statisticaldataanalysis,Casetesting,Powerinsertionloss,Sixsigma)

Safety(Lasers,Chemicals/adhesives)

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• Otherskillsunderthecategoryof“Testing"youthinkiscriticalforthefield

ofintegratedphotonics?Ifso,pleasespecifytheskill(s)andthelevelofimportance(from1-5)


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• Pleaserankthefollowing“Packagingskills”foreacheducationlevel:

Writedownanumberfrom1(Notatallimportant)to5(Extremelyimportant)thatbestrepresentshowimportantyoufeelabouttheskillforeacheducationdegree

Ph.D. Master B.S. A.A./A.S.Optical(Fiberattach,fiberpositionmounting,fiberhandling,connectorcleanliness)

Assembly(Adhesives,carrier,PCB,machining,moldingcasing)

Electrical(Wire-bond,flip-chip,interposer,cleanroomknowledge,ESDcomponenthandling)

Specifications(Tolerance,dimensionalrequirements,particlecounting)

Assessment(Reliability,mechanicalanalysis&simulations,statisticalanalysis,environmentaltesting,qualitycontrol)

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• Otherskillsunderthecategoryof“Packaging"youthinkiscriticalforthefieldofintegratedphotonics?Ifso,pleasespecifytheskill(s)andthelevelofimportance(from1-5)


32

• Pleaserankthefollowing“Systems,Assembly,SystemIntegrationskills”foreacheducationlevel:Writedownanumberfrom1(Notatallimportant)to5(Extremelyimportant)thatbestrepresentshowimportantyoufeelabouttheskillforeacheducationdegree

Ph.D. Master B.S. A.A./A.S.

Supplychain(Valuechain,cycletime/bottleneck,equipmentspecification/purchase/commission)

ProductIntegration(Lasermicropackaging,integratedpackaging,packagingtrade-offs,processflowsetup,predictedyield)

SoftwareDevelopment(Firmware)

Assessment(Variability,qualitycontrol,statistical/processcontrol,probability,assemblytesting,yield)

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• Otherskillsunderthecategoryof“Systems,Assembly,SystemIntegration"youthinkiscriticalforthefieldofintegratedphotonics?Ifso,pleasespecifytheskill(s)andthelevelofimportance(from1-5)


34

• Pleaserankthefollowing“Professional(soft)skills”foreacheducationlevel:Writedownanumberfrom1(Notatallimportant)to5(Extremelyimportant)thatbestrepresentshowimportantyoufeelabouttheskillforeacheducationdegree

Ph.D. Master B.S. A.A./A.S.Problem-solving(Definingproblems,generatingalternatives,implementingsolutions,evaluatingstrategies)

Communication(Activelistening,presentation,nonverbal/verbalfeedback)

Leadership(Projectmanagement,settingobjectives,executivesupervision)

Collaboration(Engagement,negotiation,motivation,awareness)

Teamwork(Teamoperation,coordination,decision-making,technicalandmultidisciplinaryteaming)

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• Otherskillsunderthecategoryof“ProfessionalSkills"youthinkiscriticalforthefieldofintegratedphotonics?Ifso,pleasespecifytheskill(s)andthelevelofimportance(from1-5)


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• WhattechnologymilestoneswouldAIMneedtoaccomplishalongthewayinordertopromotejobgrowth?

1yearfromnow

3yearsfromnow

5yearsfromnow

37

• Howdoyouanticipatecompletionofthesemilestoneswillimpactjobgrowthinintegratedphotonics?

1yearfromnow

3yearsfromnow

5yearsfromnow

38

• PleasedescribeanyotherworkforceneedsandideasthatyoufeelrequireattentionfromAIMPhotonicsandshouldbeaddressed.

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APPENDIX C

Focus Group Discussion Questions

Numbers of participants: 6-8 for each session (each session will have a moderator to facilitate the discussions) Duration: 45-60 minutes The Discussion Questions will be answered as part of a group dialogue.

Discussion Questions • While you were filling out the Job Skill survey, were you focused on the skills for

(re)training current employees or for new hiring? • (After finishing the survey) Based on the list of the skills in integrated photonics,

which specific skill(s) in your field/company are in critical demand? o Please describe the knowledge and behavior you think it is necessary to

perform the skill(s). o Describe the background criteria you think is important for your

employees to be able to perform the specific skill(s) proficiently? § Education degree level, engineering major (mechanical, materials,

etc.), professional skills (problem solving, teamwork, leadership, communication, etc.), division of company, title/role, etc.

• Why is/are the certain skill(s) (with a specific role/position) highly needed? Is it difficult in finding (new) employees with the skills that your company needs (or finding applicants with adequate skills in these areas)?

o If so, what are the factors you think that make it difficult? o Do you think the critical skills should be emphasized differently based on

the level of education degree? If so, why? • What are the current training systems in your institute/company that help

prepare/strengthen your employees’ critical skills in integrated photonics? o If not, what are the reasons?

§ Should they have the skill sets before entering the company? If so, how do you identify/assess if they have the required skills?

• CV/resume? Job Interview? § Do you encourage your employees to enroll in education programs

to advance their skills? • If so, what are the existing/potential workforce

development/education programs/courses in integrated photonics you think that are good to enroll in?

• If not, why is the case?

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§ What is your opinion about AIM Academy providing on-site training? If so, what type of delivery method would you prefer (i.e., online, blended, face-to-face)?

• What are your suggestions for AIM Academy in terms of workforce and education development (in 1 year, 3 years, and 5 years)?

o What type of workforce/education development/activities do you think people in your field/institute/company are most interested in? - Those that lead to some sort of certificate or credential, or those that can be taken to gain specific skills?

• Is there anything else we haven’t discussed yet that you think is important for AIM Academy to know about as we consider tailoring education and training programs?

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APPENDIX D

Mean and Standard Deviation Tables for Job Skills

• Mean and Standard Deviation on the Measure of all Responses

Level of Importance

Ph.D. Master B.S. A.A. Job Skill n M (SD) M (SD) M (SD) M (SD)

Design 102 4.49 ( .92) 4.34 ( .76) 3.48 (1.24) 2.07 (1.30) Testing 102 3.60 (1.36) 3.94 (1.14) 4.07 (1.02) 3.46 (1.43) Packaging 102 3.25 (1.27) 3.76 (1.17) 3.78 (1.14) 2.85 (1.31) Systems, Assembly, System Integration

102 3.68 (1.15) 3.97 ( .94) 3.73 (1.09) 2.96 (1.36)

Professional Skills 102 3.72 (1.30) 3.95 (1.06) 3.91 (1.01) 3.30 (1.37)

• Mean and Standard Deviation on the Measure of Design Skill Set

Level of Importance Ph.D. Master B.S. A.A.

Job Skill n M (SD) M (SD) M (SD) M (SD) Design Automation Software

102 3.80 (1.13) 4.12 ( .86) 3.67 (1.13) 2.41 (1.37)

Modeling 102 4.40 ( .93) 4.21 ( .78) 3.54 ( 1.08) 2.10 (1.20) Manufacturing 102 3.45 (1.03) 3.95 ( .92) 3.94 (1.12) 3.08 (1.33) Foundational 102 4.48 (1.01) 4.29 ( .77) 3.74 ( .95) 2.38 (1.30) Theory 102 4.64 ( .93) 4.36 ( .85) 3.70 ( .96) 2.24 (1.14) Electrical Design 102 3.57 (1.08) 3.88 (1.05) 3.92 (1.04) 2.69 (1.31) Experience with tape-outs

102 3.47 (1.33) 3.63 (1.22) 3.38 ( 1.23) 2.34 (1.32)

• Mean and Standard Deviation on the Measure of Testing Skill Set


Job Skill n M (SD) M (SD) M (SD) M (SD) Materials 102 4.05 (1.07) 4.06 ( .87) 3.72 (1.02) 2.49 (1.22) Optical 102 3.93 (1.02) 4.19 ( .82) 3.92 ( .99) 3.10 (1.31) Electrical 102 3.40 (1.09) 3.85 ( .89) 3.83 (1.07) 2.97 (1.22) Process 102 3.38 (1.24) 3.95 (1.09) 3.83 (1.13) 2.71 (1.21) Safety 102 3.61 (1.46) 3.78 (1.29) 4.19 (1.01) 4.19 (1.18)

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• Mean and Standard Deviation on the Measure of Packaging Skill Set

Level of Importance

Ph.D. Master B.S. A.A. Job Skill n M (SD) M (SD) M (SD) M (SD)

Optical 102 3.42 (1.28) 3.69 (1.28) 3.96 (1.14) 3.80 (1.28) Assembly 102 2.95 (1.17) 3.41 (1.21) 3.89 (1.15) 3.68 (1.26) Electrical 102 3.22 (1.16) 3.48 (1.09) 3.76 (1.14) 3.70 (1.31) Specifications 102 3.46 (1.22) 3.72 (1.18) 3.80 (1.23) 3.17 (1.24) Assessment 102 3.74 (1.11) 3.97 (1.03) 3.76 (1.15) 2.91 (1.12)

• Mean and Standard Deviation on the Measure of System Assembly, System Integration Skill Set


Job Skill n M (SD) M (SD) M (SD) M (SD) Supply Chain 102 3.04 (1.26) 3.41 (1.13) 3.61 (1.35) 2.52 (1.32) Product Integration 102 3.74 (1.18) 3.99 (1.20) 3.75 (1.18) 2.56 (1.20) Software Development

102 3.31 (1.20) 3.66 (1.16) 3.77 (1.25) 2.23 (1.22)

Assessment 102 3.53 (1.16) 3.86 (1.17) 3.86 (1.17) 2.72 (1.41)

• Mean and Standard Deviation on the Measure of Professional Skill Set


Job Skill n M (SD) M (SD) M (SD) M (SD) Problem-Solving 102 4.51 ( .99) 4.45 ( .87) 4.21 ( .83) 3.20 (1.38) Communication 102 4.22 (1.13) 4.32 ( .95) 4.35 ( .90) 3.82 (1.25) Leadership 102 4.21 (1.08) 4.23 (1.06) 3.74 (1.04) 2.53 (1.27) Collaboration 102 4.14 (1.12) 4.30 ( .98) 4.13 (1.03) 3.42 (1.41) Teamwork 102 4.15 (1.21) 4.31 ( .93) 4.40 ( .83) 3.95 (1.29)

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