Flexographic Skills and Training:
A Comparison of Flexographic Industry Needs and College Flexographic
Preparation
Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education in the Graduate School of The Ohio State University
By
Michelle Lynn Surerus
Graduate Program in Education
The Ohio State University
2012
Dissertation Committee:
Dr. Paul E. Post, Advisor
Dr. Patricia A. Brosnan
Dr. Karen E. Irving
Copyrighted by
Michelle Lynn Surerus
2012
ABSTRACT
The purpose of this research addresses three research questions. The first research question was addressed using a Delphi Study to determine what entry level job skills are desired by the Flexographic Printing Industry, what job titles are recent graduates of programs that include flexography in their curriculum hired into, and to determine what level of education is required for those positions.
The second research question of this study addressed the status of flexographic education in 2- and 4-year, post-secondary educational institutions in the United States by surveying institutions that have indicated that they include flexography in their curriculum according to three sources; Flexographic Technical
Association’s “Flexo in Education” data base, Printing Industries of America’s PGSF
Directory of Schools, and the Association of Technology, Management, and Applied
Engineering’s Member Directory which includes graphic communication programs in the United States.
The third research question of this study examined how the needs of the
Flexographic Printing Industry compare to what is being taught at 2- and 4-year educational institutions. Research questions two and three were answered through the use of a single survey asking for information about the number of courses that were dedicated only to flexography, courses that include flexography but not exclusively flexography, whether or not the institution had a flexography program,
ii specialization, or major/minor, how many students who had flexography courses graduated between Fall 2007 and Spring 2011, were these students required to take part in internships/cooperative education, what skills did educators believe were important for students to possess who would be entering the Flexographic Printing
Industry after graduation, and what job titles, as seen by educators, were students being hired into upon graduation.
The findings of this study support the industry predictions that there is a shortage of qualified people entering the print industry. It was also determined that higher education is not able to graduate enough students to fill the employment needs of the Flexographic Printing Industry. Of the 12 colleges and universities who reported graduation numbers, 2-year institutions graduate 15 students each year, while 4-year institutions graduate an average of 25-40 students each year who have had flexography courses or courses that include flexography. In four years, the 12 schools that responded to the request for number of graduates from their programs indicated only 1193 students graduating with flexographic experience between Fall
2007 and Spring 2011, a far cry from the estimated 13,200 workers needed in the
Flexographic Printing Industry each year until 2016.
iii
DEDICATION
In loving memory of my parents,
Don and Judy Surerus,
I wish they were alive to see this moment.
To the rest of my family and friends, thank you for your love, support and
shoulders to cry on.
iv
ACKNOWLEDGEMENTS
None of this would have been possible without a committee who believed that I could see this through to the end; Dr. Paul E. Post, my advisor and committee chair, who has been with me since the very beginning so long ago who never stopped believing in my ability to finish my doctorate, Dr. Patricia A.
Brosnan who has believed in me and supported me since my return to my doctoral studies after my car accident, and Dr. Karen E. Irving for her time and input during the last few years of candidacy, proposal, and dissertation. I have been blessed with a committee that cares, works well together and has stayed with me through many challenges including the passing of my parents. My eternal thanks are yours! Special thanks to Dr. Karen Zuga for many years of patience and support.
v
VITA
1982 E.L. Bowsher High School
1986 B.S. in Technology, Bowling Green State University
1990 M.Ed. in Career and Tech. Ed., Bowling Green State University
2005 M.A. in Technology Education, The Ohio State University
2012 Ph.D. in Education, STEM, The Ohio State University
vi
TABLE OF CONTENTS
Abstract ...... ii
Dedication ...... iv
Acknowledgements ...... v
Vita ...... vi
Table of Contents ...... vii
List of Tables ...... xiii
List of Figures...... xv
Chapter 1...... 1
• What is Flexography...... 3
• Organization of the Study ...... 4
• Statement of the Problem...... 6
• Significance of the Study ...... 12
• Questions of the Study ...... 13
• Assumptions ...... 14
• Limitations...... 14
• Definition of Terms...... 15
• Methods...... 18
• Organization of the Document...... 18
• Summary ...... 19
vii Chapter 2: Review of the Literature...... 20
• Growth of the Flexographic Process ...... 21
• Technological Advances in Flexographic Printing ...... 22
• Technological Advancements Specific to Flexographic Produced
Newspapers...... 23
• Flexography and Corrugated Boxes Increase Demand for Skilled
Workforce ...... 25
• The Shortage of Highly Skilled Workers and Recruitment in Flexographic
Printing ...... 26
• Demand for Higher-quality Products and Skilled Workers ...... 27
• How Demand for Higher Quality, Better Trained Workforce has Influenced
Advances in Flexographic Printing ...... 28
• Other Sources That Address What Skills Students Need to Succeed in
Industry………………………………………………………………………….29
• Shortage of Printers...... 30
• How are the Knowledge and Skills Needed for Flexography Different from
other Printing Processes ...... 35
• Educational Approaches to Meeting the Needs of the Flexographic...... 38
• Technology Education and Industry…………………………………………38
• From the Academic Side: Specialization and Market Development...... 40
• Sponsored Research and Skill Development with Education and
Industry...... 41
• The ‘team approach’ to Industry-University Partnerships...... 42
viii • Government Funding and the Team Approach with Higher Education .... 44
• Training at the University Level: Programs Currently Known ...... 45
• Company Support of Secondary School Recruitment and Training ...... 50
• Trade Organization-Based Training ...... 50
• Company-Based Training...... 52
• Case Studies of Training Models in the Flexographic Printing Industry ... 53
• Just-in-time (JIT) Learning and Constant Change...... 54
• Theoretical Relationship Between Training and Recruitment...... 55
• Demand for Higher-Quality Products and Skilled Workers...... 56
• Rigorous Training and Recruitment...... 57
• Solution Provision and Recruitment ...... 59
• Status of Flexographic Programs in the United States...... 61
• E-mail Based Survey Research Methods Considered for use in this
Study...... 61
• Web-based Survey Research Considerations...... 62
• Conducting Research Using E-Mail and the Web as They Apply to This
Study...... 63
• Data Collection Methods Addressing the Workforce Needs of Industry in
this Study...... 63
• DACUM...... 63
• Delphi Method of Data Collection ...... 64
• Conclusion...... 68
ix Chapter 3: Methodology ...... 71
• Population Information...... 71
• How Are Flexographic Programs Identified by FFTA? ...... 75
• Institutions Identified by ATMAE as Having Graphic Arts/Printing
Programs ...... 76
• Institutions Identified by the Print and Graphics Scholarship Foundation
(PGSF)...... 77
• Final Population for the Status Study Portion of this Research...... 77
• Instrumentation...... 78
• Delphi Instrumentation...... 78
• Status Study Instrumentation ...... 81
• Method of Data Collection ...... 84
• Delphi Method of Data Collection ...... 85
• Status Study Data Collection Methods ...... 86
• Data Analysis...... 87
• Flexographic Industry Skills...... 87
• Status of Flexo Programs ...... 88
Chapter 4: Data Collection and Analysis ...... 89
• Delphi Round I...... 90
• Delphi Round II...... 95
• Delphi Round III...... 98
• Status of Flexography in Higher Education ...... 101
x Chapter 5: Summary, Conclusions, and Recommendations ...... 111
• Summary ...... 111
• Industry Delphi Study Discussion as it Related to Research
Question 1…………………………………………………………………….112
• Research Question 1………………………………………………………...112
• Delphi Identified Skills, Knowledge and Characteristics…………………113
• Skills, Knowledge, and Characteristics Identified as Missing in Recent
Graduates……………………………………………………………………..116
• Delphi Job Titles and Level of Education………………………………….118
• Flexographic Education Status Study Discussion………………………..121
• Research Question 2………………………………………………………...121
• Flexography Courses……………………………………………………..…122
• Industry Experience: Internships, Cooperative Education……………….123
• Flexographic Programs, Majors and Specializations, and
Concentrations………………………………………………………………..125
• Research Question 3………………………………………………………...128
• Student Numbers and Industry Workforce Needs………………………..128
• What Does it All Mean?...... 129
• Customer Service Representative………………………………………….130
• Printing Press Operators, Graphic Designers, and Sales
Representatives……………………………………………………………...131
• Recommendations...... 133
• Final Observations/Insights ...... 140
xi References ...... 142
Appendices ...... 152
• Appendix A: HSRB Exemptions, CITI Certification...... 153
• Appendix B: Delphi Survey Instrumentation ...... 158
• Appendix C: “The Status of Screen Process Printing Programs” ...... 168
• Appendix D: Flexography in 2- and 4-year Institutions...... 171
• Appendix E: Population Charts...... 176
• Appendix F: Data Tables ...... 183
xii
LIST OF TABLES
Table 1: 2-year Post-secondary Population Sources ...... 73
Table 2: 4-year Post-secondary Institution Population Sources...... 74
Table 3: Delphi Round I: Job Titles Recent Graduates are hired into and Degree
Preferences ...... 92
Table 4: Delphi Round I Responses...... 93
Table 5: Delphi Round II: Personal Skills, Attributes, and Characteristics: Mean and Standard Deviation...... 96
Table 6: Delphi Round II: Communication Skills: Mean and Standard Deviation 97
Table 7: Delphi Round II: Technical Knowledge/Skills/Experience: Mean and
Standard Deviation...... 97
Table 8: Delphi Round III: Ranked Personal Skills, Attributes, Characteristics
Needed...... 99
Table 9: Delphi Round III: Communication Skills Ranking ...... 100
Table 10: Delphi Round III: Technical Knowledge, Skills, Experience
Ranking ...... 100
Table 11: Post-secondary Institution Responses: Position Titles held by Recent
Graduates...... 105
Table 12: Skills Deemed Most Important by 2- and 4-year Institutions ...... 107
xiii Table 13: Skills Deemed Important by Industry Compared to responses by Post- secondary Institutions...... 110
Table 14: Skills Most Important to Flexographic Industry...... 113
Table 15: Skills, Knowledge and Characteristics Missing in Recent Graduates116
Table 16: Job Title and Level of Education Required/Preferred...... 119
Table 17: Educational Requirements/Preference by Degree ...... 121
Table 18: Internship Requirements in 4-year institutions ...... 124
xiv FIGURES
Figure 1: Overview of Main Printing Processes ...... 3
xv
CHAPTER 1
Printing is everywhere in the world that we interact with. There is little to nothing that you do or come in contact with each day that does not involve print at some level. To illustrate a tiny portion of printing that you come in contact with could begin with the alarm clock that wakes you that up has printed circuits, the sheets that you slept on may have been printed, the calendar that hangs on your refrigerator was printed, your cereal box and milk container label were printed, the rear defroster in your car was printed, the money in your wallet and your credit cards were printed.
Think about how much of our world is communicated with printing. How much do we say about ourselves through print? Business cards are often on the front line of business communication while out of the office, t-shirts with cool graphics tell everyone what concert you went to or communicate your likes (or dislikes), point of purchase displays vie for our purchasing attention in the grocery store, billboards warn us of the dangers of smoking as we pass. We are directly subjected to all types of interaction with print on every level while our eyes are open. Indirectly while our eyes are closed or unable to see, we are still interacting with print in a manufactured form.
Our world would not work with out printed products be it packaging, labels or other forms of printing. Imagine the grocery store with out the packages that
1 contain the food. Not a very tidy picture. Imagine having no markings on your computer keyboard where keys are located differently from device to device.
Imagine no billboards telling you where the next gas station or McDonalds is on the highway, no books or magazines to read or to read to your children without accompanying photos/illustrations, no speedometer to keep you from getting a ticket, no labels on medications to warn you of hazards let alone telling you what is actually contained in the bottle or blister-pack, no street signs to help you when your GPS fails, no receipts to document purchases when you are audited by the
IRS, no labels on your mail (how do you know it is your mail?). A very confusing and potentially dangerous world we would live in.
The printed world is created and produced by one or a combination of printed processes. The main commercial printing processes include offset lithography, screen process, gravure/intaglio, digital (inkjet/toner, and flexography. Each process has it’s own strengths and weaknesses based upon how they are applied and each are experiencing changes based upon technology and markets.
General applications and characteristics for each of the main printing processes are shown in Figure 1 and including the current market trend for each process. Figure 1 is only the tip of the iceberg in terms of explaining each of the printing processes. Because this study focuses upon the flexographic printing segment of the printing industry, more emphasis and explanation will be provided in order to provide a basic understanding of the flexographic process.
2 Figure 1
Overview of Main Printing Processes
Offset Lithography Screen Process •Books, mailers, stationary/forms… •Textile/garments, electronics, graphics, •Sheet fed or web presses industrial/in-plant, glass/ceramic •Still largest printing process •Thickest ink coverage of all processes in terms of overall sales •Stagnant to decreasing market share •Losing market share
Gravure/Intaglio Digital (ink jet/toner) •US currency, very high quality… •On-demand, specialty, variable data •High quality printing •Point of purchase, signage •Mainly sheet fed presses •New applications being developed •Losing market share •High quality, short run printing •Very fast growing market share Flexography •Packaging, labels, electronics, foreign currency, lottery tickets, etc. •Quality improving, rivaling offset, even gravure for certain applications •Less expensive than gravure •Diverse applications and substrates •Fastest growing printing industry segment •Packaging segment $203 billion in 2008
What is Flexography?
Flexography is one of the five main printing processes. It creates an image from a raised surface and because of this characteristic is referred to as a relief process. It is best known as the process most commonly used in the packaging industry. Flexography can print on a wide variety of substrates and has unlimited potential in the colors that may be reproduced. Substrates can range from napkins, foils, polyester bags, pressure sensitive stock, security labels, linerboard, paperboard, corrugated board, and textiles. Even the currency
3 of multiple European countries is printed using flexography (the United States’ currency is printed using the Intaglio printing process).
Presses are typically web-fed meaning that they print from a roll rather than individual sheets as is common in other printing processes. Many different in-line processes can be performed such as die cutting, slitting, sheeting, laminating, and many other functions, while still on the printing press.
Flexography is considered to be one of the least expensive and simplest printing processes and can use water or solvent-based inks depending upon the application and/or press being used. Presses are typically narrow-, mid- or wide- web depending upon the width of the substrate that they can run.
Our everyday world is overwhelmingly dependent upon products that are printed using flexography. It is impossible to avoid contact with products that are printed using flexography. The importance of this printing process is cause for further research and thus this study.
Organization of the Study
This descriptive study consisted of two parts. The first part of this study focused on Flexographic Printing Industry needs using the Delphi technique.
Industry experts participated in a three round Delphi study to identify skills needed by graduates/new hires from two- and four-year post-secondary institutions in the United States who are entering the flexography workforce. The
Flexographic Printing Industry is divided into four main segments: prepress, printers/converters, manufacturers and distributors. Additionally, industry experts
4 in each segment were asked to provide information related to entry-level position titles and degree requirements where graduates of 2- and 4-year institutions were hired.
For the Delphi portion of this study, members of the Flexographic Printing
Industry were surveyed using a 3-round Delphi technique to determine what flexographic skills they require graduates to have when hired. Industry participants were also asked questions related to the positions into which graduates are hired upon graduation from two- and four-year colleges and universities. These questions included position titles and skills required for those positions. Industry was asked to provide the names of schools and programs from which they hire graduates for flexography positions.
Industry participants were identified using the membership list for the
Flexographic Technical Foundation (FTA), which included members from all four industry segments and is specific to flexography. Other organizations are not flexography specific. Participants were divided into four industry segments,
Prepress, Distributors, Manufacturers, and Printers/Converters, to ensure representation in this study.
The second part of this study identified and examined the status of flexography programs and flexography courses offered in two- and four-year post-secondary educational institutions in the United States and determined the number of students graduating from programs that include flexography in their curriculum from Fall 2007 through Spring 2011. The data were collected from post-secondary colleges and universities known to have flexography programs or
5 programs that included flexographic content. The population was determined through the use of three sources, the on-line Flexographic Technical Association
(FTA) Flexo in Education Directory (2010), the Association for Technology,
Management, and Applied Engineering (ATMAE) educational member directory
(ATMAE, 2009), and the 2010 Print and Graphics Scholarship Foundation
(PGSF) Directory of Schools (PGSF, 2010).
Data related to flexography programs, specializations, or certificates and included the number of courses dedicated to flexography, number of courses containing flexography, with or without hands-on experience, and what skills are being taught were collected. The number of students who have graduated from the schools identified as having flexography in their curriculum was collected from the period of Fall 2007 through Spring 2011 and provided the researcher with results that were compared to the projected workforce needs of the
Flexographic Printing Industry.
Statement of the Problem
Identifying sources of potential employees from which print companies can recruit prompted this study because there are currently no studies available in the literature associated with the status of flexography programs in post- secondary educational institutions in North America. Also missing is how many programs at these institutions include flexography in their curriculum, how many students graduate with flexographic course experience, and data discussing what flexographic competencies are being developed.
6 Few scholars are studying the status of the flexographic printing curriculum in colleges and universities in the United States. In addition, scholarly research addressing the skills needed by industry is lacking. Currently, there is no research that addresses the skills needed for and job titles of positions that students graduating from colleges and universities with flexographic curriculum are hired into. No studies have determined the number of students graduating from programs with flexography, which leaves a great hole in the available research related to recruitment in an industry that is growing faster than other segments of the printing industry.
The shortage of qualified workers in the printing industry is nothing new. In early 1989, Touhey (as cited in Piskora, 1989) stated printing industry’s “biggest problem will be an acute shortage of trained personnel” and Piskora (1989) writes of the crisis in recruitment in the printing industry later that same year using Touhey’s quote as the introduction to her article in Graphic Arts Monthly.
Approximately 60,000 workers are needed each year to replace retirees at the current level of industry employment “ (Print Industries of America (PIA), 2008) through the year 2016 (PIA, 2008). This trend has been discussed in the literature since 2004 (Romano, 2004) and is influenced by retiring “baby boomers,” changes in technology, workflow, and production (PIA, 2008). There are currently 36,870 printing establishments in the United States employing over one million people with $174.4 billion in revenues (PIA, 2008). Flexography accounts for 22% of all printing revenue according to Lamparter (2009) and the
7 flexible packaging industry currently employs 360,000 employees (Romano &
Broudy, 2010).
Although no exact figure has been published describing the number of employees needed by the Flexographic Printing Industry, it could be determined that of the 60,000 employees needed each year between 2007 and 2016 (PIA,
2008), 22% of that number, 13,200, would be the approximate number of people needed to fill expected positions each year until 2016 based on the flexographic market share using Lamparter’s (2009) figure.
It is unknown whether or not training in flexographic printing by colleges and universities is sufficient to meet the recruitment needs of the flexographic printing industry (Alexander, 2007; Crouch, 2005; James, 2005; Lanska, 2007;
Lustig, 1994; O’Hara, 2005; Rosenberg, 1998; Valcourt, 1999; Van Doren, 2008).
Several trends in the flexographic printing industry, including the expansion of the market, the development of technology, and the acknowledged inherent complexity of flexographic printing, due to the wide variety of printing options available, have also placed a demand for highly-skilled workers on the industry
(Alexander, 2007; Crouch, 2005; Ford, 2003; Lustig, 1994; Rosenberg, 2000;
Rosenberg, 2004; Teschler, 2004; Tribute, 2004; Utschig, 2004a). Theoretically, the complexity of the flexographic industry also appears to demand that it develop “lean manufacturing,” involving careful management of all processes
(Anderson, 2007; Bould & Claypole, et al., 2004; Chop, 2006; Cross, 2004;
James, 2005; Keif, 2006). This in turn necessitates that highly-skilled workers in the industry be problem-solvers, meaning that trainees must graduate from either
8 instruction with a “technology education” format, or from a model of industry- university collaboration involving research and development.
A major problem facing the printing industry is that new technology and the resulting complexity of flexographic printing in particular requires more highly skilled jobs (Cary, 2000; Fahey & Walker, et al., 2002 Forbes, 2000; Gittins,
2007; Haber, 2008; Herring & Colony, 2002; Hoffman, 2007; Klitkou & Kaloudis,
2007; Litowitz & Warner, 2008; Machado & Zapantis, et al., 2008; Morton, 2008;
Wetmore, 2006; Wise, 2007). While highly skilled jobs are “cleaner, safer, better paid and more interesting” than low-skilled jobs, it remains that there is a shortage of applicants for these jobs (Gittins, 2007, p. 1). Like other industries, the problem of “participation rate,” or the number “of people of working age who participate in the labor force by holding or actively seeking a job” will decline due to the retirement of older workers in the coming years (Gittins, p. 1). For this reason, the printing industry has had to develop recruitment and training models that are more in line with best practices already being developed in other high- tech industries.
The literature on training and recruitment suggest that these problems are shared by a number of industries at present (Hydraulics & Pneumatics, 2008). A number of models have emerged to deal with the need for highly skilled workers, and the merging of training and recruitment resulting from this process. These models appear to have emerged from both the academic and industrial sides, gradually meeting in the middle. From the industrial side have emerged: industrial benchmarking of expertise levels, the just-in-time (Wetmore, 2006)
9 learning paradigm, the fusion of solution service and recruitment and the validation of rigorous training as a recruitment tool. From the academic side, models include: specialization of instruction to conform to industry needs
(Hoffman, 2007), the “technology education” approach to technical learning and research & development collaboration between university and industry. In general, these trends have met in the middle with the so-called “team approach”
(Converting, 2007, Hydraulics & Pneumatics, 2008) in which industries and universities work together to improve worker skill level and recruitment. Each of the aforementioned will be explained in more detail in Chapter 2, Review of
Literature.
Printing is the third largest manufacturing employer in the United States
(U.S. Bureau of Labor Statistics, 2007). The printing industry is looking to hire individuals with a “high level of skills sets” (PIA, 2008). Cary (2000) discusses that the education at colleges and universities train people in more than just industry specific skills that are marketable. Thackeray (2007) states that printers say that it is “impossible to find people with flexographic printing skills.” This is where college and university programs come in. They can provide prospective employees with the technical skills that the flexographic industry needs and wants as well as other valuable skills learned in non-printing related coursework.
Educators addressing the status of graphic communication programs in
North America have conducted few studies. No studies specifically addressing flexography have been conducted at the time of this study leaving a large hole in the available research. In 2007, a Master’s thesis written by G. Kilgas, University
10 of Wisconsin, addressed barriers that had an effect upon the enrollment in the graphic arts programs at Fox Valley Technical College. He observed that printers in the Midwest geographical area of Fox Valley Technical College were limited in their ability to take full advantage of business opportunities due to a shortage of skilled workers and that Fox Valley Technical College was unable to meet the demand for the number of workers to fill positions (Kilgas, 2007). Upon examination of his data, Kilgas discovered that “the awareness level of regional printing, career opportunities, and Fox Valley Technical College’s programs was not sufficient” (Kilgas, 2007, p. iii). This information is echoed throughout the literature found in the printing industry that not enough students/workers are aware of the opportunities in the printing industry (AICC, 2005).
A status study of graphic communication technology education conducted by Dharavath (2003) found that educational institutions in the geographical area that includes New Mexico, Colorado and Wyoming were not offering what he referred to as a “full fledged graphic communications educational program”.
Dharavath found that, in the institutions he surveyed, most offered only several courses and associate degree level programs. He also found that there was more demand for a skilled workforce in certain segments (automated perfect binding operations; inkjet operations; and miscellaneous finishing operations) of the printing industry (Dharavath, 2003).
The few other examples of educational research concerning graphic arts and printing programs include content related studies that examine what should be taught (Mohamad, 2003, Davis, 1998, Kufus-Weyhrich, 1992, Meyers, 1992
11 Swanson, 1989). Carson (1992) examined general competencies needed by entry-level workers in the printing industry. Although the information disseminated through this dissertation was useful, many of the technology specific skills discussed are no longer current in 2012, 20 years later.
The lack of scholarly research conducted by academicians further strengthens the need for a study that examines the status of post-secondary flexography programs in the United States. This study endeavors to provide useful information that will bridge the gap in knowledge between what industry needs and wants from higher education and what higher education is currently providing.
Significance of the Study
Flexography is a quickly growing segment of the printing and publishing industry. Much of the literature associated with flexography is related to marketing and technical skills (Flexo, 2005) with little mention of recruitment and sources for future workforce recruitment. Knowing where the flexography industry will be able to recruit its future workforce is becoming more important as flexographic printing processes gain in popularity with regards to diversity of substrates and packaging as described in Flexo magazine (August, 2005).
The results of this study are valuable in identifying flexography programs and graphic communication programs that include flexography in their programs and the number of students graduating with flexographic experience in the United
States. The results can be used by flexography based corporations to enhance
12 their ability to recruit skilled employees in a market that finds it more difficult to fill existing and future workforce needs as described in the statement of the problem.
The study also provides a ranked list of skills identified by members of the flexographic industry. This enables two- and four-year, post-secondary educational institutions that offer flexography to better match their programs to the flexographic industry’s needs.
Questions of the Study
The research questions related to the problems of this study are:
1. What are the views of Flexographic Printing Industry experts regarding
skills needed by new hires/recent graduates from flexography programs in
the United States? What skills do they identify as important for
graduates/new hires from flexography programs to possess? What job
titles are recent graduates likely to be placed into and what degree levels
are required of applicants?
2. What are the characteristics of flexographic instruction in 2- and 4-year
post-secondary educational institutions in the United States?
3. How do the needs of the Flexographic Printing Industry compare with what
is being taught at 2- and 4-year post-secondary educational institutions in
the United States?
13 Assumptions
For this study, the following assumptions were made:
1. Post-secondary schools offering flexography programs or flexography within
their curriculum are accessible through the literature and associations that
include graphic arts and printing. These are the Association of Technology,
Management, and Applied Engineering (ATMAE), Printing Industries of
America’s (PIA), specifically the PGSF Directory of Schools (2010), and the
Foundation of Flexographic Technical Association (FFTA).
2. Subjects selected for this study will be representative of practicing
professionals in the Flexographic Printing Industry.
3. The Delphi method of data collection is appropriate for identifying skills
needed by industry from students graduating from two- and four-year colleges
and universities in the United States that have flexography in their curriculum.
Limitations
Limitations of this study include the following:
1. Data will only be collected from two- and four-year, post-secondary
institutions with Graphic Communications/Printing programs in the United
States who have flexography in their curriculum and lead to an associate,
bachelors, masters, and/or doctoral degree.
2. Willingness of identified schools to participate and provide information related
to flexography in their curriculum may be limiting.
14 3. Willingness of industry sample to participate in a Delphi method of data
collection involving two rounds of questions and a consensus round may be
limited.
4. Industry participants will be selected according to four segments of the
flexography industry: manufacturer, distributor, prepress, and
printer/converters.
Definition of Terms
The researcher acknowledges that definitions are not neutral; therefore, it is not possible to offer one definition that would satisfy every person’s views and/or interpretation of the key terms of this study. The key definitions for the context of this study are as follows:
Check sheets/advising sheets: Sheets that describe the course of study to be followed in order to earn the desired degree
Community College: Two-year, post-secondary educational institution offering programs of study leading to associate degrees and certificates.
Course description(s): Description of course that includes topics to be covered usually found in a university bulletin
Course that includes Flexographic content: An individual course that includes other printing process content in addition to flexography processes but is not solely dedicated to flexography
Distributor: a company that represents multiple products from multiple manufacturers, sometimes referred to as the “middle man”
15 Flexo: shortened version of flexography used mainly in industry, interchangeable with flexography.
Flexography: Term introduced in 1952 (previously known as aniline) that refers to the process by which images are transferred to flexible packaging materials from a raised image/plate
Flexography course: An individual class whose content is dedicated to flexographic process inclusive of inks and substrates as they relate to flexo
Flexography programs: Course concentration or specialization in flexography offered by a post-secondary graphic communication/printing programs.
Flexographic Related Organizations and their Acronyms:
• Association of Independent Corrugated Converters: AICC
• Association for Suppliers of Printing, Publishing and Converting
Technologies: NPES
• Flexographic Technical Association: FTA
• Foundation of Flexographic Technical Association: FFTA
• International Corrugated Packaging Foundation: ICPF
• Printing Industries of America: PIA
• Tag and Label Manufacturers Institute: TLMI
• Technical Association of the Pulp and Paper Industry: TAPPI
Hands-on: Term used to describe practical, interactive, and experiential learning using equipment and/or an activity such as, but not limited to, operating a flexographic press or creating and mounting a flexographic plate, may include
16 simulation software such as Flex Sys Press Simulator for the purpose of problem solving as it relates to the Flexographic Printing Process
Manufacturer: a company that makes equipment such as presses and other devices necessary to the creation of products used in the printing industry
Packaging: segment of industry that designs and prints what products are contained, shipped, displayed in
Prepress: product design through plates, all that occurs before a job is printed on a press (FIRST 4.0, 2010), everything that happens before a job is printed.
Printer/Converter: a business/facility that prints images onto a substrate and then performs finishing techniques to facilitate the end goal
Sheet fed press: a printing press that feeds one sheet of substrate through at a time typically at a very fast rate
Substrate: Anything that is printed on such as paper, paperboard, film, plastics, corrugated, textiles, etc.
Syllabus: Contract developed for individual classes that provides content information and expectations for a course
Technology Education approach: The Standards for Technological Literacy:
Content for the Study of Technology (STL), offer a “common set of expectations for what students should learn about technology.” (International Technology
Education Association, Technological Literacy for All, 2006, p. 17)
University: Four-year, post-secondary educational institution offering academic programs of study leading to the baccalaureate degree and may include graduate level advanced degrees.
17 Web fed printing press: a press that prints from a continuous roll of substrate
Methods
The methods used to collect data to answer the research questions of this study included a three-round Delphi study method used to determine the flexographic skills needed by graduates of two- and four-year colleges and universities, skills not possessed by graduates, job titles, and degree requirements for those jobs, in the United States when graduates enter the flexographic workforce. Experts from all Flexographic Printing Industry segments were represented; prepress, printers/converters, manufacturers and distributors.
The second portion of the study used a survey to collect data from, and to determine the status of, two- and four-year colleges and universities flexography programs and/or flexography related curriculum and the number of recent graduates.
Organization of the Document
This study is structured in five chapters. Chapter 1 contains a brief introduction to the study, statement of the problem, questions of the study, assumptions, limitations, definition of terms, and methods used to conduct this study.
Chapter 2, the review of literature, includes an introduction to the literature related to flexography beginning with what is flexography continuing on to literature related to growth of flexography as a printing process, competition
18 driving the increase in production utilizing flexographic printing, specifically the shortage of employees in the printing industry. A discussion related to Delphi and other methods of data collection and status studies related to curriculum in higher education will also be included.
Chapter 3 will discuss methods to be used to conduct this study and will include a discussion of the population, method of data collection, instrumentation and how analysis of the data was handled. Chapter 4 will discuss the findings of this study and Chapter 5 will present conclusions and recommendations drawn from the data and findings to encourage further research.
Summary
This study examined areas that have been previously unexplored: 1. How many programs exist in the United States offering flexography courses, specializations, majors or programs, 2. What constitutes a flexography program at post-secondary institutions, 3. How many flexography courses are offered in 2- and 4-year institutions, 4. How many students graduated with flexographic experience from Fall 2007- Spring 2011, and 5. How these findings may address workforce related implications for the Flexographic Printing Industry’s recruitment issues in the United States. This study also illuminates the skills the flexography industry wants in graduates of two- and four-year college and university programs that include flexography in their curriculum.
19
CHAPTER 2
REVIEW OF LITERATURE
In order to provide the reader with the background needed for this study, the review of literature will describe the flexographic printing process and the flexographic industry. What is currently known about the educational needs of industry and the educational institutions that are meeting industry needs is presented. The review of literature will then address the methods of determining skills needed of college graduates in the flexographic industry with a focus on why the Delphi techniques of data collection was selected for this study.
Approximately 60,000 workers are needed each year to replace retirees at the current level of printing industry employment “ (RIT, 2007, PIA, 2008) through the year 2016 (PIA, 2008). This trend has been discussed in the literature since
2004 (Romano, 2004) influenced by retiring “baby boomers”, changes in technology, workflow and production (PIA, 2008). There are currently 36,870 printing establishments in the United States employing over one million people with $174.4 billion in revenues (PIA, 2008). Flexography accounts for 22% of all printing revenue according to Lamparter (2009). The flexible packaging industry currently employs 360,000 employees (Romano & Broudy, 2010). Because the printing industry employs over one million people and flexible packaging employs
20 360,000, it could be determined that of the 60,000 employees needed each year between 2007 and 2016 (PIA, 2008), 36% of that number, 21,600, would be the approximate number of people needed to fill expected positions. If using
Lamparter’s 2009 figure stating that 22% of the printing industry is flexible packaging, the number of employees needed each year would be 13,200.
Growth of the Flexographic Process
In the 75 years since its introduction, flexography, a relief method of printing that allows printing on surfaces other than paper, has moved from being
“limited to cardboard boxes and plastic bread wrappers” (Alexander, 2007, p. 21) to a process that can be applied to almost any substrate including foreign currency. At present, however, the “surge of interest that it is currently undergoing makes it seem born again” (Lustig, 1994, p. 1). Flexography differs from other modes of printing in that it “can print true metallic and fluorescent ink” and for that reason its uses have spread for “packaging, labels, bags, books, and flexible films” (Graphic Arts Monthly, 1998, p. 27). As a printing process, flexography is “described as a relief-type printing process relying on the inking of flexible plates made of polymer” (Graphic Arts Monthly, p. 27). However, flexography is benefiting from progress in computer-driven imaging technologies and as a result is experiencing significant growth.
Other trends are also pushing the development of flexography. The proliferation of the number of brands in all sectors of the retail market has created a tremendous demand for distinctive packaging. Moreover, the multitude
21 of sizes and variations within just one product has also placed demands on flexography, especially as the differentiation of products calls for “producing more items…in smaller quantities” (Crouch, 2005, p. 1). Thus, brand proliferation combined with the drive to cut costs is a primary reason why the service of the flexography industry is in demand.
The flexography market has continued to evolve in the past decade, even though it has generally only “managed to hold its own as the road less traveled”
(Rosenberg, 1998, p. 1). In the 1990s, the major concern of the market was to improve the overall quality of the flexographic printing process. At the end of the
‘90s, specifications were developed by the Flexographic Image Reproduction
Specification and Tolerances (FIRST) committee, “to promote flexography as a versatile, high-quality, multicolor printing process that could someday rival offset and rotogravure” (Graphic Arts Monthly, 1998, p. 27). The protocol included outlines of procedures for package designs, image capture quality, and completed designs (Graphic Arts Monthly, 1998, p. 27). “This decade (is) about improving the bottom line of printing” (Crouch, 2005, p. 4) and that value is also important to focus upon not just the price of the product.
Technological Advances in Flexographic Printing
One reason for the increased demand for skilled workers in flexography is the expansion of the flexography market (Alexander, 2007; Crouch, 2005; Ford,
2003; Lustig, 1994; Rosenberg, 2000a; Rosenberg, 2004; Teschler, 2004;
Tribute, 2004; Utschig, 2004b). While flexography was formerly solely used in the
22 packaging industry, it is “now attracting adherents in widely diverse areas of printing, such as newspapers, commercial printing, labels, folding cartons, rigid plastics, bags, toweling and flexible packaging” (Lustig, 1994, p. 1). Market expansion has increased pressures mandating training of skilled workers in flexography. The following sections will look at two areas of the flexographic industry that have had advancements in technology that have changed the education needs of those employed.
Technological Advancements Specific to Flexographic Produced Newspapers
In 1988, the newspaper industry used flexographic printing at only 16 sites in the United States. In 2000, flexography production commenced at the
Providence Journal, and was first introduced in London as well, for the printing of the Daily Mail, Evening Standard and London’s Metro. Flexography is being used to meet the page and color demands of regionalized editions, allowing for regional changes to be transmitted to the plant as late as one hour before the press starts printing (Rosenberg, 2000b, p. 1). One problem encountered in the conversion to flexography was that in mixing flexography inks on site, automatic viscometers resulted in ink overflow from secondary tanks, “leaving a lake of ink on the floor” (Rosenberg, p. 1). As a result, the viscometers were replaced with people, to reestablish quality control (Rosenberg, p. 1). The plant also solved the problem of quick-drying flexography inks by borrowing from dairy industry technology a process that washes every printing couple, extracting water from recovered ink.
23 Problems associated with slower rubber-ablation and mask CTP
(computer-to-plate) technologies have also been reduced by using a plate setting engine “modified with an ultraviolet laser and optics suitable for flexo”
(Rosenberg, p. 1). In spite of these advances, however, “fewer than three dozen
U.S. dailies”, termed by Rosenberg (2004), “a tiny minority (less than 2.5%) compared with their offset-printed counterparts,” use flexography to print newspapers (Rosenberg, 2004, p. 1). One reason that some newspapers have taken on flexographic presses is that they attract additional commercial printing work.
A major factor that has inhibited the growth of flexography in newspaper printing is the cost of the photopolymer plates which may also be removed.
These less expensive plates, and more careful consideration of cost savings in other areas of printing, are bringing more printers over to flexography
(Rosenberg, 2004). The fact that flexographic printing reduces paper waste and other costs has caused even the Times of London to consider converting and is another aspect of Flexographic Printing that is appealing to many printers by contributing to their bottom line through cost savings.
The main advantage of flexography printing over other forms of printing, such as offset printing, in the printing of newspapers is that flexography has “the ability to handle a broader range of substrates and inks than other printing technology” (Alexander, 2007, p. 21). Until recently, however, the progress of flexography was limited by a number of technical problems, “most notably problems with printing fine lines and highlight dots in halftones” (Alexander, p.
24 21). The breakthrough in solving this kind of problem came when DuPont launched the Cyrel line of flexography plate material, “a computer-imagable material consisting of black masking layer on top of a UV-sensitive photopolymer” (Alexander, p. 21). In this process, “the masking layer [is] removed by laser exposure and thus serves in places of a silver-film negative” and then “the photopolymer is then exposed conventionally under a bank of fluorescent lights” (Alexander, p. 21). This causes the photopolymer to “harden where it has been exposed” while the unexposed areas are washed away in subsequent processing, “resulting in a relief plate” (Alexander, p. 21). The importance of the introduction of Cyrel flexography material into flexographic printing is that “flexo printers have been able to retain much finer lines and to print halftone dots right down to 1 percent (whereas dots smaller than 3 percent have traditionally been a problem for flexo)” (Alexander, p. 21). Alexander (2007) argues that Cyrel has been responsible for flexography “taking a lot of packaging and label printing away from both offset and gravure printing” (p. 21). This is because flexography is now fully capable of competing with gravure and offset for quality of printing for many different kinds of work” (Alexander, p. 21) which is a significant change from boxes and plastic bread wrapper printing from decades ago in addition to printing a higher quality newspaper.
Flexography and Corrugated Boxes Increase Demand for Skilled Workforce
Flexography has also seen increased use in the corrugated box industry, firstly because of a change of mindset in the industry. Previously, corrugated box
25 makers thought of themselves as box makers first, with printing only about providing some identification. Their main emphasis was on “the strength and construction of the container” (Utschig, 2004a, p. 1). This, however, all changed when superstores or so-called big box stores emerged. In this retail environment,
“the protective container must also double as the display” (Utschig, p. 1). Thus, a new pressure arose to provide high-quality printing on corrugated boxes.
Flexography has increasingly been adopted by corrugated box makers for their printing because it can better manage the complexities involved in printing on different materials, on an unstable stock bound by internal flutes, and “with different levels of ink holdout” on various materials (Utschig, 2004, p. 1).
Problems with corrugated printing have not been completely conquered, as even in flexography anilox rolls mandate that the ink dry by evaporation more than absorption, “and all kinds of possible print problems can happen such as trapping, tracking and blocking” (Utschig, p. 2). A major problem facing corrugated printers is that the old presses “were never meant to do some of the work that is demanded by today’s customers” (Utschig, p. 2). In order to not have to buy new presses, “better education of the workforce” is needed as this has a
“direct effect on print quality and productivity” (Utschig, p. 2).
The Shortage of Highly Skilled Workers and Recruitment in Flexographic Printing
A major problem facing the printing industry is that new technology and the resulting complexity of flexographic printing in particular require more highly- skilled jobs (Cary, 2000; Fahey & Walker, et al., 2002 Forbes, 2000; Gittins,
26 2007; Haber, 2008; Herring & Colony, 2002; Hoffman, 2007; Klitkou & Kaloudis,
2007; Litowitz & Warner, 2008; Machado & Zapantis, et al., 2008; Morton, 2008;
Wetmore, 2006; Wise, 2007). While highly skilled jobs are “cleaner, safer, better paid and more interesting” than low-skilled jobs, it remains that there is a shortage of applicants for these jobs (Gittins, 2007, p. 1). Like other industries, the problem of “participation rate,” or the “proportion of people of working age who participate in the labor force by holding or actively seeking a job” will decline due to the retirement of older workers in the coming years (Gittins, p. 1). For this reason, the printing industry has had to develop recruitment and training models that are more in line with best practices already being developed in other high- tech industries.
Demand for Higher-quality Products and Skilled Workers
In spite of market growth, the flexographic industry as a whole still is
“facing increasing pressure to produce a higher-quality product and still maintain a relatively low cost when compared to offset and gravure” (Utschig, September
2004, p. 1). In order to meet these needs, the industry has found that the best way is to reduce expenses connected with consumables such as substrates, plates and inks. Utschig (September, 2004) recommends that cutting employee wages and benefits is not the way to go, as “that will only lead to a less-skilled workforce, as the talent will leave to go elsewhere” (p. 1). Indeed, tampering with employee satisfaction is a non-solution, as the industry needs more skilled workers, not less skilled workers. The primary way in which costs are kept down
27 is by careful control of the whole printing process, demanding a level of oversight only highly skilled workers can provide. By streamlining the press printing process from beginning to end, it is necessary that “staging, setup, running and cleanup procedures should be thoroughly documented and followed by all the people involved in the operation of the various flexo presses” (Utschig, p. 2).
Finally, “efficiency in expenditure reduction is the responsibility of all partners within a printing organization” (Utschig, p. 2).
How Demand for Higher Quality, Better Trained Workforce has Influenced
Advances in Flexographic Printing
Utschig (2001) argues that, due to its increased complexity, flexographic printing has become a field that demands higher education-level knowledge. A number of universities offer Lean Manufacturing workshops for printers. That said, Keif (2006) argues that the key to developing lean manufacturing in flexographic printing is not having tools but in developing a corporate culture that fights waste over time. Overall, he believes that because of the flexibility of flexographic printers, “lean manufacturing has a big future with Flexo printers and converters in the U.S.” (Keif, p. 4). This also means that printers will have made strides in becoming a learning organization, precluding some need for external training.
The complexities involved in flexography necessitates that everyone involved in the process be trained in the process. Everyone in the printing firm should understand at least the basic elements of flexography, and have basic
28 certification in their knowledge of flexography, while “those that are more involved with production, or decisions that affect production, should have a higher level of knowledge” (Anderson, 2007, p. 3). In general, most employees should be trained well, and in more than the basics, so that they “truly understand what they are doing and why they are doing it” (Anderson, p. 3). A higher level of understanding of the intricacies of the process is needed so that various personnel involved in the process “can spot and solve issues before they become problems” (Anderson, p. 3). In order to forestall unrealistic customer demands placed on flexography, it is even important that the sales staff of a printing firm know the “strengths and weaknesses of the process” (Anderson, p.
3). One way to do this is on the job sharing of capability study results, “so that they know where to steer their customer specifications to ensure they are achievable and do not disappoint” (Anderson, p. 3). Realistic expectations by customers are the key to making a flexographic operation profitable, as any disappointment “may cause them to go somewhere else for their next job”
(Anderson, p. 3). Parameters of the process must also be fixed in advance in order to optimize the profitability of the flexography process.
Other Sources That Address What Skills Students Need to Succeed in Industry
Business and industry groups such as O-NET, P21 and the American
Management Association have studied job descriptions, skills, knowledge and characteristics. In 2010, the American Management Association (AMA), an organization that develops talent and skills of people in order to create success in
29 businesses, in partnership with P21, a national organization that supports student preparation for the 21st century, conducted a study entitled, AMA 2010 Critical
Skills Survey (AMA 2010). In this study critical thinking, creativity, collaboration and communication skills, referred to as the “four Cs, will be more important to companies/employers in order to grow their businesses in the future (AMA,
2010).
In P21’s framework of definitions (P21, 2009), core learning should include skills they deem “essential skills for success in today’s world” (p.1). These skills are critical thinking, problem solving, communication and collaboration. Each of these skills is considered important for all industries including flexography.
O-NET OnLine (2011) is a resource for job titles, descriptions, and details about the tasks performed for each job title listed and also includes the knowledge, skills and abilities needed to succeed in these positions. There are no flexographic specific job titles in O-NET but several of the printing position titles are related to or include the flexographic industry.
Shortage of Printers
The Flexographic Printing Industry is divided into four segments: Prepress
(the tasks/functions that take place prior to actually putting ink onto substrate),
Printer/Converters (where ink is applied to substrates and all of the functions that follow up to distribution of the printed product), Manufacturers (those who build the equipment used in the printing process from prepress to finishing processes), and Distributers (those who distribute/sell the equipment and supplies needed to
30 complete print jobs from beginning to end). Jobs within these segments have different skills associated with them. The literature does not break the workforce needs of the Flexographic Printing Industry into these separate categories however useful that would be. This study will assist in defining and describing workforce needs for positions that graduates of printing programs in the United
States would hire into and what the skills needed by those graduates will be thus assisting in the defining of workforce needs by Flexographic Printing Industry segments.
Lanska (2007) argues that another reason for the advancement of flexography is that people in the community “share an entrepreneurial spirit, a can-do attitude, and the ingenuity and innovativeness to focus on solutions instead of problems” (p. 1). He argues that among flexography printers there are training needs, and that under training is one cause of the fact that “flexo printing companies…go under every day” (Lanska, p. 1). In order for a flexographic printing company to survive, “everyone in the organization (needs to be) pulling in the same direction” (Lanska, p. 1). Moreover, in order to take full advantage of all of the developments in flexographic press design companies need to ensure that they continue to master the basic elements of flexographic printing.
Flexographic printing is distinguished from traditional printing by the fact that there is a constant flow of advances and new ideas in many different areas connected to the printing process, including “plates and stickyback, doctor blades and blade systems, idler rolls, and anilox rolls—not to mention inks and substrates” (Lanska, p. 2).
31 In spite of all of these positive developments, flexography printing, as the printing industry as a whole, continues to experience a significant workforce challenge. This is due to the fact that “even though printing and allied industries are among the top five industrial fields, relatively few employees in the average print shop have formal education in their field” (O’Hara, 2005, p. 16). This is a serious problem because “while specific skills for individual tasks are relatively easy to address through on-the-job training, often the big industry picture or a particular process takes longer to grasp” (O’Hara, p. 16). It is also true that in many cases companies simply do not have the knowledge to teach skills to printers and others on the job (O’Hara, 2005). As a result of this problem, more attention is being paid to the issue of training in the printing industry, with particular focus on flexographic printing.
Another report indicates that one of the most important issues to have emerged in printing is “keeping employees educated and informed about issues that affect their jobs” (International Paper, 2007, p. 1). Employees today need to know not only the basics of printing, but “keep current…on latest technology and equipment” (International Paper, p. 1). A study by International Paper (2007) found that in good times when a print operation is running smoothly employers
“slack off” on training because they no longer feel it is necessary. However, the current rate of change in the printing industry appears to mandate constant training. Because of dramatic changes in the industry, training contributes to a competitive edge. Also, in terms of streamlining costs, knowledgeable employees
32 are more content and efficient and well-trained new employees ”gain value faster with proper training” (International Paper, p. 1).
One study on training found that the best places to find training materials are in offerings by printing and graphics arts trade associations, printing industry suppliers, consulting organizations, trade publishing companies, and peer groups. Of these, the most technical expertise seems derived from suppliers of high-tech equipment who are “usually willing to share their expertise with customers or potential customers” (International Paper, 2007, p. 4). Supplier- presented seminars for employees would appear to offer high-level training in various particular areas of expertise. Among other ways of receiving training, attendance at symposia usually is “very expensive” even though they are “a good way to get caught up with the latest technology” (International Paper, p. 6).
Seminars sponsored by trade associations generally are less expensive
(International Paper, 2007).
While this study suggests that printers establish training objectives for all employees, and generally provide training potential by such steps as setting up a library of periodicals or joining a trade association, no mention is made of college/university based programs, or sending employees back to school to gain a solid base of expertise. In an anecdotal job report on the flexographic industry, it was reported that “no specific degree is required” to participate in the industry
(Valcourt, 1999, p. 78). Moreover, “typically, workers will begin on-the-job training with an experienced professional and advance as they master skills at each level of instruction” (Valcourt, p. 78). Overall, the length of such study depends on the
33 skills learned, with typesetting able to be learned on-the-job in a few months, while film stripping “will take years to master” (Valcourt, p. 78).
In a case study profile of a flexographic printer, the printer found his way to flexographic printing by obtaining an associate degree in printing, publishing and advertising management at a technical college, then working as a proofer at various magazines, before advancing to four-color separation printing. The fact that top flexographic press operators earn about $50,000 per year may keep training at the technical college and on-the-job level of investment (Valcourt,
1999). That is, obtainable salary levels in printing would not seem to justify the expense of an advanced degree.
Finding adequate labor has, therefore, become a major issue for the flexographic industry as for other international industries. The shortage in labor is a trend that is “driving outsourcing and services growth” with many companies having to bring “industry expertise to their service offerings” (Van Doren, 2008, p.
1). Also, “the influx of less experienced workers into the world of automation and manufacturing is spurring extremely high growth in training segments, with automation suppliers and users stepping in to fill the need” (Van Doren, p. 1).
With so many baby boomers (employees born between 1945 and 1965) retiring, many companies, even with increased training, “are finding it difficult to cover all of their service needs with in-house talent” (Van Doren, p. 1). Overall, “the labor shortage is the primary factor behind growth in demand for services” (Van Doren, p. 1).
34 This literature review examines the various market and technical forces that are putting pressure on the flexographic printing industry to develop and train more highly-skilled workers (Alexander, 2007; Crouch, 2005; James, 2005;
Lanska, 2007; Lustig, 1994; O’Hara, 2005; Rosenberg, 1998; Valcourt, 1999;
Van Doren, 2008). The various ways in which industries in general have sought to improve training and recruitment of highly-skilled workers will be reviewed, with a view toward establishing models of such provision (Cary, 2000; Fahey &
Walker, et al., 2002; Forbes, 2000; Gittins, 2007; Haber, 2008; Herring & Colony,
2002; Hoffman, 2007; Klitkou & Kaloudis, 2007; Litowitz & Warner, 2008;
Machado & Zapantis, et al., 2008; Morton, 2008; Wetmore, 2006; Wise, 2007).
These models will then be compared to the training and recruitment models currently being used in the flexographic printing industry. Finally, the degree to which universities and colleges are offering adequate training in flexographic printing is reviewed, as is the question of whether or not current training is adequate to meet the recruitment demands of the industry (Hamilton, 2003;
Lichty, 2005; O’Hara, 2005; Rubin, 1994; Semans, 2001; Thackeray, 2007;
Workman & Koch, 2005).
How Are the Knowledge and Skills Needed for Flexography Different From Other
Printing Processes?
Chop (2006) also discusses the fact that, whereas in offset and gravure printing the graphic designer of the package graphics or other print job may not be required to have in-depth knowledge of the printing process, such knowledge
35 is increasingly being urged for graphic designers working with flexographic printing. Even though some graphics designers might still claim that knowing of the limitations of the press will only limit their creativity, in flexographic printing it is possible that, without knowledge of the process, a graphic designer might not be able to create a “producible design” (Chop, p. 1).
Prepress professionals in flexographic printing definitely favor working with graphic designers who “have as much insight as possible into the prepress, printing and converting process in order for a successful package design to become a reality” (Chop, p. 1). Many designers continue to use the “pretty- picture” approach to design, believing that an attractive image alone will be successful. But with flexographic printing being involved so often in the printing of packaging, the dynamics and measures of success related to packaging place still greater pressure on the average flexographic print job. This is because a successful package design must not only “meet or exceed all prepress-mandated structural requirements” but it must perform in the marketplace by increasing sales of the packaged product “through its shelf appeal” and “promote and increase brand equity” (Chop, p. 1). Also, a successful package must be
“produced with overall cost savings though design enhancements and/or material reductions” (Chop, p. 1). Once again, graphic designers are advised to have a thorough knowledge of the flexographic printing process because, as noted previously, any changes in a flexographic printing process are costly. Changes to proofs entail a re-submission process “that can be tedious and consumes time and money that are in short supply” (Chop, p. 1). Most importantly,
36 When designers of graphics...choose to make the investment in
understanding prepress, printing and converting, they gain a unique
capability to produce designs that will arrive on store shelves with little or
no intervention, thus maintaining the package’s original design intent.
(Chop, p. 1)
In determining how a graphic designer can obtain this knowledge, Chop
(2006) suggests partnering with “a prepress company whose customers represent a wide gamut of print disciplines” (p. 2). This partnership allows a graphics designer to “spend time in prepress, printing and converting environments, an experience that will help (him or her) develop a sensitivity to and understanding of the necessary treatment required to properly convert a design into a usable form” (Chop, p. 2). The fact that many prepress companies also have close relationships with printers also means that the graphics designer can follow the product to the press and “follow the project through its many transformations to the final converted packaging” (Chop, p. 2). Though this is clearly an on-the-job training idea, “this hands-on method of training is the most effective way for creative minds to learn a very scientific process” (Chop, p. 2).
Through such training a graphics designer will come to know the number of colors available, varnishes, special colors, number of colors that can trap, screening technology, best treatment of vignettes, plus registration and substrates. As mentioned, in flexographic printing there can be many variables in all of these areas, making this knowledge much more important than in other types of printing.
37 As described in this part of the review of literature, the growth of
Flexography as an industry has continued to outpace other printing processes and through this growth an increase in demand for workers has occurred.
Technological improvements associated with inks, substrates, and plates as well as increasing type and number of applications for flexographic printing as a printing method have fueled the need for workers with increased expertise in flexographic methods and applications. The increased scope of applications where flexography can be employed, especially with regards to packaging, has brought flexography to the fore in terms of need for workers and the need for those workers to have knowledge specific to flexography be it in the design of packaging or the knowledge needed by the operator of a flexographic press.
The following part of the review of literature will discuss training and education, in terms of their relationship with flexographic printing.
Educational Approaches to Meeting the Needs of the Flexographic Industry
Technology Education and Industry
The “technology education” approach to providing training in industries with high levels of technological skill is based on the idea that there is a “strong relationship between basic skills in mathematics and reading and such technical skills as machining, drafting and working with electricity or electronics” (Litowitz &
Warner, 2008, p. 519). Technology education is distinguished from vocational education by transcending specific training in specific skills and studying
38 technology in general in a way that provides a student with “an opportunity to learn about the processes and knowledge related to technology that are needed to solve problems and extend human capabilities” (Litowitz & Warner, p. 520), in short, making students technologically literate. Thus, while “vocational education focuses on trade preparation, technology education is broader in terms of content and its intended audience” (Litowitz & Warner, p. 520). In addition, industrial arts education studied specific industries, and, as such, was a predecessor to technology education. Thus, technology education “changes the focus from a narrow band of skills and knowledge for the industrial trades to a much broader perspective” (Litowitz & Warner, p. 520). An example would be
A contemporary computer-aided drafting course might target not just those
who would like to explore drafting and technical drawing as a career, but
also those who aspire to be engineers, architects, designers or members
of any of a number of professions that recognize drafting and technical
drawing as a fundamental language of the technical world. (Litowitz &
Warner, p. 520)
In a technology education course, assignments “take the form of design briefs and require students to make use of tools and machines to solve real-world problems through hands-on, minds-on learning” (Litowitz & Warner, p. 520). This approach is believed to be particularly relevant in industries where technological development is moving them away from the industrial mode toward other new technologies. All in all, comparison of technology education with the demands of
39 the flexography industry argues that the problem-solving approach to training might better serve the industry than mere technical expertise.
From the Academic Side: Specialization and Market Development
The gap between theory in the academy and practice in the industry is not simply a matter of applying theory to practice. It might often happen that in too theoretical courses in university a future technician might be lead astray from best practice, or devise other practices requiring specialized implementation in an industry. This problem raises the larger question of the relationships between specialized patterns in science and in economic performance, which is “a fundamental question in the innovation literature” (Klitkou & Kaloudis, 2007, p.
283). One theory posits that science and economic use progress through a
“complex co-evolution” in the long run (Klitkou & Kaloudis, p. 283).
Other studies have shown that a pattern of specialization emerges in a nation’s economic life based on how science was articulated at the academy. In a case study of this relationship, Klitkou & Kaloudi (2007) find that business specialization patterns in Norway correspond to emphasis in the teachings at university. They also demonstrated “strong links between research activities and economic performance” in relatively low-tech industries (p. 297). This study appears to validate the idea that academic programs can help recruit personnel for specialized areas of various industries (such as flexographic printing in the printing industry), and the academic and industrial partnerships may further develop these positive relationships.
40
Sponsored Research and Skill Development with Education and Industry
A major trend in training in a number of industries, to encourage development, is for industries to sponsor university-level research and development (R&D). For this reason, “programs that actively foster industry/academic relationships with long-term benefits for both parties have become increasingly important” (Forbes, 2000, p. 34). Typical of such programs is the Industrial Liaison Program at MIT, begun in 1948 and now including 200 corporate members. Through provision of MIT-sponsored continued education, creation of research fellows, employee participation in MIT seminars and conferences, and employee access to the MIT library and databases, corporate membership in the liaison program provides adequate training to keep companies abreast of change.
An important element of the liaison program is that “some member companies used the ILP primarily to recruit new employees” (Forbes, p. 35). For example, “3M Corp. worked with the ILP to set up a program to financially support first-year graduate students in disciplines of interest to 3M” (Forbes, p.
35). Through this connection, “the company had knowledge about a pool of bright, well-trained technical candidates from which to hire” (Forbes, p. 35). This way around recruiting problems has been enlisted by others because studies indicate that recruitment in some industries “lacks continuity” (Forbes, p. 35).
Another relationship created between ILP and a physics company was designed to “cultivate relationships with companies and national laboratories that
41 employ industrial physicists to aid them in student recruiting and raise funds to support graduate students” (Forbes, p. 35). The degree to which this state-of-the- art liaison between academia and industry has been reproduced elsewhere remains an issue. Other academic-business partnerships have been created at a number of other universities, including Florida State University College of
Business (Hoffman, 2007). According to this model all such programs are supported by an industry-based advisory board that guarantees curriculum corresponds to industry needs (Hoffman, 2007).
In the case of Florida State, the council was instrumental in changing the master’s program from “what had been a traditional classroom setting to an online course” (Hoffman, p. 56) for their management component. It also helped the university reformulate the curriculum to better meet industry demands for project management skills. As in other models, the collaboration between academia and business also develops recruitment capabilities as well.
The ‘team approach’ to Industry-University Partnership
In a number of cases, U.S. based industries lost their technological and labor advantage over other sources, thus “educators, researchers and business leaders say it is critical” for employees in high-tech industries to have more training. At present, however, it remains that most training for many industries remain “disjointed” (Hydraulics & Pneumatics, 2008, p. 46). In the case of engineers, fluid power training is obtained by “industry-led courses, certification programs…and online training courses and self-study guides from organizations”
42 and foundations linked to the industry (Hydraulics & Pneumatics, p. 47). Also,
“technical and specialized schools offer introductory and advanced in-person and online courses, and undergraduate and graduate classes are available at universities countrywide” (Hydraulics & Pneumatics, p. 47).
In many cases, however, a model for training appears to be developing, including “classroom training in theory and putting those theories into practice with hands-on training” (Hydraulics & Pneumatics, p. 47). The best-trained personnel have a background in theory with technical experience (Hydraulics &
Pneumatics, 2008). In some fields, it is recommended that personnel have post secondary education and involvement in industry (Hydraulics & Pneumatics,
2008). Then, since technology is always changing, education can continue with opportunities for further education or through associations and publishers.
As a result of these developments in training and recruitment theory, the
“team approach” appears to have become the most popular way to gain best practice in training. This approach most commonly develops when a university and an industry unite to create a research or training center where training and recruitment merge. In addition to a theoretical curriculum, these centers also host
“business-lead courses…offered through manufacturers and distributors to educate their customers on the proper use of their products” (Hydraulics &
Pneumatics, 2008, p. 48). These centers were developed because at present technical schools have not sufficiently aligned their curricula to industry needs, and too often “move forward without industry guidelines” (Hydraulics &
Pneumatics, p. 49). By contrast, in best practice, “the industry should dictate its
43 needs to the schools” and “there should be a uniform standard” and a certification program for all students (Hydraulics & Pneumatics, p. 49). The issue of whether or not certification actually helps an industry maintain standards is open to debate. Certification linked to university standards may create a new level of expertise demands in a number of industries. Overall, studies of how industry and academia interact to improve training and recruitment indicate many problems need to be resolved and no industry has yet entirely solved the problem of training as a means of improving recruitment (Hydraulics &
Pneumatics, 2008).
Government Funding and the Team Approach with Higher Education
Government agencies have also joined with local colleges to create centers for technology development. Typical of this model of training is the
Gateway Technical College’s Horizon Center for Transportation Technology in
Kenosha, Wisconsin, supported by the Department of Transportation. Combining the best elements of the college and support by the federal government, this center, like others of its kind, provides “some of the best training” in the area, with the number of training hours in particular distinguishing it from other training methods (Herring & Colony, 2002, p. 34). The college became involved in technical training as it viewed changes in the transportation industry and
“recognized the absolute need to advance training for technicians—a field greatly affected by the rapid change in automotive computerization and the effects of baby-boom retirements” (Herring & Colony, p. 35).
44 As in other industries, demand for new employees, and the “demand for increasingly higher-quality service” combine to “spike the need for industry- certified instructors and instructional programs” (Herring & Colony, p. 35). Also receiving grants from technical companies and associations, the training offered is designed to ensure that technicians meet ever-more-stringent industry standards, especially as certification becomes required. Finally, as in other training models, companies utilize the center for recruitment of technicians as well. Results of a study of the outcomes of students of the program showed that
“graduates from certified programs have better job placement and wage earning opportunities” (Herring & Colony, p. 35).
Training at the University Level: Programs that are Currently Known
Awareness of what flexography has to offer in terms of careers is challenging and even though some flexographic programs are known, the full scope of which universities and colleges have flexography offerings is not known further illustrating the need for this study. Trade and Association based training is discussed in this section with college and university level training/curriculum following.
However effective some of these programs may be, there is a growing sense that trade association-related training is not enough, especially with regard to the complexities, technological challenges, and rapid changes in flexographic printing. As a result, since 2000, “many colleges and universities offer bachelor degrees in graphic communications, training young people to work in printing
45 companies or in marketing and communications departments of other industries”
(Cary, 2000, p. 24). Many community colleges and vocational schools also offer
“the technical training required for computer graphic design, photography, prepress work, or press operation” (Cary, p. 24). Because most students do not know about the availability of these jobs, career awareness days are run by Print
Industries of America (PIA) at various colleges. Also, mentoring is another means
“to generate interest” (Cary, p. 24). According to this program, PIA matches
“leaders in the industry with programs at high schools, community schools, vocational tech schools and universities to provide students a vision of the opportunities for success available” (Cary, p. 24).
Typical of “team approach” flexographic training programs at the college level is the Harper National Flexographic Center at the Harper Campus of
Central Piedmont Community College in Charlotte, North Carolina (Converting,
2007). The center uses Flex Sys Simulator systems, and in addition to training students, also “trains the trainers,” by annually inviting teachers who train students in flexography. The Flex Sys Press Simulator “works as a virtual printing press, replicating press conditions and problems created by an instructor for a student press operator to correct” (Converting, p. 1). The advantage of a virtual program is that students get to experience all the possible errors one might make in a flexographic printing process without wasting actual press time and printing materials. This represents a major advantage over flexographic training programs at many community colleges and smaller universities, because a virtual system allows for a greater emphasis on problem solving. Also, quite often these
46 programs support themselves by taking on real-world printing jobs, which in turn provide students with “real-world” experience. By training teachers in the use of
FlexSys the program at the Central Piedmont Community College helps local colleges and companies expand the use of their flexography presses, and “add even more value to our existing curricula” in printing (Converting, p. 1). The problem-solving nature of the Flex Sys training program also helps students learn how to solve real-world printing problems, skills that clearly “prepare them for the workplace” (Converting, p. 1). This problem-solving ethos aligns with best practice in training and recruitment theory.
Winnipeg Technical College of Canada expanded its printing program to flexography by adding a flexographic press on site (Hamilton, 2003). Like other programs taking the “team approach”, the Flexography in the Classroom
Program is supported by Winpak, a local industry advisor to the program. The purpose of such partnerships is to ensure that “students receive relevant training” so that they can leave the program with “an employability edge” (Hamilton, p. 1).
Such highly specialized training is believed to be a requirement of the developing flexographic market in the area. That said, the program “is the only school in
Western Canada that offers flexographic training,” indicating that such programs continue to remain a relative rarity (Hamilton, p. 1).
A number of universities have created “nonprofit educational and research institutes” to encourage student involvement in advances in the printing industry.
Typical of this approach to training is the Large Format Print Institute at Bowling
Green State University in Ohio. The purpose of such an institute is to “nurture the
47 global market” for the focused type of printing, and to “provide objective information to help print and graphics firms select products and use them more effectively“ (Lichty, 2005, p. 19). The research and development (R&D) function of the institute is that it “regularly tests digital imaging technologies, including printers, scanners and digital presses” and then passes along the results of its evaluations to the printing industry.
In terms of helping students, the institute offers its printing services to students in fields from photography to computer animation and “offers educational experience to students through part time, co-op and graduate assistantships” (Lichty, p. 19). In this manner, “students gain hands on knowledge of print production” (Lichty, p. 19) as well as digital scanning. Overall,
Lichty (2005) argues “by creating applied knowledge through its research initiatives, and by offering a variety of print services, FLAAR serves as a model of a successful academic/industrial partnership” (p. 19). The degree to which the
Institute is an R&D center and thus is constantly questioning the value of new technologies, apparently modeled after MIT, lends itself to a lean manufacturing and technology education ethos in students.
Clemson University has taken a “hands on” approach to training in offset and flexographic printing. They train students in groups of four to six over the course of five to six days, “allowing for high levels of personal instruction/participation” (O’Hara, 2005, p. 16). Also, “trainees perform electronic prepress, plate making and press operation in introductory and advanced courses” (O’Hara, p. 16). A great deal of attention is also given to process
48 control, with training in “measuring print via densitometry and spectrophotometry”
(O’Hara, p. 16).
In another program, Clemson also offers a two and one half day symposia for practitioners in the field, covering such topics as “color management, flexographic process printing, and direct-print corrugated” (O’Hara, p. 16). The on-site programs take place in a fully functioning printing facility, and, for senior students, include Prepress Training Solutions, a software application. Using the team approach, a number of the courses offered at Clemson have been co- created by personnel from companies such as Agfa and Xerox, so that the training is “specifically designed for their particular needs” (O’Hara, p. 16).
With corporate support, Clemson also offers hands-on education in printing from a mobile unit that travels throughout the state. The unit visits localities through arrangements made by “local trade groups, associations and printers” (O’Hara, p. 16). The most important overall theoretical idea underlying
Clemson’s offerings is that “all graphic communications curriculum has a lab component that requires students to apply classroom knowledge towards the production of printed products” with the program requiring that students spend up to 760 hours for up to 30 weeks in the printing facility as interns (O’Hara, 2005).
Translating theory into practice inherently involves having to grapple with the myriad of problems that routinely arise in the highly complex flexographic printing process. As such, Clemson’s flexographic printing curriculum amounts to best practice in terms of university offerings for flexographic printing training.
49 Company Support of Secondary School Recruitment and Training
The Flexo in Education program, by contrast, introduces flexography to high school students in Charlotte, North Carolina (Rubin, 1994). This program is sponsored by the Harper Corporation of America, who seeks to “form a partnership between education and the flexographic industry to fill the need for trained workers” (Rubin, p. 1). The program is implemented by the support of a local champion in the flexographic printing industry, with approval by the school board and the Foundation of the Flexographic Technical Association (FFTA).
Schools receive grants to obtain a narrow-web press, plate maker, plate mounter, anilox rolls and tooling. At present, the program has expanded to include 20 high school and 28 collegiate participants. The program has shown that “students learn marketable skills so they may enter the workforce upon graduating from school, while the industry benefits through the establishment of trained and skilled individuals with a basic understanding of flexo technology”
(Rubin, p. 1). The exact number of students impacted by the Flexo in Education program (1994) is not published and is a suggestion for further study.
Trade Organization-Based Training
As in several other industries, training of personnel in the field of flexographic printing is often encouraged by trade organizations. For example, the Flexographic Technical Association (FTA) has noted that while the industry has seen “immense” changes in technology, the “process control approach” in flexo printing remains inadequate (Semans, 2001, p. 1). Controlled
50 manufacturing systems result in productivity increases. In that process, the press operator is critical. The Association developed a protocol for “measuring, evaluating, and standardizing the overall skills of press operators” (Semans, p.
1). The FTA provides certification testing for press operators, as well as a refresher course, about a month in advance of the test, for press operators who need to brush up on basic skills. Both the standards and the test are ways in which the FTA contributes to ensuring that all flexographic press operators are adequately trained to take full advantage of technological improvements in the industry.
The Printing Industries of America (PIA)/Graphic Arts Technical
Foundation (GATF) also offer training programs to deal with the stock-in-trade problems that arise in any printing process (Workman & Koch, 2005). The programs are specifically designed for print managers and other personnel involved in the print process that are already on the job. For this reason,
PIA/GATF “keeps programs brief and flexible” because finding training time has become increasingly difficult in printing (Workman & Koch, p. 1). The foundation also offers prepackaged press-crew training via a website, as well as textbooks, videos and compact discs that can be used on the job. If “subject immersion” is required, the foundation also offers four or five-day workshops, as well a workshop around the country at scheduled times.
To meet industry demand for still more in-depth training, the foundation also offers full 40-day courses at its Pittsburgh center, with specialized curriculum dealing with problems printers face when challenged by new technology. This
51 model of training seems to be an evolution of technical centers developed in various industries on a countywide or statewide level to improve the overall skill set of local workers (Techniques, 2007). Overall, the model of training presented, seminars and workshops for on-the-job training that are supported by a foundation, conform to traditional training modes for technical industries. Even so, the addition of problem solving begins to correspond as well to contemporary best practice.
Company-Based Training
Some companies establish their own training programs. An example is the
Sinapse graphic’s training program for its FlexSys Press Simulator (Thackeray,
2007). The Simulator is a virtual version of a flexographic press, designed to train printers to take full advantage of the inherent advantages of flexographic printing over offset printing, including “improved productivity, reduced press downtime, enhanced problem-solving skills” and “more evidence of a definite ‘can-do’ attitude” (Thackeray, p. 1). In a case study, the printer found that “the Simulator addresses the problem-solving process better than any training device we’ve used in the past” (Thackeray, p. 1). The Simulator tests trainees in making adjustments on anilox and plate impression, maintaining ink viscosity “by cleaning the ink system’s filter and pump” and eliminating streaks in the print job by adjusting the doctor blade (Thackeray, p. 1). At present, trainees train in two
40-minute sessions per week.
52 Because, according to the printer, “it’s impossible to find people with flexographic printing skills” the company has adopted a secondary strategy of looking for generally intelligent employees who are trainable (Thackeray, 2007, p.
2). All the prospective trainees need computer skills. The Simulator has so far been effective in training non-printing employees in flexographic printing and the company has also experienced extremely low turnover, which is “very rare in the highly competitive printing world” (Thackeray, p. 2).
On the basis of a case study of its usage, the Simulator was found to
“reduce expenses associated with on-the-job training, which by necessity deals with problems when problems arise” (Thackeray, p. 2). It has also helped maintain skill development in existing employees, as the Simulator allows for
“more formal and stringent review and employee assessment process” with the
Simulator also serving as part of the testing process involved in elevating employees to higher ranks (Thackeray, p. 2). Whether or not the Simulator adheres to or represents best practice in training theory to train workers in problem solving is not reviewed related to this study.
Case Studies of Training Models in the Flexographic Printing Industry
Having established general models of how training and recruitment mesh in the current climate of industrial development and its need for ever more highly- skilled workers, whether or not the flexographic printing industry is keeping abreast of change remains a question (Hamilton, 2003; Lichty, 2005; O’Hara,
2005; Rubin, 1994; Semans, 2001; Thackeray, 2007; Workman & Koch, 2005).
53 In the context of graphics communications field as a whole, a major problem in recruiting more students to flexographic printing is that most students do not know that these jobs exist. For that reason, a number of trade associations, including the Printing Industries of America, and the Graphic Arts Technical
Foundation (GATF), “provide education and training opportunities for people of all skill and education levels interested in the graphics arts (Cary, 2000, p. 24).
GATF “offers everything from a thorough weeklong orientation course for those just getting started, to in-depth training for experienced press operators” (Cary, p.
24).
Although each job title/position has training requirements, the best training methods discussed in this section of the literature review do not discuss which positions require a 2- or 4-year degree. This will be shown in the data from the industry component using the Delphi technique data collection method. From the literature having greater knowledge prior to entry-level positions is more beneficial.
Just-in-time (JIT) Learning and Constant Change
A number of industries acknowledge that “the way…industry workers are trained is changing” (Wetmore, 2006, p. 1), and therefore have increasingly begun to combine training and recruitment. In general, changes have been motivated by the desire to “streamline operations, maximize the efficiency of safety services and training delivery, and to respond quickly to industry-driven requests” (Wetmore, p. 1). The general term used for such training is “just in
54 time” with Internet options replacing classrooms as sites for providing workers just enough knowledge, just in time to “get the job done” (Wetmore, p. 1).
In order to expedite this development, course design has blended training in procedures with simulations of real-life operation, so trainees better understand the intricacies of practice (Wetmore, 2006). Using computers to convey internet- based courses to workers in the field exemplifies the evolution to just in time learning. Moreover, “with the demand for skilled workers increasing and competition among industries heating up, technology provides a necessary edge in…helping employer’s ensure that workers’ safety and technical skills continue to meet and exceed...industry’s high standards” (Wetmore, p. 2).
Theoretical Relationship Between Training and Recruitment
The theoretical issue underlying the provision of training in any industry revolves around two questions: what is the optimal way to deliver training in an industry, and what impact does training have on recruitment of future employees to the industry? The literature on training and recruitment suggest that these are problems shared by a number of industries at present. A number of models have emerged to deal with the need for highly skilled workers, and the merging of training and recruitment resulting from this process. These models appear to have emerged from both the academic and industrial sides, gradually meeting in the middle. From the industrial side have emerged: industrial benchmarking of expertise levels, the just-in-time (JIT) learning paradigm, the fusion of solution service and recruitment and the validation of rigorous training as a recruitment
55 tool. From the academic side, models include: specialization of instruction to conform to industry needs, the “technology education” approach to technical learning and research & development collaboration between university and industry. In general, these trends have met in the middle with the so-called “team approach” in which industries and universities work together to improve worker skill level and recruitment.
Demand for Higher-Quality Products and Skilled Workers
In spite of market growth, the flexographic industry as a whole still is
“facing increasing pressure to produce a higher-quality product and still maintain a relatively low cost when compared to offset and gravure” (Utschig, September
2004b, p. 1). In order to meet these needs, the industry has found that the best way is to find ways to reduce expenses connected with consumables such as substrates, plates and inks. Utschig (September, 2004) recommends that cutting employee wages and benefits is not the way to go, as “that will only lead to a less-skilled workforce, as the talent will leave to go elsewhere” (p. 1). Indeed, tampering with employee satisfaction is a non-solution, as the industry needs more skilled workers, not less skilled workers. The primary way in which costs are kept down is by careful control of the whole printing process, demanding a level of oversight only highly skilled workers can provide. By streamlining the press printing process from beginning to end, it is necessary that “staging, setup, running and cleanup procedures should be thoroughly documented and followed by all the people involved in the operation of the various flexo presses” (Utschig,
56 p. 2). Finally, “efficiency in expenditure reduction is the responsibility of all partners within a printing organization” (Utschig, p. 2).
Rigorous Training and Recruitment
While rigorous training is seen by some as a disincentive to future employees, other studies have found that if done well, “training will be a strategic recruitment and retention tool” in any given industry (Fahey & Walker, et al.,
2002, p. 1). In the case of one industry, specific to emergency workers, difficulties in recruiting members were found to be counteracted if the volunteers were encouraged and supported in their quest to become workers (Fahey &
Walker, et al., p. 1). In the context of one study, recruitment was believed to be compromised by efforts to increase the training and accreditation requirements of the job. A case study of Tasmanian emergency workers was conducted to determine the extent to which rigorous training acts as a recruiting tool. Fahey &
Walker, et al. (2002) found that over 90% of trainees enjoyed the training, and would pursue the job. Overall, poor or inconsistent training, with “irregular availability of the training modules,” was also found to inhibit desire to volunteer for service (Fahey & Walker, et al., p. 1). This was because “poor training implementation made them lose confidence in their ability to respond appropriately to emergencies” (Fahey & Walker, et al., p. 5). Thus, “lack of training leads to lack of interest, lack of skills and competence, loss of a sense of belonging and personal confidence, will all reduces volunteer retention rates”
(Fahey & Walker, et al., p. 16).
57 In summary, this case study found that “training should be considered not only as a recruitment tool, but also as a strong retention tool” (Fahey & Walker, et al., p. 6). Appropriate training should be “high quality, flexible, timely and meet set standards” in order to deliver positive results (Fahey & Walker, et al., p. 6).
Only when training is of the highest quality and most timely in terms of technical skills will it “reinforce the motivations of the workforce” and thus improve recruitment (Fahey & Walker, et al., p. 8).
Partnerships between companies and local or regional associations have been especially successful when training is directed toward recruiting personnel to the industries involved (Wise, 2007). In a case study of an association partnering with the East Valley Institute of Technology in Phoenix, it was found that when the association trained students they were much more likely to accept a position at a dealership linked to the association. The program was initiated because “retention of service technicians has long been a problem for many dealerships” (Wise, p. 23). Thus, dealers have found that it is better to “home grow” future technicians, through the association.
The results of a study of the employment patterns of graduates of the program confirmed dealers’ hopes, finding that “interns are likely to stick with the dealerships that have employed and supported them early on” (Wise, p. 22).
Employees were reported to be loyal to concerns that gave them their first job, and as a result, among all the technicians of a dealership, “interns are 40 percent more likely to stay with a dealership than technicians hired by other means”
(Wise, p. 23).
58 Another model of training is presented by Computer Associates, which has created an internal learning management system to “host online courses for employees and a variety of leadership programs” (Morton, 2008, p. 84). In the program, they utilized an innovative education program created by Tower Group called IT, which “offers organizations a blended approach to training, leveraging a mix of online course, in-person sessions, ongoing access to resources to flexibly adapt to each organization’s training preferences and other benefits”
(Morton, p. 85). The on-the-job training module produced staff that developed a
“much deeper understanding” of issues related to the industry (Morton, p. 85).
Solution Provision and Recruitment
In some industries, the trend of outsourcing and managed services models has been counteracted by what are termed solution providers, or instructional technology (IT) professionals who bring functionality to customer sites (Haber, 2008). These providers, offering IT talent on site, including training, have also become involved in recruitment officers (Haber, 2008). An example of this would be Ensynch, a provider of IT infrastructure services, which started offering services, but then branched out to recruitment. By providing recruited personnel as well as services for companies, these companies have found they establish greater trust between them and their clients. This convergence of service provision and recruitment has occurred because in the IT industry in particular most employers report, “slim pickings and huge demand for specialists” in various areas of computer expertise (Haber, p. 14).
59 Overall, “the shortage of IT (also) means these companies must also set realistic expectations for their clients” (Haber, p. 15). This problem is only exacerbated by “the gyrations of the economy, as well as the ups and downs” of staffing in respective industries (Haber, p. 15). In general, the merger of service provision and recruitment represents another example of how the linkage between training and recruitment is converging.
The need for workers with flexographic knowledge and skills has led to a need for training. The Flexographic Technical Foundation and the Harpers have recognized this need and have been major influences in the development of training and education especially at the post-secondary level. Industry partnerships with education provide training such as workshops conducted at
Clemson in the Sunoco Institute. Research and development opportunities are well suited for partnerships and training opportunities between education and industry. Government has recognized the needs for training as illustrated by its efforts to form centers of technology that include printing and certifications are available for industry personnel and teachers in educational institutions alike such as the FIRST 4.0 certifications offered through the Flexographic Technical
Foundation (2010). The growing sense that trade association-related training is not enough feeds into the opportunities to be taken advantage of by education and to the development and justification of including flexography in curriculum.
The following section in the review of literature will discuss data collection methods and how they are related to this study.
60 Status of Flexographic Programs in the United States
To address the status study portion of this study, various methods were reviewed and then narrowed down to web-based survey and e-mail based techniques for data collection. Discussion of the data collection methods considered are as follows with the methodology used discussed in Chapter 3:
Methodology.
E-mail Based Survey Research Methods Considered for use in this Study
Using an e-mail survey questionnaire as the method of data collection has advantages as well as disadvantages. Advantages of email based data collection, as described by Sue and Ritter (2007) include “speed… economy… convenience…[and]…simplicity” (p. 11). Disadvantages associated with the use of e-mail surveys as described by Sue and Ritter (2007) include “availability of a sampling frame…technical limitations…limited question types…unsolicited email
(i.e. spam)…data entry…[and] anonymity is not preserved” (pps. 11-12). In addition to the above, Dillman et. al. (2009) also adds the ease of personalization to the advantages of e-mail based surveys increasing the likelihood that a person will respond. Dillman et. al. encourage researchers to personalize as much as possible to create a connection to the subjects (p. 272) and cite a study done in
Belgium where the response rate increase 4.5 percent when personalization was implemented (p. 273).
Survey research utilizing e-mail data collection is often used in combination with surveys mailed using the postal service in order to address
61 those in the sample population who may not have an e-mail account or those who do not respond to e-mail (Fowler, 2009). The population for the status portion of this study will not address population members who do not have an e- mail account because of the fact that universities and colleges have email for all faculty members.
Web-Based Survey Research Considerations
Web-based surveys have many advantages with few disadvantages.
According to Sue and Ritter (2007) web surveys offer increased speed of response, diverse audience, economy in terms of cost, flexible content options, increased options for question types, the ability to ask questions that would normally involve personal or sensitive information and the preservation of anonymity. By providing clear instructions and carefully planning all communication with the population, Dillman et. al. (2009), web surveys can be successful.
Sue and Ritter (2007) list three disadvantages of internet surveys an they state that limited populations related to socio-economic status, the easy at which respondents can choose to quit taking the survey, and the final disadvantage listed by Sue and Ritter is related to the software necessary to create the surveys used to collect data via the internet. Dillman et. al. (2009) discuss the importance of knowing the hazards associated with web-based surveys such as communication being “flagged as spam” (p. 298) and to make sure that the instruments will perform across all computer platforms.
62
Conducting Research using E-Mail and the Web as they apply to this Study
Based upon the recommendations of the literature associated with e-mail and web-based surveys, the status study portion of this study will be a combination of e-mail and the web. Dillman et. al. (2009) would describe this as using mixed-methods. Chapter Three will describe in detail how the status study portion of data collection will be conducted using e-mail with a web-based survey.
Data Collection Methods Addressing the Workforce Needs of Industry in this
Study
In order to collect data related to workforce needs from members of the
Flexographic Printing Industry, upon review, two methods were considered most appropriate: DACUM and the Delphi technique. Each has advantages and disadvantages, which will be discussed in turn. Ultimately the Delphi technique was chosen for the industry data collection portion of this study and will be discussed in greater detail in Chapter Three: Method: Methodology.
DACUM
DACUM, the acronym for Developing A Curriculum, was considered as a possible data collection for this study because of its access to industry experts and the timeliness of results. The DACUM method involves a facilitator who has
DACUM training and a committee composed of industry experts in the area to be
63 studied (Norton, 1997). The committee of industry experts is typically composed of 5-12 people and takes two days. Information typically gathered from the
DACUM workshop is related to the duties, tasks, knowledge and skills, worker behaviors, tools and equipment, future trends/concerns (Norton, p.1).
Norton (p.3) states that the advantages of DACUM is related to the interaction of the group of experts and the strength of the brainstorming in its effect of identifying all tasks and duties associated with the area to be studied, synergy, group consensus, the outcome, quality and low cost associated with the much shorter length of time required to gather data (p.4).
For the purpose of this study, the prohibitive cost associated with the
DACUM was influential in choosing the method of data collection for the industry segment. The shortened period of time for the DACUM was extremely attractive but in the final examination of possible data collection methods, the multi-round
Delphi technique was chosen over the DACUM due to economic reasons. The
Delphi method is described next.
Delphi Method of Data Collection
For the purpose of this study, the Delphi technique was selected. In the context of this study the Delphi technique/method lends itself to determining the type of position or job title of students who are entering the flexographic workforce upon graduation from 2- and 4-year, post-secondary educational institutions that have flexography and what the skills associated with these positions and titles are by querying industry experts from the four segments of
64 the Flexographic Printing Industry: printers/converters, prepress, manufacturers, and distributers.
The Delphi method typically utilizes a panel of experts in a specific field and can be administered in different ways. Phone, email, mail, or other methods of communication can be employed in order to communicate with the participants. The Delphi method uses multiple rounds to list and evaluate responses. The Delphi method is useful for exploring ideas and can be time consuming for the researcher and/or administrator due to the need for multiple rounds. Miller (2006) describes the Delphi technique as an attempt to investigate
“what could/should be” which, in the case of learning what flexographic skills graduates of flexography programs or print programs with flexographic content in their curriculum, should yield data related to the needs of the Flexographic
Printing Industry.
The Delphi technique is interactive between the researcher and the experts in their field (Neill, 2007), in this case flexography, much as the DACUM where the facilitator interacts with the industry experts. Consensus building is, like in the DACUM, a strength of the Delphi technique (Young & Jamieson 2001,
Hsu & Sandford 2007). It is consensus that will lend credibility to the data collected with disadvantages related to length of time related to the multiple rounds necessary to come to consensus. Data gathered can be qualitative and quantitative with major statistical analysis using central tendency and level of dispersion (Hasson, Keeney, & McKenna, 2000) but the use of median and mode are favored (Hsu & Sandford, 2007). Hsu & Sandford (p.5) warn of low response
65 rates due to the multi-round requirements of the Delphi technique and the possibility of “…unintentionally guiding feedback, and surveying panelists about their limited knowledge of the topic rather than soliciting their expert judgments.”
(p. 5)
Another version of the Delphi Technique considered for use in this study instead of the traditional method of conducting a Delphi study, was to utilize a new approach to the conducting of a Delphi study described by Gordon and
Pease (2006). This Delphi technique does not involve the typical multiple rounds used in the Delphi Technique but is instead conducted such that all respondents participate during a time that was convenient within a timeline set by the researcher. Software chosen must be able to facilitate conducting data collection in an asynchronous manner. Respondents are asked to add their responses to each of the questions and because respondents are able to participate when convenient, the matrix evolves.
In 2006, Gordon and Pease discuss a version of the Delphi technique as improving “the efficiency of the process and shortens the time to perform such studies.” Gordon and Pease describe their method of Delphi technique as
“almost real time.” This is possible through the use of the Internet and still requires industry experts, it is just that all participants are on-line at the same time. This is very similar to the DACUM where industry experts are together at the same time as well. The “roundless” Delphi method is a method, if designed properly that would have the same advantages as the DACUM with regards to the time factor. It would mean that the disadvantage of the time needed to
66 conduct multiple rounds when using the Delphi technique becomes moot. This non-typical method of employing the Delphi technique was not used in this study but is being considered for further research upon completion of this study.
For the purpose of this study a three round Delphi Study will be conducted using the four market segments of the Flexographic Printing Industry: prepress, printers/converters, manufacturers, and distributers. The details of the three round Delphi study will be discussed in Chapter 3: Methodology and, for the purpose of this study, will focus upon the flexographic skills needed by graduates of 2- and 4-year colleges and universities upon graduation.
Of the data collection methods discussed in this section in the review of literature, this study will employ an e-mailed link to an on-line survey created and disseminated using Survey Monkey for the status study of 2- and 4-year colleges and universities that have flexography included in their curriculum. The skills desired by employers in the Flexographic Printing Industry will utilize the Delphi technique and will solicit this information from industry experts in the four segments of the flexographic industry: prepress, printer/converters, manufacturers, and distributors. Other methods could be used to collect data for this study however, based upon the review of literature associated with methods of data collection in studies with similar interests in different fields of study, the methods chosen are best suited to collecting data for this study for the purpose of answering the research questions of this study.
67 Conclusion
This review of literature has examined the question of whether or not training in flexographic printing by colleges and universities produces a sufficient number of graduates needed to meet the recruitment needs of the flexographic printing industry.
Depending upon the source, the Flexographic Printing Industry will be looking for 13,200-21,600 employees yearly through the year 2016 influenced by several trends in the flexographic printing industry, including the expansion of the market, the development of technology, and the acknowledged inherent complexity of flexographic printing due to the wide variety of printing options available that have created a demand for highly-skilled workers on the industry.
Theoretically, the complexity of the flexographic industry also appears to demand that it develop “lean manufacturing” involving careful management of all processes. This in turn necessitates that highly-skilled workers in the industry be problem-solvers, meaning that trainees must graduate from either instruction with a “technology education” format, or from a model of industry-university collaboration involving research and development.
A number of models for training both on-the-job and in school have emerged, including training at centers sponsored by trade associations, training centers established at universities in partnership with local flexographic and printing businesses, and full curricula in graphic arts departments of universities, targeted and informed by input from local industry. Most of these models involve
68 some form of convergence between training and recruitment. While other industries have pioneered these training-recruitment models, whether or not the flexographic industry has arrived at best practice remains a question.
Few association based flexography programs exist. The Flexographic
Technical Association (2010 offers FIRST (Flexographic Imaging and
Reproduction Specification Tolerances, 2010) Operator certification ranging from
Level I-III. Most certification education is in the form of weeklong workshops and beginning in 2011, offered via a virtual campus (FTA 2010. Currently (2012) there are 27 companies that are FIRST Certified. There are very few in-house programs one of which was discussed in the review of literature, the
Flexographic Trade Center in Charlotte North Carolina where they do not graduate enough potential employees to meet the projected workforce needs of the Flexographic Printing Industry.
Two- and four-year post-secondary educational institutions were surveyed because, as described in the literature review, many of the educational institutions discussed are recruiting grounds for regional flexographic printers.
The review of literature illustrated that education needs to be investigated to learn about how much, or if, flexography is being taught and how many students with flexographic experience are graduating and available for entry-level positions.
A brief survey of models of training provided within the flexographic printing industry suggest that, while most general models used by a number of industries for training and recruiting have migrated into printing, by and large the
69 flexographic printing industry is only beginning to provide the most rigorous, best- practice training, or take full advantage of the recruitment potential of rigorous training.
The data collection methods chosen for this study were two-part. The educational status study consisted of a survey instrument that was distributed via an email to the contact person for each of the programs in the population. The
Delphi Method/Technique was utilized to collect data from each of the four
Flexographic Printing Industry segments and solicited titles/positions and what skills associated with those titles/positions should students have upon graduation from 2-and 4-year colleges and universities. The Delphi used three rounds to build consensus related to job titles/positions and the skill set related to each as well as, in the final round, a ranking of skills deemed most important for recent graduates upon entry to the flexographic industry in entry level positions. The details of data collection will be discussed in Chapter 3: Methodology.
Based on the review of the literature, there is not enough preparatory training being offered that is flexography specific and employers in the
Flexographic Printing Industry will need to continue to find employees with a background that includes transferable skills and/or start from square one and train people off the street. By looking at industry needs and exploring what higher education has to offer the Flexographic Printing Industry in terms of students/potential employees the flexo industry may not have to train people off the street, they can recruit from 2- and 4-year institutions where students have had flexographic courses or courses that include flexography.
70
CHAPTER 3
METHODOLOGY
Presented in this chapter are the methods used to conduct this study.
Population, sample selection, data collection methods, instrumentation and method of data analysis will be discussed.
The methods to collect data to answer the research questions of this study included querying Flexographic Printing Industry experts using the Delphi method for three rounds to determine the flexographic skills needed by graduates of two- and four-year colleges and universities in the United States when they enter the flexographic workforce. Secondly a survey was used to collect data from 2- and
4-year colleges and universities related to programs and flexography related curriculum.
Population Information
For the Delphi study the Flexographic Printing Industry segments represented were prepress, printers/converters, manufacturers and distributors.
The participants were selected using a purposive sample from the list of each industry segment to ensure proportional representation of each segment. A survey of the participants collected data from the Flexographic Printing Industry segments related to the types of positions available and their educational requirements.
71 The target population for the second portion of this study is two- and four- year, post-secondary educational institutions in the United States that have flexography as part of their curriculum. The population for this study was 58 post- secondary programs that have flexography as a part of their curriculum. All of the identified programs were surveyed. Three sources were used in indentifying the programs. There are 22 programs that are identified by the Foundation for
Flexographic Technical Foundation (FFTA) as having flexography programs
(FTA, 2010). The 2009 ATMAE Technology Program Directory identifying baccalaureate degree and graduate programs at post-secondary educational institutions lists 30 institutions that indicate they have graphic communication, print or packaging related programs (ATMAE, 2009). The third source included in the population are 40, two- and four-year institutions listed in the Printing
Industries of America’s PGSF Directory of Schools (2010) that include the flexographic process in their curriculum. The following charts represent the 2- and 4-year colleges and universities listed in each of the three sources used to identify the population used in this study and accounts for institutions that are on more than one list: N=58.
72
Table 1
2-year Post-secondary Population Sources
FFTA ATMAE PGSF Final Population Flexo Programs Graphics/Packaging Flexo in Curriculum Bridgemont Community & Bridgemont Community &
Technical Coll. Technical College Central Piedmont Central Piedmont Central Piedmont Community College- Community College- Harper Community College- Harper Harper Campus Campus Campus Cincinnati State Technical & Cincinnati State Technical &
Community College Community College Danville Community Danville Community
College College Des Moines Area Des Moines Area
Community College Community College Dunwoody College of Dunwoody College of Dunwoody College of
Technology Technology Technology Forsyth Technical Forsyth Technical
Community College Community College Fox Valley Technical Fox Valley Technical Fox Valley Technical
College College College Fullerton College Fullerton College Fullerton College Gateway Community Gateway Community
College College Michigan Career and Michigan Career and
Technical Institute Technical Institute Milwaukee Area Technical Milwaukee Area Technical
College College Mississippi Gulf Coast Mississippi Gulf Coast
Community College Community College Modesto Junior College Modesto Junior College Modesto Junior College North Central Technical North Central Technical North Central Technical
College College College South Central Technical South Central Technical
College College Waukesha County Waukesha County Waukesha County
Technical College Technical College Technical College Sub Total Sub Total Sub Total Sub Total 9 0 15 17
73
Table 2
4-year Post-secondary Institution Population Sources
FFTA ATMAE PGSF Final Population
Flexo Programs Graphics/Packaging Flexo in Curriculum
Andrews University Andrews University Appalachian State Appalachian State Appalachian State Appalachian State University University University University Arizona State University Arizona State University Arizona State University Arkansas State University Arkansas State University Ball State University Ball State University Ball State University Bowling Green State Bowling Green State University University California Polytechnic State California Polytechnic State California Polytechnic State University University University California State University- California State University- L.A. L.A. California University of California University of California University of Pennsylvania Pennsylvania Pennsylvania Central Connecticut State Central Connecticut State Central Connecticut State University University University Chowan University Chowan University Chowan University Clemson University Clemson University Clemson University Eastern Kentucky Eastern Kentucky Eastern Kentucky University University University Eastern Michigan University Eastern Michigan University Eastern Washington Eastern Washington University University Ferris State University Ferris State University Florida A&M University Florida A&M University Florida A&M University Georgia Southern Georgia Southern Georgia Southern University University University Indiana State University Indiana State University Illinois State University Illinois State University Illinois State University Illinois State University Millersville University Millersville University Millersville University Minneapolis College of Art Minneapolis College of Art & Design & Design Minnesota State University Minnesota State University Moorehead State University Moorehead State University Murray State University Murray State University Murray State University New York City College of New York City College of Technology Technology North Carolina A&T State North Carolina A&T State North Carolina A&T State North Carolina A&T State University University University University Pennsylvania College of Pennsylvania College of Pennsylvania College of Technology Technology Technology Pittsburg State University Pittsburg State University Pittsburg State University Pittsburg State University Rochester Institute of Rochester Institute of Technology Technology Southeastern Oklahoma Southeastern Oklahoma State University State University University of Central University of Central University of Central University of Central Missouri Missouri Missouri Missouri University of Nebraska @ University of Nebraska @ Kearney Kearney 74 FFTA ATMAE PGSF Final Population
Flexo Programs Graphics/Packaging Flexo in Curriculum
University of North Dakota University of North Dakota University of Northern Iowa University of Northern Iowa University of Wisconsin – University of Wisconsin – University of Wisconsin – University of Wisconsin – Stout Stout Stout Stout Virginia Commonwealth Virginia Commonwealth University University Walla Walla College Walla Walla College Western Illinois University Western Illinois University Western Illinois University Western Michigan Western Michigan Western Michigan University University University West Virginia University West Virginia University Institute of Tech. Institute of Tech. Sub Total Sub Total Sub Total Sub Total 13 30 25 41
Duplication between identified FFTA, ATMAE, and PGSF colleges and universities in the United States was eliminated and resulting in a total of 58 colleges and universities that will comprise the target population for the status component of this study.
How Are Flexographic Programs Identified by FFTA?
A partnership with Harper Corporation of America, Ron and Katherine
Harper specifically, had a goal “to form a partnership between education and the flexographic industry to fill the need for trained workers.” The FFTA requires that institutions already have a printing program and an interest in adding flexography to their existing program along with a commitment from industry. The interested institution stating that they wish to include flexography in their existing printing program submits an application. The application to add flexography, specifically equipment assistance, is reviewed by the FFTA/TLMI Advisory Council. Once the institution is approved, meaning that the program has an existing printing
75 program, the institution is able to order needed flexography equipment, i.e.
Presses, plate exposure/mounting units (FTA Education Program, 2010).
Benefits of this program development are two-fold. Students “learn marketable skills so they may enter the workforce upon graduating” and industry has the benefit of an “establishment of trained and skilled individuals with a basic understanding of flexo technology” (FTA Education Program, 2010, p. 2).
In order to be recognized, and listed by the FTA, programs must have flexography in their print programs. This list is not exhaustive of all printing programs in the United States that include flexography in their curriculum thus requiring the inclusion of other sources related to printing in order to determine the number of programs in the United States that have flexography programs or include flexography in their printing/graphic communication programs.
Institutions Identified by ATMAE as Having Graphic Arts/Printing Programs
Of the thirty institutions listed in the 2009 ATMAE Program Directory that have graphic communications/graphic arts/printing programs, 22 are not included in the FFTA list and will be included in the sample to assure generating the most accurate representation of programs that include flexography without overlapping with the FFTA list of 22 flexography programs. These institutions will be surveyed in the same manner as those identified by the FFTA. In addition, the
ATMAE identified programs will have questions that will first identify whether or not their graphic communication/printing program/curriculum includes flexography. If institutions listed in the ATMAE Program Directory with Graphic
76 Arts/Graphic Communication/Printing Programs indicate through the status study survey that they do not have flexography or if the printing program no longer exists the data will show in the final statistics illustrating flexography programs and those printing programs that include, or do not include, flexography in their curriculum.
Institutions Identified by the Print and Graphics Scholarship Foundation (PGSF)
Institutions identified as having Graphic Communication programs by the
Printing Industries of America’s Print and Graphic Scholarship Foundation are listed in the PGSF Directory of Schools (2010) and indicate the printing processes that each school includes in their curriculum. Forty schools listed in the PGSF directory of Schools (2010) state that the flexographic process is included in their curriculum. Schools not already included in the FFTA and
ATMAE lists will be included in the population to be surveyed.
Final Population for the Status Study Portion of this Research
The final population of two- and four-year colleges and universities surveyed was N=58. Since this is a manageable number, a census was conducted. If a college or university indicated that they do not have flexography in their curriculum, the researcher thanked them for their time. The data show the numbers associated with those programs that include or do not include flexography as well as those colleges and universities that have flexography programs. The post-secondary, two- and four-year colleges and universities in
77 the population used to determine the status of flexography will be as illustrated in
Appendix E, Final Status Study Population.
Instrumentation
Delphi Instrumentation
The Delphi study instrumentation, see Appendix B, consisted of open-ended questions for round one followed by a second round survey that asked the participants to rank responses from round one using a 5-Point Likert-type scale.
In round three, participants were asked, if desired, to revise their rankings based upon the results of the first two rounds.
The panel of experts used for the Delphi part of this study was selected from the judges for the annual Excellence in Flexography Award winners and are recognized as experts in their field. They were asked to participate and/or to suggest other experts that may be a participant in the Delphi portion of this study via phone and/or email. Sixty individuals representing all four industry segments were asked to participate. Fifty-six accepted and were sent the Delphi Round I survey instrument following a pilot test of the instrument to address internal/content and face validity.
To address internal/content and face validity, four of the industry experts, each representing one of the four industry segments, were asked to participate in the pilot. They were asked to review the instrument to determine whether it adequately represents the content it was meant to measure and review formatting of the instrument (Borg & Gall, 1989, Johnson & Christensen, 2004,
78 Fraenkel & Wallen, 1993). The experts were asked to take the survey and to report on the functionality and ease of use for the instrument in addition to its content.
The results of the Delphi pilot study demonstrated that the instrument did not work properly when administered using Survey Monkey. Three of the experts agreed that, rather than having them fill in, write/type out, the degree name related to entry-level positions, the researcher should list the degrees and have the participants check the appropriate response(s). When asked about this change, the fourth expert agreed that the change to the instrument should be made. With the changes made, the panel of experts was asked to re-take the survey to determine if the changes made were what they expected and wanted.
The first round instrument for the Delphi part of this study was developed using the questions of the study related to what skills industry needs from recent graduates, what positions, if any, they hire recent graduates into, and what level of education was required for the positions they listed. This resulted in a 25- question instrument consisting of primarily open-ended questions. Questions 1-4 asked for the position title, important skills needed for the position, what skills were not present in recent hires for this listed position and what level(s) of education was required for the positions. The level of education was a multiple- choice question, where the participant was asked to check all that apply.
Questions 5-8 were the same questions in the same format where participants were asked to list another position title, the important skills, skills missing and education required. Three more opportunities were included each ending with
79 instructions to go to questions 21-25 if the participant did not have any other position titles to add.
Questions 21-22 asked participants about recruiting sources, question 23 asked the participant to select from the list, what segment of the Flexographic
Printing Industry they were from, Manufacturer, Prepress, Distributor, or
Printer/Converter. Question 24 asked for the participant’s identifying information, name company, phone, and email to ensure that the same company was not being over-represented, contact information to ensure that the correct person was contacted for each subsequent round, as well as for follow-up for non- respondents. The final question, Question 25, asked for additional comments or suggestions from each of the participants.
The instrument for Delphi Round II was developed using the responses from
Round I. All skills were listed and participants were asked to rank the skills needed by recent graduates who have been hired by their company using a 5- point Likert-type scale: 5-Strongly Agree, 4-Agree, 3-Neutral, 2-Disagree, 1-
Strongly Disagree. Round III listed the top skills from Round II and for the skills that had a mean of less than 4.0 had a line through them in case a participant wished to comment on or question why the skill was no longer in the selection.
This method was used by Mayburry (2009) in a study that was similar in scope to the Delphi portion of this study. Skills with a mean of 4.0 or higher from Round II did not have a line through them and the participants were asked to rank the skills with a 4.0 or greater mean for purpose of consensus. Round III asked participants to rank, in order of importance, each skill from Round II. For both
80 Round II and Round III, the same panel of experts were asked to test the survey to be sure that it functioned properly and was clear about the purpose and goal(s).
Status Study Instrumentation
For the status study an on-line survey was developed using Survey Monkey to use in conjunction with e-mail. Using a traditionally administered e-mail survey questionnaire where the survey is contained within the e-mail itself as the method of data collection has advantages as well as disadvantages as discussed in
Chapter 2, Review of Literature. Addressing the advantages and disadvantages associated with email-based surveys, the nature of the data to be collected must be considered. Issues of confidentiality or anonymity will not be a deterring factor as the data to be collected is related to curriculum, not an individual, and therefore, according the Human Subjects Review Board of The Ohio State
University, the information being requested from the institutions in this study’s population qualifies for exemption under “…Exemption 45 CFR 46.10(b)(2) or
(b)(3) for Tests, Surveys, Interviews, Public Behavior Observation” … that says that a study such as the one being proposed in this document is exempt if the human subjects in the population can not be directly identified or would put the respondent at any “risk of criminal or civil liability or be damaging to the subjects’ financial standing, employability, or reputation”. Please see Appendix A, Human
Subjects Review Board Exemptions (http://orrp.osu.edu/irb/regulations, 2004).
81 For the purpose of this study, the e-mails sent to participants were a vehicle to disseminate the survey via a link to the survey that was taken on-line via
“Survey Monkey.” This portion of the data collection was, in actuality, more of a hybrid or combination of e-mailed based surveys and on-line based surveys absent of some of the inherent disadvantages of each method of survey participation.
Literature associated with this “hybrid”/combination method of disseminating the survey instrument used in this study is difficult to find. No articles or research were found that directly addressed this method although one article begins to address this “hybrid”/combination method in 2008. The article examines response rates for surveys conduced for the purpose of organizational research between 2000 and 2005 (Baruch & Holtom, 2008) and is focused upon the response rates associated with electronic data collection methods such as e-mail and the web. No definitive studies have been published that examine a
“hybrid”/combination such as what was used in this study which may be a study to be addressed at a later date upon completion of the status study of flexographic programs in the United States.
The survey instrument used was modeled after one that was used to collect similar data about the screen-printing industry (Surerus, 1990), see appendices
C & D, and was adapted for use as an on-line survey using Survey Monkey. The original instrument (1990) was pilot tested and reviewed by a panel of education and industry experts to address content and face validity of the instrument prior to data collection. This instrument was adapted to address flexography rather
82 than screen-process printing and upon adaptation, the instrument was pilot tested to ensure internal/content and face validity of the new flexography version of the instrument.
The panel of experts used to pilot the status study instrument was selected from the 2- and 4-year post-secondary institutions in the status study population and represented both 2- and 4- year institutions. A person was selected from each and asked to pilot the status survey instrument. To address internal/content and face validity, the experts were asked to review the instrument to determine whether it adequately represents the content it was meant to measure and to review formatting of the instrument (Borg & Gall, 1989, Johnson & Christensen,
2004, Fraenkel & Wallen, 1993). The experts were asked to take the survey and to report on the functionality and ease of use for the instrument in addition to its content. The results of the Delphi pilot study demonstrated that the instrument did work properly when administered using Survey Monkey. The results of the pilot required a change in question sequencing to ensure that the instrument read and functioned properly. The instrument was resent to the pilot population to see if the changes made were as they suggested and that the new instrument functioned properly.
Data collected for the purpose of this study-included program/specialization and course related information for each of the identified institutions in the population. Information such as number of courses that include flexography, courses dedicated to flexography, course descriptions, syllabi, amount or percentage of course content that includes flexography if a course is not
83 specifically designated as a flexography course, content of courses that are designated as flexography courses, number of courses offered that fall into each category as well as to determine the number of programs and degrees related to flexography.
Other information collected included the number of students graduating with courses and majors/degrees in flexography to facilitate determining the number of students having flexo experience from post-secondary educational institutions that are potentially available for recruitment by the flexographic industry.
Placement information was requested from each institution, if available, in order to determine the number of students with post-secondary flexographic experience going to work in the flexographic segment of the print industry. The survey instrument can be found in Appendix C.
Method of Data Collection
Data collection for this study is in two parts. The first part of the data collection utilized the Delphi Technique to obtain data relevant to the skills needed by graduates of flexographic programs in the United States. The second part addressed the status of flexography programs in 2- and 4-year colleges and universities in the United States. This section discusses the method of data collection for each part of the study. The section following will address how data were analyzed and described. The Delphi study utilized three rounds and asked the experts from the pilot study to test each instrument and provide survey instrument feedback for each round prior to dissemination to the main population.
84 The status study instrument was pilot tested as well prior to dissemination to the main population. Upon agreement and revisions, data collection began.
Delphi Method of Data Collection
The Delphi method typically utilizes a panel of experts in a specific field and can be administered in different ways. Phone, email, mail, or other methods of communication can be employed in order to communicate with the participants. The Delphi method traditionally uses multiple rounds to list and evaluate responses and is useful for exploring ideas but can be time consuming for the researcher and/or administrator due to the need for multiple rounds.
Ludwig (1997), and Custer, Scarcella, et.al. (1999) support that, in most situations, three rounds are enough to collect information needed and to reach consensus among participants. Miller (2006) describes the Delphi technique as an attempt to investigate “what could/should be” which, in the case of learning what flexographic skills graduates of flexography programs or print programs with flexographic content in their curriculum, should yield data related to the needs of the Flexographic Printing Industry.
For the purpose of this study, three rounds were conducted via email giving seven to ten days for participants to respond to each round.
Instrumentation consisted of open-ended questions for round one followed by a second round survey that asked the participants to rank responses from round one using a 5-Point Likert-type scale. In round three, participants were asked to, if desired, revise their rankings based upon the results of the first two rounds.
85
Status Study Data Collection Methods
An E-mail was sent to each of the colleges and universities in the population that included a link to the on-line survey instrument consisting of questions about flexography courses and course content along with the number of graduates having had these courses. Following the pilot study, conducted to ensure the validity and reliability of the instrument, e-mails were sent to the contact person indicated by the FFTA website, 2009 ATMAE Program Directory, or PGSF
Directory of Schools (2010).
The e-mail containing the link to the online survey was sent to the indicated coordinator or department chair of each institution in the population who were asked to identify their programs, specializations, and flexography courses or courses that include flexography.
Follow up to the survey was conducted via e-mail one week following the first contact and contained the link to the on-line survey. This addressed non- response thus improving overall response rate. In the case of email surveys not reaching the appropriate person or reaching a person no longer serving in the capacity of program coordinator or chairperson, the researcher contacted the program or department to determine the contact person. If there was no response from either e-mail contact, the researcher then contacted the subject via phone and administered the survey instrument orally or, at the request of the subject, another email with the link to the survey was sent.
86 No incentives were used to solicit responses to the status study survey.
Incentives are difficult to determine. Setting a price for what a survey is worth to a respondent varies a great deal which may influence response and non- response due to different values of the population to be surveyed (Dillman, 2009, p. 18). It is stated by Dillman (2009) that incentives have “been shown to modestly increase response rates compared to sending no incentives” (p. 274) and according to Baruch and Holtom (2008, p. 1139), the “use of incentives was not found to be related to response rates.”
Data Analysis
Flexographic Industry Skills
Descriptive data were collected using a three round Delphi technique and were analyzed using measures of central tendency and standard deviation.
Hasson, Keeney, & McKenna (2000) suggest using median and mode as well as level of dispersion. The use of tables was essential in illustrating data collected from industry experts in terms of the skills needed by students for the entry-level jobs that they would be hired into upon graduation. The results of Round I were identified and used to create the Round II survey instrument. The skills provided by industry experts in Round I were accepted or “rejected” based on the mean score in Round II. Skills scoring a 4.0 or higher on a 5-point Likert-type scale (5-
Strongly Agree, 4-Agree) and was meant to aid in developing consensus during
Round III. Using a mean of 4.0 or higher was used in a study very similar to the
87 study being conducted by this researcher conducted by Mayburry (2009) that identified skills needed by the hospitality industry.
Status of Flexo Programs
Data collected from each survey question were analyzed using descriptive statistics to describe characteristics of programs that include flexography in their curriculum and to address data associated with the number of flexography courses, both flexo-only courses and courses that include flexography in their content. Data describing the number of flexography courses and frequencies are discussed, including the number of students graduating between Fall 2007 and
Spring 2011.
88
CHAPTER 4
DATA COLLECTION AND ANALYSIS
This chapter discusses data collection and analysis for each part of this study. The first part of the chapter addresses the Delphi technique as it was used for the industry portion of this study addressing the following research questions:
1. What are the views of Flexographic Printing Industry experts regarding
skills needed by new hires/recent graduates from flexography programs in
the United States? What skills do they identify as important for
graduates/new hires from flexography programs to possess? What job
titles are recent graduates likely to be placed into and what degree level
are required of applicants?
The second part of this chapter will discuss data collection and analysis for the Status Study portion of this study that addresses the following research questions:
2. What are the characteristics of flexographic instruction in 2- and 4-year,
post-secondary educational institutions in the United States?
89 3. How do the needs of the Flexographic Printing Industry compare with what
is being taught at 2- and 4-year post-secondary educational institutions in
the United States?
Chapter four will conclude with a discussion of industry needs as it relates to 2- and 4-year post-secondary education flexographic education preparation and how the number of graduates from schools identified as having flexography in their programs contribute to the workforce needs of the Flexographic Printing
Industry.
Delphi Round I
Data collection for the Delphi portion of this study was in three rounds.
The first round of the Delphi consisted of a 25-question survey administered using Survey Monkey with the link to the survey contained in an email to each subject in the population. The population of 56 individuals, from 56 companies in the Flexographic Printing Industry were contacted via email and represented all four industry segments, manufacturer, distributor, prepress, and printer/converter. The first email resulted in 19 responses. A second email was sent 10 days later and resulted in another 11 responses. The third contact was a phone call one week after the second email asking for the subject to respond to the survey was successful as another eight responses were received using the
Survey Monkey instrument. After one more phone call another four responses were received. In order to obtain data from the non-responding population, the
90 researcher collected responses using the print version of the on-line Survey
Monkey survey in person during the Fall Flexographic Technical Foundation
Conference where subjects from the population were in attendance. This resulted in 13 more responses. The total number of responses for round one was 51 of 56, a response rate of 91%.
In round one of the Delphi study, respondents indicated 28 different job titles in which recent graduates are hired and the skills needed for those positions as well as the skills that are not present in recent graduates as reported in Appendix F, Data Tables, Delphi I Industry Responses. In addition to skills needed and skills missing, respondents also indicated the level of education needed for each of the job titles. The following tables show the job titles from round one as well as the skills needed, skills missing, and degree(s) required for each job title, a complete table including all of these items can be found in the
Appendix F.
Table 3 shows the entry-level job titles that students graduating with flexography experience are hired into in addition to the level of education preferred by industry employers. There was some overlap of titles illustrated in number seven in Table 1. Electronic Prepress Technician and Prepress
Technician were considered the same job and were therefore treated as such. In total, there were 26 entry-level job titles noted as a result of Delphi Round I.
91 Table 3
Delphi Round I: Job Titles Recent Graduates are Hired Into and Degree
Preferences
Position Title Degree Required 1. Supervisor Trainee Bachelors 2. Sales Trainee Associates, Bachelors 3. Sales Rep Bachelors 4. Technical Specialist Bachelors, Masters 5. Lab Analyst Certificate, Associates, Bachelors 6. Research & Development Masters, PhD 7. Electronic Prepress Certificate, Associates, Technician/Prepress Technician Bachelors 8. Applications Development Rep Bachelors, Masters 9. Application Trainer Bachelors 10. Application Technology Positions None Listed 11. Technical Trainee Bachelors 12. Electronic Prepress Operator Associates, Bachelors 13. Prepress Manager Bachelors 14. Print Manager Certificate, Associates, Bachelors 15. QC Coordinator Not required but valuable in hand 16. Special Projects Manager Bachelors 17. Press Room Manager Bachelors 18. Customer Service Rep Associates 19. Customer Service Bachelors 20. Technical Service Rep Bachelors, Masters 21. Production Graphic Artist Associates 22. Production Artist Bachelors 23. Graphic Coordinator High School Diploma/GED, College or Technical School w/focus on graphics/printing preferred 92 24. Prepress Color Assistant High School Diploma/GED, College or Technical School w/focus on graphics/printing preferred 25. Press Assistant High School Diploma 26. Flexographic Press Operator Trainee Not required but preferred
The list of skills, characteristics, attributes, and knowledge provided by the participants from Delphi Round I show a great deal of commonality. In total, 55 were listed. Table 4 shows the categorized results of Delphi Round I. The same categories were used for each subsequent round and data tables.
Table 4
Delphi Round I Responses
Personal Skills, Attributes, Characteristics Needed Self-Motivater/Self-Starter Self-Directed Drive to learn Willingness to relocate Maturity Potential for Growth Work Ethic Multi-Tasking Organized, Logical thought process Eye for Detail Appropriate dress, business behaviors Time Management Skills Manage High Stress Environments Problem Solving Skills Communication Skills Works Well with Others Written Communication Oral/Verbal Communication Public Speaking Presentation Skills Listening Skills Leadership Skills Customer Communication
93 People Management Team Building Conflict Resolution Technical Knowledge/Skills/Experience Basic understanding of Business Management Basic Understanding of Flexo Process Quality Control Math & Science Hands-on experience with Current Technology In-Depth knowledge of Flexo Process Understanding of prepress process for Flexo/Packaging (i.e. File separation, Step & Repeat, trapping Understand basic color theory Prepress, plate-making, ink room experience Color management General Prepress knowledge Stripping Process color theory Anilox knowledge Knowledge of Flexo packaging printing Hands-on Flexo press experience/functionality Advanced Prepress knowledge Knowledge of processes and film Prepress workflow Plate-making Adobe Illustrator Adobe PhotoShop Excel PowerPoint Digital Photography Understanding of Plate/mounting, tape compatibility interaction of plates, sleeves, presses, etc. Analysis and Diagnostic Skills Research Skills File prep proficiency Understand Lean manufacturing principles
Each response from Delphi Round I was included in the Delphi Round II instrument described in the next section.
94 Delphi Round II
The data from round one was compiled and used to create the second round survey. The skills listed from Round I were organized into three categories.
1. Personal Attributes, Characteristics, and Skills Needed,
2. Communication/People Skills
3. Technical Knowledge, Skills, and Experience
The skills in each category were listed in a random order. Subjects were asked to respond to the skills needed by recent graduates hired using a five-point
Likert-type scale. The scale was as follows: 5 = Strongly Agree, 4 = Agree, 3 =
Neutral, 2 = Disagree, 1 = Strongly Disagree. At the end of the survey, participants were asked for additional comments.
A pilot was conducted to ensure that the instrument worked properly and the 51 respondents from the first round were emailed the link to the second survey on Survey Monkey. The first email had 23 respondents after seven days with a reminder sent the day before the survey was due. A follow-up email was sent after ten days with a reminder email sent the day before the surveys were due. This resulted in an additional 19 responses. A follow-up phone call seven days later resulted in 6 additional responses. One more follow up email was sent to non-respondents yielding one additional response. The response rate for round two was 48 out of the 51 Round I respondents or 94%. The cumulative response rate was now 48 of 56 or 86%. A total of 55 skills were identified in
95 Round I and used to create the instrument for Round II. Of the 55 skills identified,
55 were responded to in Round II.
The next set of tables represent responses from the Round II survey. The first table (Table 5) addresses Personal Skills, Attributes, and Characteristics needed by recent graduates hired into entry-level positions in the Flexo industry.
The second table (Table 6) depicts the responses related to
Communication/People Skills and the third table (Table 7) addresses Technical
Knowledge/Skills/Experience. Each table provides descriptive statistics associated with each skill needed by recent graduates and ranks the skills from high to low based on mean.
Table 5
Delphi Round II: Personal Skills, Attributes, and Characteristics: Mean and
Standard Deviation (n=48)
Personal Skills, Attributes, Mean SD Characteristics Needed Work Ethic 4.69 .469 Works well with others 4.69 .469 Self-motivated, Self-Starter 4.65 .483 Drive to Learn 4.63 .448 Problem Solving Skills 4.63 .488 Multi-tasking Skills 4.53 .504 Self-Directed 4.49 .505 Maturity 4.41 .497 Time Management Skills 4.41 .497 Willingness to Relocate 4.18 .59 Eye for Detail 4.08 .272 Appropriate dress, business 4.08 .272 behaviors Manage High Stress 4.08 .56 Environments Potential for Growth 4.02 .244 Organized, Logical Thought 3.96 .488 Processes 96 Table 6
Delphi Round II: Communication Skills: Mean and Standard Deviation (n=48)
Communication Skills Mean SD Oral/Verbal Communication 5 0 Listening Skills 4.65 .483 Written Communication 4.14 .491 Leadership Skills 4.1 671 Customer communication 4.06 .544 Basic understanding of 3.98 .316 Business Management People management 3.94 .645 Team Building 3.92 .595 Presentation Skills 3.84 .612 Public Speaking 3.82 .623 Conflict Resolution 3.71 .576
Table 7
Delphi Round II: Technical Knowledge/Skills/Experience: Mean and Standard
Deviation (n=48)
Technical Mean SD Knowledge/Skills/Experience Basic Understanding of Flexo 5 0 Process General Prepress Knowledge 4.73 .451 Color management 4.43 .539 Understand Basic Color 4.35 .522 Theory Hands-on experience with 4.22 .415 current technology In depth knowledge of Flexo 4.14 .491 Process Advanced Prepress 4.1 .539 Knowledge Understanding of prepress 4.04 .662 process for Flexo/packaging (i.e. File separation, Step & Repeat, trapping) Hands-on Flexo press 4.04 .488 experience / functionality Prepress Workflow 4.02 .424
97 Excel 4.02 .424 Prepress, plate-making, ink 3.98 .648 room experience Anilox knowledge 3.98 .547 Knowledge of Flexo Packaging 3.96 .631 printing Analysis and Diagnostic Skills 3.94 .645 Math & Science 3.9 .5 Process Color Theory 3.88 .553 Quality Control 3.86 .601 Understanding of 3.86 .693 plate/(mounting) tape compatibility, interaction of plates, sleeves, presses, etc. File prep proficiency 3.86 .601 Understand Lean 3.84 .674 Manufacturing Principles PowerPoint 3.76 .428 Stripping 3.73 .635 Knowledge of processes and 3.73 .666 Film Structures Adobe Illustrator 3.73 .635 Research Skills 3.53 .674 Plate-making 3.45 .577 Adobe PhotoShop 3.29 .54 Digital Photography 3.24 .473
Delphi Round III
The third and final Delphi round resulted in 46 responses from the remaining 48 participants after two emails and two phone follow-ups. The response rate for Round 3 was 96% resulting in a cumulative response rate for all three rounds of 82%.
The Round III instrument was created using Survey Monkey and the survey link was included in an email to each of the remaining 48 participants. The participants were asked to complete the survey within 7 days. Two days prior to the due date, a reminder email was sent to the participants. Two more email
98 reminders were sent followed by two phone calls were required to get the needed data for Round 3. There were 46 responses and a cumulative return rate of 82%.
One of the two non-respondents changed companies and was unable to continue with the study.
The following charts show the results of the remaining 30 skills from
Delphi Round II that had a Mean of 4.0 or greater. Participants were asked to rank 1-10 in order of importance for the remaining skills and by area: personal skills, attributes, characteristics needed (Table 8), Communication Skills (Table
9), and Technical Knowledge, Skills, Experience (Table 10).
Table 8
Delphi Round III: Ranked Personal Skills, Attributes, Characteristics Needed
(n=46)
Personal Skills, Attributes, Rank Characteristics Needed Work Ethic 1 Works well with others 1 Self-motivated, Self-Starter 2 Drive to Learn 3 Problem Solving Skills 3 Multi-tasking Skills 4 Self-Directed 5 Maturity 6 Time Management Skills 6 Willingness to Relocate 7 Eye for Detail 8 Appropriate dress, business 8 behaviors Manage High Stress 8 Environments Potential for Growth 9
99 Table 9
Delphi Round III: Communication Skills Ranking (n=46)
Communication Skills Rank Oral/Verbal Communication 1 Listening Skills 2 Written Communication 3 Leadership Skills 4 Customer communication 5
Table 10
Delphi Round III: Technical Knowledge, Skills, Experience Ranking (n=46)
Technical Rank Knowledge/Skills/Experience Basic Understanding of Flexo 1 Process General Prepress Knowledge 2 Color management 3 Understand Basic Color 4 Theory Hands-on experience with 5 current technology In depth knowledge of Flexo 6 Process Advanced Prepress 7 Knowledge Understanding of prepress 8 process for Flexo/packaging (i.e. File separation, Step & Repeat, trapping) Hands-on Flexo press 8 experience / functionality Prepress Workflow 9 Excel 10
The overall response for the Delphi Rounds I-III was 82%. Ten subjects dropped out during the course of the Delphi study, a mortality rate of 18% from the original 56 participants, representing the four industry segments of the
100 Flexographic Printing Industry. Six of those who dropped out were all from the
Distributor segment due to a lack of hiring entry-level positions and lack of recruiting from higher education. This mortality rate of 60% in the Distributor segment affects the ability of this study to generalize beyond the Prepress,
Printer/Converter, and the Manufacturing segments of the Flexographic Printing
Industry.
Status of Flexography in Higher Education
As stated in Chapter 3, the instrument used to collect data from post- secondary educational institutions was adapted from a status study of screen process printing in the United States (Surerus, 1991). The instrument was modified and adapted to flexographic content and was then reviewed by a panel of experts to ensure content validity. The instrument was then created in Survey
Monkey and pilot tested.
The survey instrument was sent as a link in an email to each of the contacts for all 58 colleges and universities in the United States identified as having a flexography program or programs that include flexography. The first email request resulted in 13 surveys. A reminder email was sent a week later resulting in another 10 responses received. A third reminder was sent and 12 were received resulting in 35 schools responding via emailed Survey Monkey link. Phone calls were made to the remaining non-respondents over a three-week period. This resulted in 12 responses. The total number of responses for the status study was 47 resulting in a response rate of 81% and took a total three
101 months to complete. Of the non-respondents, two schools were 2-year colleges and were also part of the Flexographic Technical Association’s list of higher education institutions known to have flexography programs. The remaining nine non-respondents were from the ATMAE list of schools with Graphic
Communication programs. The Office of Admissions at these institutions was contacted by phone and five of these were confirmed to not have flexography.
Four of the institutions had no idea what the researcher was talking about when queried about printing programs or courses when contacted.
Of the institutions who participated in the survey, 39, 82.9%, stated that they do have flexography courses or courses that include flexography but only
13, 28.6%, stated that they have a flexography program, major, specialization, or concentration.
The table in Appendix F illustrates the number of flexography specific courses, courses with flexographic content, number of courses majors and, if applicable, minors are required to take in addition to information about internship/coop requirements for each institution in the Status Study population.
Seven institutions offered one flexo specific course, five offer two courses, two schools offer three courses, two offer four courses, two offer five courses, and three schools offer more than six courses that are dedicated only to flexography. The schools that have the greatest number of dedicated flexography courses were 2-year institutions. Dunwoody College of Technology in
Minneapolis, Minnesota, offers nine courses dedicated to flexography and 14 courses that include flexography content. Cincinnati State Technical and
102 Community College and Fox Valley offer five courses dedicated to flexography and Central Piedmont Community College, Harper Campus offers six flexography courses. Of the 4-year institutions that responded to this study,
Appalachian State University offers the most flexography only content courses, three.
Of these flexographic only content courses, 26, (55%), institutions responded that their flexography courses included hands-on experience on a flexographic press, eight, (17%), used simulation software, and 13, (28%), of post-secondary institutions taught flexography courses using only theoretical methods which is good news for industry where the data show that hands-on experience is needed by recent graduates.
Twenty-eight institutions responded that they have courses that include, but are not dedicated only to flexography. The data show 78 courses that include flexographic content. Sixty-one, (78.6%), of these courses include a hands-on
(press work) component, 17, (21.4%), include a simulation component, and 45,
(57.1%), and include theoretical components.
Eight institutions indicated that they have a minor where students are required to take dedicated flexography courses or courses that include flexographic content and one institution has one course that is optional but encouraged.
According to the numbers provided by participating institutions, between
Fall 2007 and Spring 2011, a total of 1,193 students graduated from programs that have courses that include flexographic content and/or flexography specific
103 courses, a number that will not come close to filling the number of expected positions in the flexographic printing industry. Students earned an Associate,
Bachelor or Masters degree.
Thirty-three, 70.4%, of institutions with flexography programs or specializations and those who offer flexography classes are required to participate in internships or cooperative education experiences. Twenty institutions responded to the request for internship/cooperative education experience details. Some institutions require total hours, some a specified number of weeks, others only that an internship is required. Some institutions indicated that an internship is optional.
The number of internships required, the number of weeks (when indicated) and the number of hours students are required to work (when indicated) are shown in Appendix F. Most schools determine internship/cooperative education length in terms of hours worked. Only three schools required internships of less than 144 hours. Six schools require internships lasting 200-255 hours and six schools require 380-600 hours. Only one school requires three internships, two institutions require two internships.
When duration is indicated, internships are required to be 6-18 weeks in length with one internship being 45 weeks in length with no indication of the number of hours students are expected to work each week.
Educators listed many more position titles than industry in terms of entry- level flexography positions students would be hired into upon graduation. The most common position title for both industry and education was the Customer
104 Service Rep (CSR) and the data show that many of the positions listed by industry and education are the same. Table 11 lists the job titles graduates of programs that have flexography courses or courses that include flexography are hired upon completion of their degree requirements and job titles from the industry list (Delphi Round I) in common by using “Y” for yes and “N” for no.
Table 11
Post-secondary Institution Responses: Position Titles Held by Recent Graduates
In Industry # of Job Title List Responses CSR/Customer Service Representative Y 12 Press Operator Y 7 Salesperson Y 5 Estimating/Estimator/Cost Estimator N 5 Account Manager N 5 Production Manager N 5 Press Helper/Assistant Y 4 Project Manager N 4 Graphic Designer N 3 Prepress Operator Y 3 Technical Sales Rep N 3 Associate in Leadership Program N 3 Ink Technician N 3 Plate Mounter/Maker N 3 Prepress Technician Y 2 Prepress Specialist N 2 Sales Representative Y 2 Production Planner N 2 Management Trainee N 2 Structural Designer N 2 Production Scheduler N 2 Production Artist Y 2 Production Coordinator Y 2 Production Designer N 2 Quality Assurance/Quality Control Y 2 Press Operator Assistant Y 1 Flexo Prepress Specialist N 1 Sales Trainee Y 1
105 In Industry # of Job Title List Responses Software Sales Representative N 1 Software Engineer N 1 Flexo Customer Service Rep Y 1 Associate Sales Rep N 1 Database Manager N 1 Mac Operator N 1 Desktop Publishing N 1 Prepress Production Artist N 1 Machine Operator N 1 Technical Specialist Y 1 Graphics Imaging Technologist N 1 Key Account Rep N 1 Prepress Coordinator N 1 Associate Graphics Technical Specialist N 1 Print Buyer N 1 Marketing Specialist N 1 Marketing Services Manager N 1 Multimedia Developer N 1 Print Media Specialist N 1 Digital Media Specialist N 1 Digital Print Specialist N 1 Social Media Marketing Specialist N 1 Graphic Design Team Manager N 1 Freelance N 1 Research & Development Y 1 Flexo R&D Specialist N 1 Technical Analyst N 1 Flexo Production Coordinator N 1 Digital Technician N 1 Designer N 1 Web Developer N 1 Videographer/Editor N 1 Visual Communication Specialist N 1 Manager-in-Training N 1 Technical Consultant N 1 Buyer N 1 Free Lance Photographer (S-E) N 1 Retail Communications Specialist N 1 Producer Ad Operations – Ad Trafficker N 1 Printing Services Specialist N 1 Corrugated Package Designer N 1 Field Service Rep N 1 Education Developer N 1 Rewind Operator N 1
106 In Industry # of Job Title List Responses Screen Printer N 1 Bindery Worker N 1 Everything N 1 Too numerous to note N 1
Table 12 shows what post-secondary institutions indicate as the top skills and characteristics recent graduates need in order to succeed in their career.
There are important skills and characteristics common to both industry and education. Table 13 will address these commonalities. Problem solving/analytical skills were the most common response listed by post-secondary respondents, more frequent than communication skills.
Table 12
Skills and Characteristics Deemed Most Important by 2- and 4-year Institutions
# of Skills Responses Problem solving/Analytical Skills 12 Communication Skills 5 Work Ethic/Work Habits/Willingness to Work 5 Project Management 5 Written Communication 4 Knowledge of the process 3 Technical knowledge 3 Verbal communication 3 Quality Control 3 Prepress Operation Skills 2 Color Management 2 Critical Thinking – “It's a buzzword, I know. 2 But employers have told us they need students that can analyze and interpret data, draw conclusions, suggest strategies for change, etc.” Basic Software Skills 2 Press Operation Skill 2
107 # of Skills Responses Self-Motivation/Ambition 2 Industry Business Practices 2 Ability to Learn Quickly 2 Technical Skills 2 Understand Color Management 1 Flexo press skills 1 Prepress skills with Adobe CS 5.5 software 1 and various RIP software Computer Skills 1 Ability to adapt 1 Hands on 1 Mechanical Abilities 1 Math 1 Color Theory 1 Illustrator/Photoshop proficiency 1 Flexo plate making skills 1 Software Skills, Adobe 1 Software skills related to flexo pre-press and 1 plate making Business knowledge 1 Decision-maker 1 Computer literacy 1 Print process knowledge 1 Digital media knowledge 1 Marketing Knowledge 1 Management Knowledge 1 Sales knowledge 1 Productivity 1 Ability to ask questions 1 Be on time 1 Management course work 1 Technical knowledge of all print production 1 processes as well as cross media skills in the Internet and Web Development, Multi-Media Team Work Skills 1 Basic technical knowledge and terminology 1 knowledge Understanding the printing process, machine 1 skills and being able to trouble shoot Knowledge of inks and substrates 1 Basic math 1 Understanding of flexo marketplace 1 Understanding & managing workflows 1 Dealing with ambiguity 1 108 # of Skills Responses Content knowledge 1 Mechanical aptitude 1 Good attitude, drive, flexibility 1 Cross media understanding and practice 1 Fundamental understanding of flexo 1 production, prepress through finishing and distribution Hands-on experience prepress - post press 1 Willingness to Learn 1 Open Minded 1 Initiative 1
From the responses found in Tables 11 and 12, one can begin to see the similarities between what industry wants and what education believes are important skills and characteristics. The job titles listed by educators are more exhaustive than what industry provided.
Table 13 shows a side-by-side comparison of skills and characteristics deemed important by industry and education. Although there are many similarities, and the list only shows what industry deems most important, there are gaps in what skills and characteristics industry wants from graduates and what education sees as important. Some things cannot be taught per se however skills, knowledge or characteristics such as appropriate dress and business behaviors can be taught. Some of the “gaps” may be attributed to semantics. Further research could address this.
109
Table 13
Skills and Characteristics Deemed Important by Industry Compared to responses by Post-secondary Institutions
Skills Industry Education Work Ethic X X Works well with others X X Self-motivated, Self-Starter X X Drive to Learn X X Problem Solving Skills X X Multi-tasking Skills X Self-Directed X Maturity X Time Management Skills X Willingness to Relocate X Eye for Detail X Appropriate dress, business behaviors X Manage High Stress Environments X Potential for Growth X Oral/Verbal Communication X X Listening Skills X Written Communication X X Leadership Skills X Customer communication X Basic Understanding of Flexo Process X X General Prepress Knowledge X X Color management X X Understand Basic Color Theory X X Hands-on experience with current technology X X In depth knowledge of Flexo Process X Advanced Prepress Knowledge X X Understanding of prepress process for X X Flexo/packaging (i.e. File separation, Step & Repeat, trapping) Hands-on Flexo press experience / X X functionality Prepress Workflow X X Excel X
110
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the previous chapters, draws conclusions based upon the data collected, and offers recommendations for further research. The conclusions and recommendations are specific to the Flexographic Printing
Industry and not meant to be generalized to other printing process segments.
Summary
This study was conducted in two parts: a Delphi Study and a Status Study.
Each study addressed similar questions administered using survey instruments specific to each population. In addition to survey questions each population had in common, each was asked to provide additional information specific to each population and used to answer the research questions of the study. Having an industry component and an education component to data collected, a more accurate picture of what is needed by industry from recent graduates and what education is providing, or believes that it is providing, can be compared and used to fill a void in the research which has, until this study, been unexamined.
The first part of this study used the three-round Delphi technique to collect data about skills, knowledge and characteristics needed and wanted by the
111 Flexographic Printing Industry from recent graduates entering the flexographic workforce and the skills, knowledge and characteristics that industry thinks are missing from recent graduates. Also collected were job titles that students would be hired into upon graduation.
The second part of this study was a status study of 2- and 4-year post- secondary institutions examining the educational component of student preparation as it pertains to the number of institutions that offer flexography courses or courses with flexographic content, how many institutions have flexographic programs or specializations, and how many students have graduated with flexographic experience. Also collected were data related to job titles and level of education required by recent graduates from 2- and 4-year post-secondary educational institutions in the United States.
Industry Delphi Study Discussion as it relates to Research Question 1
Research Question 1:
What are the views of Flexographic Printing Industry experts regarding skills needed by new hires/recent graduates from flexography programs in the United
States? What skills do they identify as important for graduates/new hires from flexography programs to possess? What job titles are recent graduates likely to be placed into and what degree level are required of applicants?
112 Delphi Identified Skills, Knowledge and Characteristics
Table 14 is the result of the Delphi portion of this study and represents the final list of the top skills, knowledge, and characteristics needed/desired by experts in the flexo industry from recent graduates of 2- and 4-year post- secondary educational institutions that include flexography in their programs.
Upon review of the 30 skills and characteristics in Table 14, one finds that many of the skills, knowledge and characteristics most desired by flexo industry experts are not specific to flexography. Twenty of the final skills, knowledge and characteristics listed are those needed to succeed in most any position or industry, these include: Work ethic, working well with others, oral and written communication skills, etc. as listed in Table 14.
Table 14
Skills, Knowledge and Characteristics Most Important to Flexographic
Industry
Work Ethic Works well with others Self-motivated, Self-Starter Drive to Learn Problem Solving Skills Multi-tasking Skills Self-Directed Maturity Time Management Skills Willingness to Relocate Eye for Detail Appropriate dress, business behaviors Manage High Stress Environments Potential for Growth Oral/Verbal Communication Listening Skills
113 Written Communication Leadership Skills Customer communication Basic Understanding of Flexo Process General Prepress Knowledge Color management Understand Basic Color Theory Hands-on experience with current technology In depth knowledge of Flexo Process Advanced Prepress Knowledge Understanding of prepress process for Flexo/packaging (i.e. File separation, Step & Repeat, trapping) Hands-on Flexo press experience / functionality Prepress Workflow Excel
Six skills from Table 14 are common to any printing process but could be specific to flexography if those skills addressed the differences in prepress that comes with each different printing process. These six skills, knowledge, and characteristics that recent graduates should have are:
1. General prepress knowledge
2. Color theory
3. Color management
4. Advanced prepress knowledge
5. Prepress workflow
6. Hands-on experience with current technology
The sixth skill, hands-on experience with current technology, is not printing process specific, as technology is present throughout the workflow of all printing processes. General prepress knowledge is needed for any printing process as
114 files must be in a format, or converted to one, that can be prepared for production. Understanding prepress workflow is common to all printing processes. Specificity for each printing process require differences in certain aspects of prepress but the responses of the industry experts, with few exceptions, were general in their responses. The need for color management is essential as it can effect upon brand management, consumer reaction, shelf appeal, etc.
The four remaining skills, knowledge, and characteristics needed by recent graduates from Table 14, specific to flexography are:
1. Basic understanding of flexo process
2. In-depth knowledge of flexo processes
3. Prepress for flexo packaging
4. Hands-on flexo press experience/functionality
Each of these skills, knowledge, and characteristics are valuable to the flexo industry if possessed by recent graduates because if graduates already have them, the company can have a person who is going to produce faster. In other words, the return on investment would be faster if a recent hire does not need to learn everything from square one. The more a recent hire understands and knows, the faster they will be productive in the workplace.
115 Skills, Knowledge and Characteristics Identified as Missing in Recent
Graduates
The skills, knowledge and characteristics identified by flexo industry experts as missing by recent graduates are represented in Table 15 and are associated with the entry level position provided by each respondent.
Table 15
Skills, Knowledge and Characteristics Missing in Recent Graduates
Missing Skills, Knowledge & Job Title Characteristics Applications Development Rep Public speaking, presentation skills, technical writing skills not at high enough level Application Technology Positions NA Application Trainer Lack strong understanding of the prepress required for assembly and production of work for packaging environments Customer Service Rep/ Customer Willingness to jump in and do whatever Service is necessary to grow, willingness to wait for advancement opportunities, expect to start at the top/not willing to work their way to the top, people skills, flexo printing experience Electronic Prepress Operator Stripping skills like trapping, layouts, and screening Electronic Prepress Self-motivated, self-directed, quality Technician/Prepress Technician control Flexographic Press Operator Trainee Knowledge of flexo printing process, hands-on knowledge of press functionality, color theory, understanding of file creation and processing logic, production management Graphic Coordinator Recent graduates want to “design” versus “production” focused jobs due to lack of understanding of the difference between both and the career opportunities within both areas 116 Missing Skills, Knowledge & Job Title Characteristics Lab Analyst Presentation skills, time management Prepress Account Rep Quality control Prepress Color Assistant Recent graduates want to “design” versus “production” focused jobs due to lack of understanding of the difference between both and the career opportunities within both areas Prepress Manager NA Press Assistant NA Press Room Manager People skills, how to communicate with the manufacturing workforce Print Manager No one has all of them…at least not grads Production Graphic Artist/Production Willingness to jump in and do whatever Artist is necessary to grow, willingness to wait for advancement opportunities, expect to start at the top/not willing to work their way to the top Quality Control (QC) Manager NA Research & Development Math and science, understanding of business environment behavior and dress Sales Rep Understanding of all steps involved to complete a product from start to finish Sales Trainee Hands-on press experience, exposure to flexo printing and capabilities of a flexo press, willingness to relocate Special Projects Manager People leadership and communication skills Supervisor Trainee Hands-on press experience, exposure to flexo printing and capabilities of a flexo press Technical Service Rep Public speaking, presentation skills, technical writing not at high enough level Technical Specialist NA Technical Trainee Willingness to relocate
117 Commonalities and differences between industry responses and those of educators with regards to skills, knowledge and characteristics needed by recent graduates will be discussed in greater detail following discussion of Research
Question 3 in this chapter.
Delphi Job Titles and Level of Education
The responses from Delphi I resulted in 28 job titles. Customer Service
Rep and Customer Service, Electronic Prepress Technician and Prepress
Technician, Production Graphic Artist and Production Artist were job titles that were grouped together due to the lack of difference in responsibilities. The combining of six job titles into three yielded a total of 25 for the purpose of illustrating job titles and level of education preferred/required as shown in Table
16.
Table 16 shows the responses of flexo industry experts pertaining to job title and level of education required or preferred. Although the Delphi Round I instrument asked for post-secondary education level requirements, certificate, associates, bachelors, masters, doctorate, or “other”, for each of the job title. As shown in Table 16, some of the position titles required no more than a high school diploma with a preference of college or technical school focusing on graphics/printing. The industry respondents who listed the job titles, Application
Technology Positions and Quality Control (QC) Manager, did not specify what level of education was required or preferred.
118 Table 16
Job Title and Level of Education Required/Preferred
Job Title Cert. Assoc. Bachelor Master PhD H.S. Applications X X Development Rep Application Technology
Positions Application Trainer X Customer Service Rep/ X X Customer Service Electronic Prepress X X Operator Electronic Prepress Technician/Prepress X X X Technician Flexographic Press Pref. Pref. Operator Trainee Graphic Coordinator Pref. Pref. X Lab Analyst X X X Prepress Account Rep X Prepress Color Pref. Pref. X Assistant Prepress Manager X Press Assistant X Press Room Manager X Print Manager X X X Production Graphic X X Artist/Production Artist Quality Control (QC)
Manager Research & X X Development Sales Rep X Sales Trainee X X Special Projects X Manager Supervisor Trainee X Technical Service Rep X X Technical Specialist X X Technical Trainee X
119
When breaking down the degree requirements for each job titles in Table
16, the resulting percentage of positions requiring or preferring degrees is greater than 100% as some position titles were shown to require more than one degree depending upon the respondent. This can be attributed to differences in educational requirements/preferences between companies. The total number of job titles in Table 17 adds up to more than the final list of 25. Table 17 only represents the 25 job titles that were part of the Delphi findings. The higher number is due to multiple degrees required or preferred by different companies.
Of the entry level positions in the flexo industry identified by participating flexo industry experts in the Delphi portion of this study, 88% of the number of job titles included those that preferred a bachelors or higher. The breakdown of educational requirements is shown in Table 17 on the following page.
120 Table 17
Educational Requirements/Preference by Degree
Total percent Percent of Percent of Number of Number of Including Position Position job Titles job Titles Position Degree Titles Titles Requiring Preferring Titles Requiring Preferring Degree Degree Preferring Degree Degree the Degree Certificate 3 12% - - 12% Associates 6 24% 3 12% 36% Bachelors 18 72% 3 12% 84% Masters 5 20% - - 20% Doctorate 1 4% - - 4% High School 3 12% - - 12%
The Delphi portion of this study shows that education past high school is preferred and/or required by the flexo industry for entry level positions which bodes well for the need for programs that include flexography in higher education. This will be elaborated on in the discussion of Research Question 3 later in this chapter.
Flexographic Education Status Study Discussion
Research Question 2
What are the characteristics of flexographic instruction in 2- and 4-year, post- secondary educational institutions in the United States?
121 Flexography Courses
The data show a very different picture between 2- and 4-year institutions in the number of courses dedicated to flexography. Of the 4-year institutions with flexography specific courses only Appalachian State University and Chowan
University, both in North Carolina, offered three courses dedicated to flexography. Arkansas State University, California University of Pennsylvania,
Central Connecticut State University, North Carolina A&T offer two courses dedicated to flexography. Ball State University, California Polytechnic State
University, Eastern Kentucky University, Pennsylvania College of Technology, and University of Central Missouri offer one course dedicated to flexography.
Two-year institutions show a very different picture. Dunwoody College of
Technology offers and amazing nine courses that address only flexography and
14 courses that include flexography. Central Piedmont Community College offers six flexo specific courses and three that include flexo. Cincinnati State and
Technical and Community College offer five flexo specific courses and four courses that include flexo. Fox Valley Technical College offers five flexo courses and two courses that include flexo. Fullerton College offers four flexo courses and three that include flexo and North Central Technical College offers four flexo specific courses.
It is interesting that in general 4-year institutions offer very few flexo specific courses. Universities such as Clemson and RIT are ripe recruiting grounds but neither offer courses dedicated only to flexo. Clemson offers six courses that include flexo and require their majors to take four of them. RIT
122 offers one course that includes flexography but does not offer a flexo course that is hands-on; students receive their experience through two required internships.
Clemson did not indicate that internships were required as part of their survey response.
In all, the schools that responded to the status study survey show that 29 colleges and universities offer a total of 78 courses that include flexographic content. Twenty-two post-secondary institutions offer a total of 58 courses that are flexography content specific. Of all these courses, 136 in total, only 50 are required at 25 of the 47 schools that responded to the survey.
Industry Experience: Internships, Cooperative Education
The roles reverse when it comes to internship or cooperative education experience. It is here that 4-year institutions require a great deal more. Only four
2-year institutions require internship experience. Cincinnati State Technical and
Community College requires the longest internship of any institution participating in this study at 45 weeks. Dunwoody College of Technology requires one, 12- week internship. Fox Valley Technical College requires one, 18-week internship for 234 hours of experience. Waukesha County Technical College requires one,
8-week, internship for a total of 144 hours.
Many four-year institutions require industry experience in the form of internships. Table 18 illustrates the data related to internships in 4-year institutions. The number of internships or cooperative education experiences required or encouraged, the duration of those experiences and number of
123 required hours are shown for those institutions that responded with this information.
Table 18
Internship Requirements in 4-year institutions
Institution Number of Number of Number of Internships or Weeks Hours Coops Required Appalachian State 2 4-12 160-480 University Bowling Green 3 15 600 State University California 1 200 Polytechnic State University California 1 120 University of Pennsylvania Central Connecticut 1 16 480 State University Chowan University 1 12 35-40 hr per wk. Clemson University No response Eastern Kentucky 1 240 University Millersville Not req’d, 225 hrs. min. University encouraged North Carolina A&T 1 Pennsylvania 1 Semester College of Technology Rochester Institute 2 Not specified Not specified of Technology University of 1 6 wks. min. 240 hrs. min. Central Missouri University of 1 12 480 Wisconsin-Stout 40 hr/wk Waukesha County 1 8 144 Technical College Western Michigan 1 12-14 32-40 hr per wk. University
124 When it comes to internships in 4-year institutions, Bowling Green State
University comes out on top. They require three, 15 week, 40 hours per week internships that they call co-ops (cooperative education). Every student who is a
Visual Communication Technology major graduates with 1,800 hours of industry experience. Although Bowling Green State University does not have a flexography specialization, they do have one course that is flexo specific and one that includes flexo and include packaging in their curriculum.
The data collected related to internships from post-secondary institutions did not include whether internships were in the flexo industry or another part of the printing industry. This research is something that could or should, be addressed at a later time, as this could be a means to encourage the fostering of relationships between educators and the flexo industry.
Flexography Programs, Majors, Specializations or Concentrations
Of the 32 institutions responding to the survey question asking if they had a program/major or specialization/concentration 28.1% (9) said yes, which is less than the number listed on the Flexographic Technical Association’s website. The data only confuse the issue surrounding the question of what is defined as a program, major, specialization or concentration? An entire study could be conducted to answer this question. The researcher was surprised by the lack of standards about what is a program and how it is defined? Can it be defined by some standard? This is definitely to be researched in the future. For instance,
Appalachian State University does not state in the course check sheet
125 associated with the Graphic Arts and Imaging Technology major that it has a flexography major or minor. In this institution, flexography is part of the core curriculum where the beginning and intermediate flexo courses are required.
The advanced flexo course is optional. By the standards set forth by the
Flexographic Technical Association, Appalachian State University has a flexography program. These inconsistencies of identification and naming do not lend themselves to accurate reporting of data in a way that would be understood by perspective students wanting to go into flexo or employers looking at where to recruit graduates with flexo experience.
Using the data collected for this study, programs that include hands-on experience, industry experience through internships and coops, and flexo specific courses would appear to have the best possible scenario. The exception to this would be 4-year institutions such as Clemson and RIT. Neither offers courses dedicated to flexo, both include flexographic content in other courses.
Two-year institutions prepare a graduate who, it can be said based on the data, are more experienced with the hands-on, operator type of experience.
These institutions typically graduate students who will become the press operators, prepress technicians, etc. Four-year institutions, by their very nature, produce graduates who are more rounded in terms of courses taken that are not flexo specific such as business related courses, writing and speech designated courses. Students from 4-year institutions tend to “move up the ladder” after learning how flexo business and production work. Companies such as CGX and
R.R. Donnelly primarily recruit students from 4-year institutions for their fast-
126 paced, leadership development programs lasting on average two years. The students who are recruited for these programs most often have a more rounded education than those offered in most 2-year educational programs that include flexography. By no means is this meant to belittle 2-year programs. This researcher has first hand experience in competitions such as the Collegiate
Phoenix Challenge held each year the day before FTA’s Annual Forum. The 2- year schools have students who can run circles around many 4-year students in terms of the technical aspect of flexo printing but in terms of the research and presentation aspect of the competition the 4-year schools are ahead, no doubt in part due to the more rounded educational requirements.
Each educational institution, be it 2-year or 4-year, can produce graduates with flexo experience that will contribute to a flexo employer. Each school that includes hands-on and internships will produce a graduate that is more sought after than those institutions that do not include hands-on and industry experience though internships. This is not to say that students without hands-on or internship experience are unemployable in the flexo industry, it is just that not having these experiences means that an employer in the flexo industry will likely have more on-the-training to do to bring a recent graduate up to speed.
Programs that can bring these most important elements, hands-on and flexo specific experience, internships, and a more detailed knowledge of the flexo process and equipment, will produce graduates who are more desired by the flexo industry where the faster you can bring an employee up to speed, the faster
127 that employee will be making the company money, faster return on investment:
Better bottom line, profitability.
Research Question 3
How do the needs of the Flexographic Printing Industry compare with what is being taught at 2- and 4-year post-secondary educational institutions in the
United States? How many students?
Student Numbers and Industry Workforce Needs
If one were to go straight to the numbers, the data showed that 1,193 students graduated between Fall 2007 and Spring 2011 from the 12 colleges and universities who responded to this question on the status study survey. The average number of students graduating from 4-year institutions with a flexo program was 25-40 students each year and from 2-year institutions with a flexo program was 15 students each year.
Using these numbers, or even extrapolating these numbers as an average for all post-secondary institutions offering flexography in their curriculum, industry workforce needs cannot be met by 2- and 4-year post-secondary education flexographic education alone. The number of positions expected, approximately
13,200 each year until 2016 using the PIA (2008) numbers and Lamparter’s
(2009) flexible packaging percentage, as described in Chapter 1, outweighs what education is currently graduating by a factor of ten. The number of graduates
128 from schools identified as having flexography in their programs contributes minimally to the workforce needs of the Flexographic Printing Industry.
When one thinks about 1193 graduates from Fall 2007 through Spring
2011 compared to the number of positions in the Flexographic Printing Industry, we are going to need a lot more programs or the programs that have flexography need to be recruiting more students and growing their programs. Awareness of the printing industry in general and especially flexography could do wonders for recruiting bright, talented students into a growing industry with so much promise.
What does it all mean?
All of the discussion so far has been about what the research questions asked of flexo industry experts and educators. The most important part of this study must still be addressed…how does all of this data interact when industry is compared to education and the results from this study are set to industry standards such as O-NET, P21, or the American Management Association
(AMA, 2010). Is everyone on the same page or is there a disconnect between what we as educators believe that we are teaching our students and what industry believes to be missing skills, knowledge and characteristics and how does that compare to what O-NET describes as knowledge, skills, and what they describe as abilities?
In Chapter 4, Table 11 illustrated job titles listed by educators, the number of times each job title was indicated by different institutions and whether or not the job title was included in the list of positions provided by flexo industry experts
129 in the Delphi portion of this study. The most common position that recent graduates were hired into by both industry and educators was the CSR or
Customer Service Representative. Press operator was next, with salesperson third. Press helper/assistant, prepress operator, prepress technician, sales representative, sales trainee, production artist, production coordinator, and technical specialist were titles indicated by both educators and industry experts.
Using the most current O-NET OnLine database (2010), the job titles indicated by both flexo industry experts and educators were examined. The O-
NET database did not specify by print industry segment or in for some job titles,
O-NET did not specify an industry. The discussion will begin with the Customer
Service Representative (CSR).
Customer Service Representatives
CSRs work with customers to provide information about products and/or services and to address customer issues (O-NET, 2010). Skills needed include, listening, speaking, service orientation, reading comprehension, critical thinking, writing, and negotiation. Knowledge needed to be a CSR include customer and personal service (principles and processes, needs assessment, quality standards, evaluation of customer satisfaction). Abilities include oral comprehension (ability to listen and understand information), oral expression
(ability to communicate information), clarity of speech, recognize the speech of another person, written expression, must see at close range of observer, deductive and inductive reasoning.
130 According to flexo industry experts, a CSR should have knowledge of the process, maturity, potential for growth and a willingness to jump in and do whatever is necessary. Industry experts, in general ranked oral and written communication as the top skills needed by recent graduates. All of the skills, knowledge and characteristics/abilities fall in line with the top ranked for each of these.
Educators deemed problem solving/analytical skills most important, communication skills were the second most common skills listed as important etc. What educators deemed most important, what flexo industry experts viewed as most important and the requirements of the CSR’s job according to O-NET were all the same albeit O-NET’s list was more detailed than the responses of industry experts and educators.
Printing Press Operator, Graphic Designer and Sales Representative
When examining the positions of Printing Press Operator, Graphic
Designer, and Sales Representatives, the findings were the same.
Communication, both oral and written, knowledge of the product(s), near vision, etc. were common to every position. There is a great deal of consensus when examining what flexo industry experts want, what educators deem important, and what O-NET includes in the job description for the positions most common for recent graduates being hired by the flexo industry.
The American Management Association (2010) and P21 (2009), a national organization that is concerned with the readiness of students, published the
131 results of a survey entitled, AMA 2010 Critical Skills Survey (AMA, 2010). This survey cites critical thinking, creativity, collaboration, and communication skills,
“the fours Cs will become even more important” (AMA, 2010). The AMA survey results found that the skills and competencies wanted from new employees are critical thinking, communication skills, collaboration/team building, creativity and innovation (p. 3). The four Cs are represented in the list of what flexo industry experts believe are most important for recent graduates.
The general work skills found in the Delphi portion of this study for flexographic printing were much the same as in related areas. The differences are mainly related to industry specific skills, knowledge and characteristics. The four Cs from the AMA (2010) critical skills survey represent the same preferred skills, knowledge and characteristics in terms of critical thinking and communication skills. In Delphi round II, team building skills had a mean less than 4.0 so in Round III leadership skills ranked highly overall by Flexo industry experts. Creativity and innovation, the last of the fours Cs, were not in the final consensus. Although creativity and innovation were not part of the responses in any round of the Delphi portion of this study, they are still important, for without creativity and innovation, nothing would change, nothing would or could improve without “thinking outside the box” so to speak. It has been the researcher’s experience that students bring a fresh perspective to all that they do when they are learning something new. That fresh perspective could become creativity and innovation in the right environment.
132 Recommendations
As educators in the graphic arts/printing we place a lot of emphasis upon proficiency with the Adobe Design Suite, especially Illustrator, PhotoShop, and
InDesign. The responses of educators with regards to software did not include
Excel. Given the importance of Excel skills to industry, programs should ensure that they are covering it adequately. Excel is an important aspect of business.
Spreadsheets are everywhere and being able to create and understand spreadsheets is an essential skill.
This researcher was truly surprised by this finding but mainly because of a coincidence related to a response to a question asked during an ICPF teleconference during the spring of 2012 where the researcher asked a panel of corrugated packaging experts what software was the most important for our students to learn. The member of the panel who is a well-respected member of the corrugated packaging printing community and very high up in one of the largest corrugated printers in the US, emphatically said Excel and did not say anything about Adobe products. The Delphi findings of this study support the experience from the teleconference earlier in 2012. This researcher now includes more assignments that include spreadsheets using Excel based on flexo industry expert Delphi responses and the response from the teleconference panel member. Further research should examine the software used and types of assignments that utilize different programs and could be compared with the software industry deems most important for recent graduates entering careers in flexo.
133 Clemson University’s Sunoco Center is an extremely successful example of what relationships with industry can build. It is a state of the art facility where students, faculty and industry work together in innumerable ways. Industry conducts testing in inks, substrates, students have the opportunity to use state of the art presses and testing equipment, the university receives great publicity and
Clemson students are heavily recruited from Clemson University. There are many examples of how relationships with industry benefit everyone. Additional studies could be conducted to elaborate on the benefits and perhaps challenges.
This researcher would like to use case studies to showcase exemplary programs and best practices.
As previously discussed, the findings of this study show the desire of industry for recent hires to have more industry and hands-on experience. To that end it is the recommendation of the researcher to consider the following.
Often educators ask for equipment and supplies seeing that as the best or most practical way to provide up to date technology experiences for students and as a means to address shrinking and inadequate budgets by asking industry to
“pitch in”. The story that begins in the following paragraph about students from the Graphic Arts and Imaging Technology (GAIT) program at Appalachian State
University in Boone North Carolina, as they prepared for the 2012 Collegiate
Phoenix Challenge Competition, provides what could be an eye-opening shift in how educators can look at different ways to build relationships with industry and how to create opportunities for students that do not require enormous budgets needed to provide the most current technologies for students. By developing and
134 nurturing relationships with the flexo industry, post-secondary education can benefit in enumerable ways. Programs can become more visible to industry by reaching out for help and not just in terms of money, supplies and equipment.
The Graphic Arts and Imaging Technology (GAIT) program at Appalachian
State University in Boone North Carolina is fortunate in that they have great equipment and facilities that contribute to learning flexographic principles and skills that can be transferred to industry upon graduation. The program has flexography presses that are great to learn on but lack the precision necessary to produce printed products with tight registration. Registration is essential when printing multiple colors. Without proper registration, the printed piece does not appear as it should. For example, everyone has looked at a printed piece only to see an image that appears out of focus or not lined up. This is not good printing.
It is likely out of register or some other aspect of the process has not been carried out in a correct manner.
Without the ability to hold tight registration and several other aspects associated with good quality print, Appalachian State University is not able to be competitive with other post-secondary institutions that have better presses. This point is key when Appalachian competes in the annual Collegiate Phoenix
Challenge competition held each year the day before the FTA’s Annual Forum and InfoFlex. The competition is one that includes aspects of the flexographic printing process in addition to design, research, and presentation components.
To this end, the researcher went to the fall 2011 GAIT advisory board meeting with a wish list that included a new press.
135 The fall 2011 advisory board meeting turned out to be the turning point in
Appalachian’s ability to compete with strong schools like Clemson University, Cal
Poly, Dunwoody College of Technology and University of Western Michigan.
When asked what would allow Appalachian to be competitive, the researcher asked for a new larger press knowing full well that $250,000 was not in the budget. The response from advisory board member Phil Kelley Jr. was one of generosity. He offered to allow our 2012 GAIT Phoenix Challenge Team to print their entry at Salem Printing in Winston Salem North Carolina. Little did our team know but this experience would be one of the highlights of their collegiate career.
Phil Kelley Jr. and his team at Salem Printing brought us into their facility and provided the most amazing experience. The researcher’s students worked with Salem’s prepress people to create and fine tune their designs and product ideas, select substrates that the students would not have otherwise been able to use because of the limitations of the equipment in the flexo lab at Appalachian and the best part for many of the students was the experience of actually mounting the plates and printing on Salem’s new Mark Andy 2200 which is a state of the art flexo press.
Salem Printing provided a once in a lifetime experience for the
Appalachian State University GAIT students and brought in industry reps from the plate and substrate manufacturers who were there during the print run. The print run took place on a Friday afternoon, during normal production hours meaning that Salem Printing was not making any money with that press on a busy workday. All supplies and press time were donated so Appalachian State
136 did not have to find extra funds for materials in a tight budget year. Appalachian only had to provide a vehicle to go to Salem Printing. The students were elated and had a hand in every aspect of the print project that, as the results of the
Delphi show, hands-on, experiential learning is highly desired.
The team at Salem Printing was excited and enjoyed working with the
GAIT students from Appalachian State. After the competition was over, Phil
Kelley Jr. said something that will forever stay with this researcher (as a faculty member). “Money is difficult, time is easy.” In other words, finding money for a new press and other equipment is difficult even when times are good. Donating time and resources such as substrates, plates, prepress time and time on the press are much easier to ask for as a teaching institution with flexo in it’s curriculum.
The experience of working with Salem Printing changed both the students’ lives and this researcher’s by offering a different way at looking to industry for help and how easily relationships can be nurtured to the benefit of all parties involved.
It is obvious from the example that communicating with industry can be a way to improve student experience levels and in turn student satisfaction. In addition to improving the hands-on, industry experience of students working with industry partners also increases the visibility of programs that include flexo.
Competitions such as the Collegiate Phoenix Challenge have done wonders to showcase the skills of students in both 2- and 4-year institutions. When the
137 Collegiate Phoenix Challenge began in 2008, few people in industry paid any attention to the students at Forum.
In the five years since the first Collegiate Challenge, the interest from industry in students has increased more than could have been anticipated. As an example, in 2008 during the first Collegiate Phoenix Challenge, the students participating in the Challenge received positive feedback. Two of the students from Appalachian’s team found internship opportunities through networking. In
2009, schools had booths at InfoFlex facilitating more exposure to industry members who explored “education ally.”
Each year since the beginning of the Collegiate Phoenix Challenge, industry has become more interested and generous. This year, 2012, students from the Appalachian State University team received multiple job offers and
Appalachian State University has had many offers of help in the form of supplies, offers to be guest speakers in classes and facility tours for classes.
The networking aspect of the Phoenix Challenge experience has had a very positive effect upon students and faculty alike. Students learn the importance of networking and have an opportunity to hone their skills, and, in many cases, are offered employment and internship opportunities. Faculty can also network to great effect.
The end result of competition in a venue such as the Collegiate Phoenix
Challenge is a win-win for everyone and is recommended for every school to become involved in competitions that can increase a programs’ visibility and begin a dialogue with industry and to market students and programs. Better
138 visibility can be used to recruit students into programs that have flexo in their curriculum. The only way educators are going to provide more of the needed employees in the flexo industry is to recruit and educate students of the numerous potential career opportunities in the flexo industry.
Growing existing programs could contribute more graduates for the flexo industry to recruit from but even if all of the programs in existence today were at full capacity, they still would not graduate enough students to meet industry needs. Further research is needed to determine how many, where, and how to fund the creation of more flexo programs to increase the number of qualified graduates for positions in the flexo industry.
Further research should be conducted addressing how the flexo industry will deal with the shortage of qualified employees. Industry based training will continue to be needed but perhaps research could be conducted to examine the efficacy of flexo trainers.
By strategizing ways to foster more collaboration between industry and post-secondary education, educators could form relationships contributing to more internship opportunities that, as shown in the data from the Delphi study, would provide the experience desired by industry.
Further study of the relationship of education, experience, position graduates are hired into upon graduation, and how these relate to salary would be useful. In the current climate, many people look at what the return on investment is for different degrees. Are entry-level salaries in the flexo industry
139 high enough that they warrant the debt load often incurred by students as they pursue their career preparation at post-secondary educational institutions?
Examining the possible geographical relationship between where programs that include flexo are located and where the flexo related industries are located would be another interesting study to conduct. A final recommendation for study would be to conduct a study using the same instrument and methods for both industry and education. This would facilitate a direct comparison of the ranking of skills needed by recent graduates.
This study has provided a foundation for research that had not yet been addressed. Much research is left to do and this researcher looks forward to conducting this research and to endeavor to produce graduates that the flexo industry will recruit heavily.
Final Observations/Insights
It is interesting to this researcher that when flexo industry experts were asked what skills were needed by recent graduates from flexo programs or programs that include flexo, the experts listed more characteristics than skills.
When looking at the final list of 30 skills and characteristics from Delphi Round
III, only four were skills or knowledge specific to flexography, six were skills or knowledge germane to the print industry in general, and 20 were characteristics of what industry wanted an entry level employee to possess, not specific skills or
140 knowledge. It would appear that the success of recent graduates boils down to their personality, ability to learn, work with others, and to communicate effectively.
Many schools do not keep records of graduates. This is surprising in an era where accountability and program survival are so important. Bowling Green
State University appeared to be the most proactive in this regard and it is the researcher’s hope that more schools find this to be an important part of recruitment, accountability, and even a source of donations from, and industry partnerships with, successful alumni.
With regard to data collection, timing is everything…this researcher has learned to be much more mindful of when surveys are sent to teachers. It appears that many teachers, even in higher education, do not respond to work emails during breaks, especially following fall commencement until the beginning of spring semester/winter quarter. Knowing this could have resulted in fewer follow up calls and emails for the researcher and less email in the participant’s
INBOX.
Bottom line result of this study is that students must get as much hands-on and industry experience as possible in order to be competitive and highly sought out future employees in the flexo industry. This is new knowledge in that it is now shown by the data collected during this study but not new in terms of the researcher’s experience as faculty interacting with an active advisory board and with industry where, as faculty asking what we can do to produce better prepared students, the answer has always been “more hands on experience”.
141
REFERENCES
American Management Association (2010). AMA 2010 critical skills survey.
Retrieved from
http://www.p21.org/storage/documents/Critical%20Skills%20Survey%20E
xecutive%20Summary.pdf
Alexander, G. (2007). Flexo poised for more progress. The Seybold Report, 2(6),
21-22.
Anderson, J. (2007, September). Adding flexo to an offset operation: not as
simple as it may seem. Flexo Magazine, 32(9), 1-5. Retrieved from,
members.flexography.org.
Association of Independent Corrugated Converters (2005). Corrugated facts and
figures. http://www.aiccbox.org
Association of Technology, Management, and Applied Engineering (2009). 2009
ATMAE technology program directory: Baccalaureate degree and
graduate programs. Association of Technology, Management, and Applied
Engineering, Ann Arbor, MI.
Baruch, Y. & Holtom, B.C. (2008). Survey response rate levels and trends in
organizational research. Human Relations, 61(8). 1139-1160.
142 Borg, W.R., & Gall, M.D. (1989). Educational research: An introduction, fifth
edition. New York: Longman.
Bould, D.C., Claypole, T.C. & Bohan, M.F.J. (2004). An investigation into plate
deformation in flexographic printing. Proceedings Institution Mechanical
Engineers, 218, Part B: Journal of Engineering Manufacture, 1499-1513.
Cary, J. (2000, May). Careers in graphic communications. Tech Directions, 24-
25.
Carson, D.L. (1992). The quality of entry-level workers in the printing industry as
perceived by educators and employers in Illinois. Champaign-Urbana, IL:
University of Illinois,.
Chop, K. (2006, July). A challenge to designers: Knowledge of prepress &
printing boost graphics success. Flexo magazine, 31(7), 1-3.
Converting Magazine. (2007, December 14). CPCC hosts training for Charlotte-
area flexo instructors. Converting Magazine, 1.
Cross, L. (2004, August). Combating rework. Graphic Arts Monthly, 76(8) , 34-38.
Crouch, J.P. (2005). FLEXO: The state of the art: Opportunities evolve with
exploding market demands and technical developments. Flexo magazine,
30, 1-5. Retrieved from members.flexography.org.
Custer, R. L., Scarcella, J. A., & Stewart, B. R. (1999). The modified Delphi
technique: A rotational modification. Journal of Vocational and Technical
Education, 15 (2), 1-10.
Davis, K.D. (1998). A follow-up study of the printing management program.
Georgia Southern University, Statesboro, GA.
143 Dharavath, H.N. (2003). Identification of the skills needed by workers in various
segments of the mountain states graphic communications industry. ERIC,
ED475154 .
Dillman, D.A., Smyth, J.D., & Christian, L.M. (2009). Internet, mail, and mixed-
mode surveys: The tailored design method. Hoboken, NJ: Wiley & Sons.
Fahey, C., Walker, J. & Sleigh, A. (2002). Training can be a recruitment and
retention tool for emergency service volunteers. Retrieved from
www.ema.gov.au/.../(85FE07930A2BB4482E194CD03685A8EB)~2Fahey
WEMA.pdf/$file/2FaheyWEMA.pdf -3-7.
Flexographic Technical Association (2009). Flexographic image reproduction
specifications & tolerances. Ronkonkoma, NY.
Flexographic Technical Association (2010). Flexo in Education Program.
Retrieved from http://flexography.org/edutrain/education/edu_program.cfm
Forbes, N. (2000 December). Industrial liaison program at MIT. The Industrial
Physicist, 34-35. Retrieved from http://www.aip.org/tip/INPHFA/vol-6/iss-
6/p34.pdf
Ford, C. (2003). Tearing down walls to build better workflow.
OnDemandJournal.com, 1-3. Retrieved from
wysiwyg://84/http://wwwondemand.ialfeatures/ford4.cfm?printer=pr
Fowler, F.J. (2009). Survey research methods. Thousand Oaks, CA: Sage
Publications,.
Fraenkel, J.R. & Wallen, N.E. (1993). How to design and evaluate research in
education, second edition. New York: McGraw-Hill Inc.
144 Gittins, R. (2007, November 17). Skills shortage requires skilled training policies.
Retrieved from business.theage.com.au/skills-shortage-requires-skilled-
training-policies-20071116-1asw.htm, 1-2.
Gordon, & Pease (2006). RT Delphi: An efficient, “roundless”, almost real time
Delphi method. Technological Forecasting and Social Change, 73(4), 321-
333. Retrieved from http://www.realtimedelphi.com/delphi_article.htm
Graphic Arts Monthly. (1998, February, 27). Effort aims to promote flexo. Graphic
Arts Monthly, 70(2), 27.
Haber, L. (2008, April 30). For hire: solution providers pick up side businesses as
IT talent recruiters for customers. Eweek Strategic Partner,
esp.eweek.com, 12-16.
Hamilton, J. (2003, Spring). Production art program expands: WTC now offering
flexographic training. Winnipeg Technical College tech Files, (8), 1-6.
Hasson, F., Keeney, S., & McKenna, H. (2000). Research guidelines for the
Delphi survey technique. Journal of Advanced Nursing, 32 (4), 1008-1015.
Herring, J. & Colony, L. (2002, November). Gateway’s horizon: a center of
excellence. Techniques, 82(8), 34-39.
Hoffman, T. (2007, December). Business meets academia. Computerworld.
Retrieved from,
http://www.computerworld.com/s/article/307610/Career_Watch?taxonomyI
d=10&pageNumber=1
Hydraulics and Pneumatics. (2008, April 16). No easy answer for industry
education. Hydraulics & Pneumatics, 46-53. Retrieved from
145 http://m.hydraulicspneumatics.com/200/TechZone/PneumaticValves/Articl
e/False/79799/TechZone-PneumaticValves
Hsu, C. & Sandford, B.A. (2007). The Delphi technique: Making sense of
consensus. Practical Assessment, Research & Evaluation, 12(10).
International Paper. (2007). Inking the deal. Retrieved from
www.internationalpaper.com, 37, 1-7.
International Technology Education Association (2006). Technological literacy for
all: A rationale and structure for the study of technology. Reston, Virginia.
James, A. (2005). High-tech benefits: Laser-imaged anilox test results revealed.
Flexo magazine, Retrieved from members.flexography.com, 1-4.
Johnson, B. & Christensen, L. (2004). Educational research: Quantitative,
qualitative, and mixed approaches, second edition. Boston, Massachusetts:
Pearson.
Keif, M. (2006). Why aren’t we leaner in the United States? Is lean manufacturing
a fad? Flexo magazine, 31(11), 1-5. Retrieved from
members.flexography.org.
Kilgas, G.W. (2007). An analysis of the barriers impacting student enrollment in
graphic arts programs at Fox Valley Technical College. University of
Wisconsin-Stout, Menomonie, WI.
Klitkou, A. & Kaloudis, A. (2007). Scientific versus economic specialization of
business R&D—the case of Norway. Research Evaluation, 16(4), 283-
298.
146 Kufus-Weyhrich, D.M. (1992). Rumors, legends and realities: A comparative
analysis of the graphic and advertising design bachelor of art and bachelor
of fine arts degree programs in southern California. Syracuse University,
Syracuse, NY.
Lamparter, (2009). 2009 forecast: Technological, trends, tactics. The Magazine,
Printing Industries of the Americas, Sewickley, PA.
Lanska, D.J. (2007, August 1). From the basics come new possibilities.
Converting Magazine, 1-2.
Lichty, P. (2005, June 19). Going wide: a reliable where-to-find-out-how-to.
Graphic Arts Monthly, 77(6). Retrieved from graphicartsmonthly.com.
Litowitz, L.S. & Warner, S.A. (2008, March). Technology Education: a
contemporary perspective. Phi Delta Kappan, 89(7), 519-523.
Ludwig, B. (1997). Predicting the future: Have you considered using the Delphi
methodology? Journal of Extension, 35 (5), 1-4.
Lustig, T. (1994, December 1) Flexo: The born-again process. Graphic Arts
Monthly, 66(12), 1.
Machado, C., Zapantis, A., Singh-Franco, D., Marsh, W.A. & Beckey, C. (2008).
Effect of faculty-mediated interventions on pharmacy students’ pursuit of
postgraduate training. American Journal of Health System Pharmacology,
65, 158-165.
Mayburry, T. (2009). Identification of industry needs with hospitality management
curriculum development: A Delphi study. Dissertation, University of Idaho.
147 Meyers, R. (1992). Evaluating a graphic design program. Kent State University.
Kent, OH.
Miller, L. E. (2006, October). Determining what could/should be: The Delphi
technique and its application. Paper presented at the meeting of the 2006
annual meeting of the Mid-Western Educational Research Association,
Columbus, Ohio.
Mohamad, M. (2003). A study of the development of higher education programs
in graphic arts technology according to the needs of the printing industry.
Rochester Institute of Technology, Rochester, NY.
Morton, K. (2008, April). Blended learning helps sales staff become financially
knowledgeable. T+D, 8(4), 84-85.
Neill, J. (2007). Delphi study: Research by iterative, consultative inquiry.
Retrieved from http://wilderdom.com/delphi.html
Norton, R. E. (1997). DACUM handbook. Center on Education and Training for
Employment. Columbus, OH.
O’Hara, L. (2005, April). Hands-on training covers packaging. Graphic Arts
Monthly, 77(4), 16.
O-NET OnLine (2010). http:www.onetonline.org
P21 (2009). P21 framework definitions. Partnership for 21st Century Skills.
Retrieved from http:wwwp21.org.
Piskora, B. (1989, August). The crisis in recruitment: as competition for workers
reaches its peak, printers go to battle for a prosperous future. Graphic Arts
Monthly, Retrieved from http://www.highbeam.com/doc/1G1-7839247.html
148
Print and Graphics Scholarship Foundation (2010). 2010-2012 Directory of
schools; Technical schools, colleges, and universities offering courses in
graphic communications. Pittsburg, PA.
Print Industries of America (2008). 2008 forecast: Technology, trends, tactics.
GATF World, 20(1).
Romano, F (2004). An investigation into industry trends: A research monograph
of the printing industry center at RIT. School of Print Media, Rochester
Institute of Technology, Rochester, New York.
Romano, F. & Broudy, (2010). An investigation into printing industry
demographics-2009. School of Print Media, Rochester Institute of
Technology, Rochester, New York.
Rosenberg, J. (1998). Better plates, improved hardware help flexo remain
competitive. Editor & Publisher, 131, 105.
Rosenberg, J. (2000a). From Fleet Street to flexo, 12 years later. Editor &
Publisher, 133, 1-5.
Rosenberg, J. (2000b). Flexo’s favorite color is green. Editor & Publisher, 133, 1-
5.
Rosenberg, J. (2004). What a next for flexo? Editor & Publisher, 137, 1-7.
Rubin, S. (1994). Flexo in education program. FFTA Education, Retrieved from
[email protected]. 1-2.
Semans, L.C. (2001, August). FTA press operator skill training/skill certification.
National Council E-bulletin, 1(6), 1-4.
149 Sue, V.M. & Ritter, L.A. (2007). Conducting online surveys. Sage Publications:
Los Angeles, CA.
Surerus, M.L. (1990). The status of screen process printing programs in two-and
four-year educational institutions. Thesis, Bowling Green State University.
Swanson, E.B. (1989). Competencies required of baccalaureate degree
graduates from graphic communication programs. University of Northern
Iowa.
Techniques. (2007, September). Clark County technical center. Techniques,
82(6), 57.
Teschler, L. (2004, June). Broader appeal in narrow webs. Packaging Design
Engineer, 2(5), 12-17.
Thackeray, T. (2007). Simulated training carries no materials or machine-time
costs. Retrieved from www.shotsim.com/products/what/williamet.php-31k.
Tribute, A. (2004). Flexo CTP market on the rise. The Seybold Report, 4(6), 13-
17.
US Bureau of Labor Statistics (2007, January). Retrieved from
http://www.bls.gov.
US Department of Health & Human Services (2004). Protection of human
subjects: 45 CFR 46. Retrieved from http://orrp.osu.edu/irb/regulations/ and
http://www.hhs.gov/ohrp/humansubjects/guidance/decisioncharts.htm
Utschig, S. (2001, May). Can teamwork boost process printing quality?
Converting Magazine, 1-2.
150 Utschig, S. (2004a, December). What challenges do corrugators face when using
flexography? Converting Magazine, 1-2.
Utschig, S. (2004b, September). How can I minimize flexo costs while staying
competitive? Converting Magazine, 1-2.
Valcourt, J. (1999, October). The world sees his colorful work every day. Black
Enterprise, (10), 78.
Van Doren, V. (2008, January). Skilled labor shortage prompts growth in
automation services. Packaging Digest, 45(1), 1-2.
Wetmore, (2006, March 2). Petroleum industry embraces technology ‘just in time’
for training and recruitment. Enform, (3), 1-3.
Wise, J. (2007, November). The next generation of technicians prepare for their
future. Techniques, 82(8), 21-22.
Workman, J. & Koch, D. (2005, March). Finding time to train is a big problem.
Graphic Arts Monthly, 77(3), 20-22.
Young, & Jamieson (2001). Delivery method of the Delphi: A Comparison of two
approaches. Journal of Park and Recreation Administration, 19(1).
151
APPENDICES
152
Appendix A
Human Subject Review Board Exemptions
http://orrp.osu.edu/irb/regulations/ http://www.hhs.gov/ohrp/humansubjects/guidance/decisioncharts.htm
153
154
To: [email protected] Cc: MICHELLE SURERUS Monday, June 06, 2011 6:58 AM
Dear Dr. Post,
The Office of Responsible Research Practices has determined that the above referenced project does not require review: this determination is consistent with the OSU HRPP Policy on Human Subjects Research found at http://orrp.osu.edu/irb/osupolicies/documents/ResearchInvolvingHuma nSubjects.pdf.
Please note that this determination does not release investigators from adhering to the ethical principles contained in the Belmont Report—as well as associated, applicable procedures.
Any changes to the research may alter the above determination. Please contact our office for guidance before implementing any changes. All forms and procedures can be found on the ORRP website – www.orrp.osu.edu. Please feel free to contact me with any questions or concerns regarding this determination.
Good luck with your project!
Thanks, Cheri
Cheri Pettey, MA, CIP Senior Protocol Analyst--Exempt Research Office of Responsible Research Practices Ohio State University 1960 Kenny Road Columbus, OH 43210 phone: 614.688.0389 fax: 614.688.0366 email: [email protected] For further information regarding ORRP's role in facilitating human subjects research at The Ohio State University please visit: http://orrp.osu.edu/irb/. 155
CITI Certification
Completed December 2009
156 CITI Collaborative Institutional Training Initiative Human Research Curriculum Completion Report Learner: Michelle Surerus Institution: Ohio State University Email: [email protected] Social and Behavioral Research: Stage 2. Refresher Course 101 Passed on 12/30/09 (Ref # 3129625) SBR 101 REFRESHER MODULE 1 - History and Ethics 12/30/09 5/5 (100%) SBR 101 REFRESHER MODULE 2 - Regulatory Overview 12/30/09 5/5 (100%) SBR 101 REFRESHER MODULE 3 - Risk, Informed Consent, and Privacy and Confidentiality 12/30/09 5/5 (100%) SBR 101 REFRESHER MODULE 4 - Vulnerable Subjects 12/30/09 4/4 (100%) SBR 101 REFRESHER MODULE 5 - Education, International, and Internet Research 12/30/09 5/5 (100%) How to Complete The CITI Refresher Course and Receive the Completion Report 12/30/09 no quiz Biomedical 101 Refresher Course - Records-Based Research 12/30/09 no quiz Biomedical 200 Refresher Course - HIPAA and Human Subjects Research 12/30/09 2/2 (100%) Biomedical 200 Refresher Course - Financial Conflicts of Interest in Research Involving Human Subjects 12/30/09 2/2 (100%) Ohio State University 12/30/09 no quiz
For this Completion Report to be valid, the learner listed above must be affiliated with a CITI participating institution. Falsified information and unauthorized use of the CITI course site is unethical, and may be considered scientific misconduct by your institution.
Paul Braunschweiger Ph.D. Professor, University of Miami Director Office of Research Education CITI Course Coordinator 157
Appendix B
Delphi Survey Instrumentation
158 Flexographic Industry Survey Delphi Round I
159
160
161
162
163 Delphi Round II Personal Skills, Attributes, and Characteristics: Mean, Standard Deviation, and
Mode
Personal Skills, Attributes, N Mean SD Mode Characteristics Needed Self-motivated, Self-Starter 48 4.65 .483 5 Self-Directed 48 4.49 .505 4 Drive to Learn 48 4.63 .448 5 Willingness to Relocate 48 4.18 .59 4 Maturity 48 4.41 .497 4 Potential for Growth 48 4.02 .244 4 Work Ethic 48 4.69 .469 5 Multi-tasking Skills 48 4.53 .504 5 Organized, Logical Thought 48 3.96 .488 4 Processes Eye for Detail 48 4.08 .272 4 Appropriate dress, business 48 4.08 .272 4 behaviors Time Management Skills 48 4.41 .497 4 Manage High Stress Environments 48 4.08 .56 4 Problem Solving Skills 48 4.63 .488 5 Works well with others 48 4.69 .469 5
Communication Skills: Mean, Standard Deviation, and Mode
Communication Skills N Mean SD Mode Written Communication 48 4.14 .491 4 Oral/Verbal Communication 48 5 0 5 Public Speaking 48 3.82 .623 4 Presentation Skills 48 3.84 .612 4 Listening Skills 48 4.65 .483 5 Leadership Skills 48 4.1 671 4 Customer communication 48 4.06 .544 4 People management 48 3.94 .645 4 Team Building 48 3.92 .595 4 Conflict Resolution 48 3.71 .576 4 Basic understanding of Business 48 3.98 .316 4 Management
164 Technical Knowledge/Skills/Experience: Mean, Standard Deviation, and Mode
Technical N Mean SD Mode Knowledge/Skills/Experience Basic Understanding of Flexo 48 5 0 5 Process Quality Control 48 3.86 .601 4 Math & Science 48 3.9 .5 4 Hands-on experience with current 4.22 .415 4 technology In depth knowledge of Flexo Process 48 4.14 .491 4 Understanding of prepress process 48 4.04 .662 4 for Flexo/packaging (i.e. File separation, Step & Repeat, trapping) Understand Basic Color Theory 48 4.35 .522 4 Prepress, plate-making, ink room 48 3.98 .648 4 experience Color management 48 4.43 .539 4 General Prepress Knowledge 48 4.73 .451 5 Stripping 48 3.73 .635 4 Process Color Theory 48 3.88 .553 4 Anilox knowledge 48 3.98 .547 4 Knowledge of Flexo Packaging 48 3.96 .631 4 printing Hands-on Flexo press experience / 48 4.04 .488 4 functionality Advanced Prepress Knowledge 48 4.1 .539 4 Knowledge of processes and Film 48 3.73 .666 4 Structures Prepress Workflow 48 4.02 .424 4 Plate-making 48 3.45 .577 3 Adobe Illustrator 48 3.73 .635 4 Adobe PhotoShop 48 3.29 .54 3 Excel 48 4.02 .424 4 PowerPoint 48 3.76 .428 4 Digital Photography 48 3.24 .473 3 Understanding of plate/(mounting) 48 3.86 .693 4 tape compatibility, interaction of plates, sleeves, presses, etc. Analysis and Diagnostic Skills 48 3.94 .645 4 Research Skills 48 3.53 .674 3 File prep proficiency 48 3.86 .601 4 Understand Lean Manufacturing 48 3.84 .674 4 Principles
Note: Strike through shows items with a Mean of less than 4.0. Rating scale was:
5=Strongly Agree, 4=Agree, 3=Neutral, 2=Disagree, 1=Strongly Disagree
165
Delphi Round III
Delphi Round III: Personal Skills, Attributes, Characteristics Needed Ranking
Personal Skills, Attributes, N Rank Characteristics Needed Self-motivated, Self-Starter 46 2 Self-Directed 46 5 Drive to Learn 46 3 Willingness to Relocate 46 7 Maturity 46 6 Potential for Growth 46 9 Work Ethic 46 1 Multi-tasking Skills 46 4 Eye for Detail 46 8 Appropriate dress, business 46 8 behaviors Time Management Skills 46 6 Manage High Stress Environments 46 8 Problem Solving Skills 46 3 Works well with others 46 1
Delphi Round III: Communication Skills Ranking
Communication Skills N Rank Written Communication 46 3 Oral/Verbal Communication 46 1 Listening Skills 46 2 Leadership Skills 46 4 Customer communication 46 5
Delphi Round III: Technical Knowledge, Skills, Experience Ranking
Technical N Rank Knowledge/Skills/Experience Basic Understanding of Flexo 46 1 Process Hands-on experience with current 46 5 technology In depth knowledge of Flexo Process 46 6 Understanding of prepress process 46 8 for Flexo/packaging (i.e. File separation, Step & Repeat, trapping) Understand Basic Color Theory 46 4 166 Color management 46 3 General Prepress Knowledge 46 2 Hands-on Flexo press experience / 46 8 functionality Advanced Prepress Knowledge 46 7 Prepress Workflow 46 9 Excel 46 10
167
Appendix C
Survey Instrument
“The Status Study of Screen Process Printing Programs
In
Two- and Four-Year Educational Institutions”
1990
168 Survey of Screen Printing Programs in Two- and Four-Year Institutions
(Status of Screen Printing Programs)
Definitions: Program: area of concentration or specialization leading to a degree. Course: an individual class (i.e. English 101, TECH 102)
Directions: This short survey solicits information concerning screen printing programs at your institution. Realizing that many of the programs at your institution include printing processes other than screen process printing, please consider only the screen printing portion of your program(s). Please note: All individual responses will remain confidential. Thank you for your time and effort.
1. Name of institution: ______2. Department: ______3. Type of institution: a. 2-year b. 4-year c. Other: please explain 4. Does your institution offer courses devoted 25% or more to screen process printing? a. Yes Please continue with Question 5 b. No Please go to Question 17 5. Number of courses devoted 25-50% to screen printing: a. 1-2 b. 3-5 c. 6-10 d. 11-15 e. 16 or more 6. Number of courses devoted 50-75% to screen printing: a. 1-2 b. 3-5 c. 6-10 d. 11-15 e. 16 or more 7. Number of courses devoted 100% to screen printing: a. 1-2 b. 3-5 c. 6-10 d. 11-15 e. 16 or more 8. Does your institution have programs that are specifically devoted to screen printing? a. Yes Continue to Question 9 b. No Go to Question 17 9. How many programs does your institution offer in screen printing? a. 1-2 b. 3-5 c. 6-10 d. 11-15 e. 16 or more
169 10. How many students in your screen printing program(s) have declared majors in screen printing? a. 1-10 b. 11-25 c. 26-50 d. 51-100 e. More than 100 11. Type of degree(s) with emphasis upon programs in screen process printing: Please fill in. a. Bachelor of Science in b. Bachelor of Arts in c. Bachelor of Education in d. Associate Degree in e. Master of Science in f. Master of Arts in g. Master of Education in h. Doctorate: please list i. Other: please specify: 12. Do you actively recruit students for your screen printing program(s)? a. Yes Continue to Question 13 b. No Go to Question 15 13. Sources used for recruitment. a. High Schools b. Two-year institutions/2+2 programs c. Four-year institutions d. Industry e. Other: 14. Methods of recruitment: a. Job Fairs b. Career days c. Open house d. Other: 15. Does your screen printing program(s) require industry based field experience such as internship or cooperative education? a. Yes b. No 16. Does your institution consult with the screen printing industry to: a. Develop curriculum b. Recruit students c. Recruit faculty/instructors d. Promote the screen printing industry 17. Comments:
If you would like a copy of the survey results please send your request after August 1, 1990. Thank you very much for your time and effort.
170
Appendix D
Survey from Status Study
Flexography in 2- and 4-year Institutions
171 172
173
174
175
Appendix E
Population Charts
4-year
2-year
176
4-Year Institutions FFTA ATMAE PGSF Final Population
Flexo Programs Graphics/Packaging Flexo in Curriculum
Andrews University Andrews University Appalachian State Appalachian State Appalachian State Appalachian State University University University University Arizona State University Arizona State University Arizona State University Arkansas State University Arkansas State University Ball State University Ball State University Ball State University Bowling Green State Bowling Green State University University California Polytechnic State California Polytechnic State California Polytechnic State University University University California State University- California State University- L.A. L.A. California University of California University of California University of Pennsylvania Pennsylvania Pennsylvania Central Connecticut State Central Connecticut State Central Connecticut State University University University Chowan University Chowan University Chowan University Clemson University Clemson University Clemson University Eastern Kentucky Eastern Kentucky Eastern Kentucky University University University Eastern Michigan University Eastern Michigan University Eastern Washington Eastern Washington University University Ferris State University Ferris State University Florida A&M University Florida A&M University Florida A&M University Georgia Southern Georgia Southern Georgia Southern University University University Indiana State University Indiana State University Illinois State University Illinois State University Illinois State University Illinois State University Millersville University Millersville University Millersville University Minneapolis College of Art Minneapolis College of Art & Design & Design Minnesota State University Minnesota State University Moorehead State University Moorehead State University Murray State University Murray State University Murray State University New York City College of New York City College of Technology Technology North Carolina A&T State North Carolina A&T State North Carolina A&T State North Carolina A&T State University University University University Pennsylvania College of Pennsylvania College of Pennsylvania College of Technology Technology Technology Pittsburg State University Pittsburg State University Pittsburg State University Pittsburg State University Rochester Institute of Rochester Institute of Technology Technology Southeastern Oklahoma Southeastern Oklahoma State University State University University of Central University of Central University of Central University of Central Missouri Missouri Missouri Missouri University of Nebraska @ University of Nebraska @ Kearney Kearney University of North Dakota University of North Dakota 177 University of Northern Iowa University of Northern Iowa University of Wisconsin – University of Wisconsin – University of Wisconsin – University of Wisconsin – Stout Stout Stout Stout Virginia Commonwealth Virginia Commonwealth University University Walla Walla College Walla Walla College Western Illinois University Western Illinois University Western Illinois University Western Michigan Western Michigan Western Michigan University University University West Virginia University West Virginia University Institute of Tech. Institute of Tech. Sub Total Sub Total Sub Total Sub Total 13 30 25 41
178
2-Year Post Secondary Schools FFTA ATMAE PGSF Final Population Flexo Programs Graphics/Packaging Flexo in Curriculum
Bridgemont Community & Bridgemont Community &
Technical Coll. Technical College Central Piedmont Central Piedmont Central Piedmont Community College- Harper Community College- Harper Community College- Harper Campus Campus Campus Cincinnati State Technical Cincinnati State Technical
& Community College & Community College Danville Community Danville Community
College College Des Moines Area Des Moines Area
Community College Community College Dunwoody College of Dunwoody College of Dunwoody College of
Technology Technology Technology Forsyth Technical Forsyth Technical
Community College Community College Fox Valley Technical Fox Valley Technical Fox Valley Technical
College College College Fullerton College Fullerton College Fullerton College Gateway Community Gateway Community
College College Michigan Career and Michigan Career and
Technical Institute Technical Institute Milwaukee Area Technical Milwaukee Area Technical
College College Mississippi Gulf Coast Mississippi Gulf Coast
Community College Community College Modesto Junior College Modesto Junior College Modesto Junior College North Central Technical North Central Technical North Central Technical
College College College South Central Technical South Central Technical
College College Waukesha County Waukesha County Waukesha County
Technical College Technical College Technical College Sub Total Sub Total Sub Total Sub Total 9 0 15 17
179 Final Population for Status Study
•Andrews University
•Appalachian State University
•Arizona State University
•Arkansas State University
•Ball State University
•Bowling Green State University
•Bridgemont Community & Technical College
•California Polytechnic State University
•California State University (Los Angeles)
•California University of Pennsylvania
•Central Connecticut State University
•Central Piedmont Community College (Harper Campus)
•Chowan University
•Cincinnati State Technical and Community College
•Clemson University
•Danville Community College
•Des Moines Area Community College
•Dunwoody College of Technology
•Eastern Kentucky University
•Eastern Michigan University
•Eastern Washington University
•Ferris State University
180 •Florida Agricultural & Mechanical University
•Forsyth Technical Community College
•Fox Valley Technical College
•Fullerton College
•Gateway Community College
•Georgia Southern University
•Illinois State University
•Indiana State University
•Michigan Career and Technical Institute
•Millersville University
•Milwaukee Area Technical College
•Minneapolis College of Art & Design
•Minnesota State University
•Mississippi Gulf Coast Community College
•Modesto Junior College
•Moorehead State University
•Murray State University
•New York City College of Technology
•North Carolina A&T
•North Central Technical College
•Pennsylvania College of Technology
•Pittsburg State University
•Rochester Institute of Technology
181 •South Central Technical College
•Southeastern Oklahoma State University
•University of Central Missouri
•University of Nebraska-Kearney
•University of North Dakota
•University of Northern Iowa
•University of Wisconsin-Stout
•Virginia Commonwealth University
•Walla Walla College
•Waukesha County Technical College
•West Virginia University Institute of Technology
•Western Illinois University
•Western Michigan University
182
Appendix F
Data Tables
183 Institutions: Flexography Courses, Internship/Coop Responses
Institution Number Number Number Number Number of Number Number of Flexo Classes Classes Classes Internships of of Specific w/Flexo w/Flexo w/ Flexo or Coops Weeks Hours Classes content content content Required Required Required for Minors Andrews 0 0 University Appalachian 3 1 2 1 2 4-12 160-480 State University Arizona State 0 3 2 NA Not University required Arkansas State 2 0 2 NA 0 University Ball State 1 1 2 2 No University response Bowling Green 0 4 1 NA 3 15 600 State University Bridgemont 1 2 3 NA Not Community & required Technical College California 1 3 3 1 1 200 Polytechnic State University California State 0 0 University (Los Angeles) California 2 1 2 1 1 120 University of Pennsylvania Central 2 3 3 NA 1 16 480 Connecticut State University Central 6 3 No NA Not Piedmont response required Community College (Harper Campus) Chowan 3 1 3 NA 1 12 35-40 hr University per wk. Cincinnati 5 4 2 NA 1 45 State Technical and Community College Clemson 0 6 4 NA No 184 University response Danville Non- Community response College Des Moines Non- Area response Community College Dunwoody 9 14 No NA 1 12 College of response Technology Eastern 1 1 2 Optional 1 240 Kentucky University Eastern 0 0 Michigan University Eastern Non- Washington response University Ferris State Non- University response Florida 0 0 Agricultural & Mechanical University Forsyth 1 2 No NA Optional: Technical response encouraged Community College Fox Valley 5 2 2 1 1 18 234 Technical College Fullerton 4 3 2 NA Not College required Gateway Non- Community response College Georgia 0 0 Southern University Illinois State 0 3 5 NA Not University required Indiana State 0 0 University Michigan 2 1 0 NA Not Career and required Technical Institute Millersville 0 2 2 1 Not req’d, 225 hrs. University encouraged min. Milwaukee 0 0 Area Technical College Minneapolis 0 0 185 College of Art & Design Minnesota 0 0 State University Mississippi Gulf 0 0 Coast Community College Modesto Junior Non- College response Moorehead 0 0 State University Murray State Non- University response New York City 0 0 College of Technology North Carolina 2 1 3 NA 1 A&T North Central 4 0 No NA 0 Technical response College Pennsylvania 1 5 1 NA 1 Semester College of Technology Pittsburg State 0 1 1 1 0 University Rochester 0 1 0 NA 2 Not Not Institute of specified specified Technology South Central Non- Technical response College Southeastern Non- Oklahoma response State University University of 1 3 4 NA 1 6 wks. 240 hrs. Central min. min. Missouri University of Non- Nebraska- response Kearney University of 0 0 0 North Dakota University of 0 1 1 NA Not Northern Iowa required University of 0 2 2 1 12 480 Wisconsin- 40 hr/wk Stout Virginia 0 0 Commonwealth University 186 Walla Walla 0 0 College Waukesha 1 3 5 NA 1 8 144 County Technical College West Virginia Non- University response Institute of Technology Western Illinois 0 0 0 University Western 1 1 1 1 1 12-14 32-40 hr Michigan per wk. University
187 Delphi I Industry Responses: Job titles, degree(s) needed, skills needed, skills missing
Job Title Degree(s) Skills Needed Skills Missing
Supervisor Bachelors 1. Hands-on press 1. Hands-on press Trainee experience/Exposure to experience/Exposure Flexo printing & capabilities to Flexo printing & of a Flexo press capabilities of a Flexo 2. Exposure to the industry press 3. Strong communication abilities, written and oral 4. Basic understanding of business management
Sales Bachelors, 1. Hands-on press 1. Hands-on press Trainee Associates experience/Exposure to experience/Exposure Flexo printing & capabilities to Flexo printing & of a Flexo press capabilities of a Flexo 2. Exposure to the industry press 3. Strong communication 2. Willingness to abilities, written and oral relocate 4. Basic understanding of business management
5. Communication skills, 6. Self motivated, drive to continue to learn, 7. Basic understanding of flexo, 8. Willingness to relocate
Technical Bachelors, 1. Being educated in the N/A Specialist Masters proper prepress areas relevant to our business. 2. Hands on experience with current technology. 3. Good ability to work well with people. 4. Communication skills that will allow them contact with all our customers and 188 prospects 5. In depth knowledge of the flexo process, prepress software and equipment, and computers. 6. Excellent communication skills, both written and oral. 7. Self-starter.
Electronic Associates, 1. Strong knowledge of 1. Stripping skills like Prepress Bachelors flexographic printing and trapping, layouts and Operator plate making screening 2. Illustrator skills 3. Stripping
Special Bachelors 1. Project management 1. People leadership Projects 2. People leadership 2. Communication Manager 3. Team building 4. Communication
Press Room Bachelors 1. Knowledge & People skills in how to Manager Understanding of new 1. Communicate and technology in equipment work with the (presses, slitters, manufacturing work laminators), films, inks, force printing plates. 2. Strong background in pre-press and how it relates to the down stream process. 3. People skills as far as how to relate people in the manufacturing environment (training, mentoring, management skills, conflict resolution). 4. Computer skills and knowledge of programs (Excel, Illustrator, Photoshop).
Customer Associates 1. Basic knowledge of the 1. Willingness to jump Service Rep processes is a given in and do whatever is 2. What we look for is a necessary to grow. maturity level and 2. Willingness to wait
189 presentation and potential for advancement for growth, work ethic. opportunities, expecting to start at the top & not willing to work their way up.
Production Associates 1. Basic knowledge of the 1. Willingness to jump Graphic processes is a given in and do whatever is Artist 2. What we look for is a necessary to grow. maturity level and 2. Willingness to wait presentation and potential for advancement for growth, work ethic. opportunities, expecting to start at the top & not willing to work their way up.
Sales Rep Bachelors 1. Knowledge of processes 1. Understanding of all and film structures. the steps involved to 2. Working knowledge of complete a product process print technologies from start to finch. 3. Understanding of plate/(mounting) tape compatibility, interaction of plates, sleeves, presses, etc.
Technical Bachelors 1. Communication skills 1. Willingness to Trainee 2. Self motivated relocate 3. Drive to continue to learn 4. Basic understanding of flexo 5. Willingness to relocate
Flexographic Not required 1. Knowledge of The majority of what is Press but Flexographic printing listed is either not Operator preferred process present or present at Trainee 2. Hands on knowledge of introductory levels press functionality only 3. Color theory 4. Understanding of Print File creation and processing Logic 5. Introduction to Production Management
190
Customer Bachelors 1. People skills 1. People skills could Service 2. Knowledge of the be improved packaging prepress 2. Flexo printing process experience 3. Communication skills, graphics skills, Flexo knowledge
Production Bachelors 1. Proficiency with Adobe N/A Artist Illustrator
Press High School 1. Knowledge of ink N/A Assistant Diploma characteristics 2. Anilox handling and care 3. Organization Die cutting (platen die cutting here but rotary in other facilities) 4. Troubleshooting quality issues 5. Different board characteristics (SBS, KRAFT, C2S) How to identify cutting issues and how to troubleshoot them
Graphic High School 1. Knowledge of printing 1. Recent graduates Coordinator Diploma / (process) and color tend to want to go GED 2. Understanding of basic towards "design" College or Color Theory versus "production" Technical 3. Digital photography focused jobs. School with experience a plus 2. This may be due to focus on 4. Problem lack of understanding graphics/pri solving/Designing the difference nting 5. Analyzing/Diagnosing between both and the preferred 6. Strong written and verbal career opportunities communication skills within both areas. 7. Reviewing/Evaluating 8. Planning 9. Implementing / Coordinating 10. Learning/Researching 11. Adobe Illustrator/Photoshop software 191 12. Front-end graphic software or equivalent computer skills
Prepress High School 1. Exposure to/experience 1. Recent graduates Color Diploma / with printing and color tend to want to go Assistant GED 2. Experience working with towards "design" College or Photoshop and Excel. versus "production" Technical 3. Understanding of basic focused jobs. School with Color Theory knowledge. 2. This may be due to focus on 4. Excellent eye for color - lack of understanding graphics ability to distinguish color the difference and/or differences. between both and the printing 5. Knowledge of the career opportunities preferred printing process, within both areas. flexography a plus. 6. Digital photography experience a plus. 7. Problem solving 8. Designing skills. 9. Attention to detail 10. Demonstrate organized and logical thought processes
Technical Bachelors 1. Technical Writing skills, 1. Public Speaking / Service Rep Masters 2. Public Speaking / Presentation & Presentation skills 2. Technical Writing 3. Process Color Theory skills not at a high understanding enough level 4. AI/File Prep proficiency
Applications Bachelors 1. Technical Writing skills, 1. Public Speaking / Development Masters 2. Public Speaking / Presentation & Rep Presentation skills 2. Technical Writing 3. Process Color Theory skills not at a high understanding enough level 4. AI/File Prep proficiency
Electronic Certificate 1. Well rounded 1. Self-motivated Prepress Associates understanding of Prepress 2. Self-directed Technician / Bachelors workflow 3. Quality Control Prepress 2. Familiar with applications
192 Technician 3. Understanding of color management 4. Self-motivated 5. Self-directed 6. Problem solving 7. Multi-tasking 8. Managing high stress environments 9. Technical understanding of Flexo packaging printing 10. Quality control
Prepress Bachelors 1. Detailed understanding No Response Manager of prepress workflows 2. Leadership skills 3. Understanding of lean manufacturing principles 4. Communication (both oral and written) 5. Business reporting skills 6. Problem resolution 7. Conflict management
Application Bachelors 1. Strong understanding of Of all applicants Trainer the prepress process for interviewed from flexography/packaging (i.e. several universities, file separation, trapping, recent graduates in step & repeat) general, 1. Lacked a strong understanding of the prepress required for assembly and production of work for packaging environments
Print Certificate 1. Prepress, plate-making, No one has all of Manager Associate ink room experience them…at least not Bachelors 2. Color Control gearing grads 3. Equipment issues 4. People skills
QC Not required 1. Great eye for detail in We were lucky that Coordinator but valuable knowing what to look for in the one we hired is
193 if in hand a Flexo printing very knowledgeable in environment this aspect. We do have graduates in other position that would not be competent in this position.
Lab Analyst Certificate 1. Computer skills 1. Presentation skills Associates 2. Strong Excel and 2. Time management Bachelors PowerPoint 3. Use of color measurement tools 4. People and presentation skills 5. Listening skills 6. Time management
Application None listed 1. Working knowledge of N/A Technology process print technologies Positions 2. Understanding of plate/(mounting) tape compatibility, interaction of plates, sleeves, presses, etc.
Prepress Bachelors 1. Problem solving 1. Quality Control Account Rep 2. Multi-tasking 3. Managing high stress environments 4. Technical understanding of Flexo packaging printing 5. Quality control
None noted Certificate 1. Technical skills- math, 1. Math and Science Associates scientific method, DOE 2. Business Bachelors understanding, mechanical Environment system understanding Behavioral 2. Willingness to learn- Understanding open minded as education is a continual process, good work ethic
194 3. Understanding of business world environment- dress, behaviors
Research & Master 1. Technical skills- math, 1. Math and Science Development PhD scientific method, DOE 2. Business understanding, mechanical Environment system understanding Behavioral 2. Willingness to learn- Understanding open minded as education is a continual process, good work ethic 3. Understanding of business world environment- dress, behaviors
195 Job title and level of education combined industry responses
Job Title Level of Education Required/Preferred Sales Trainee Bachelors, Associate Sales Rep Bachelors Technical Specialist Bachelors, Masters Research & Development Masters, PhD Electronic Prepress Technician / Certificate, Associates, Bachelors Prepress Technician Applications Development Rep Bachelors, Masters Application Trainer Bachelors Application Technology Positions None listed Technical Trainee Bachelors Electronic Prepress Operator Associates, Bachelors Prepress Manager Bachelors Prepress Account Rep Bachelors Print Manager Certificate, Associates, Bachelors Quality Control (QC) Manager Not required but valuable if in hand Special Projects Manager Bachelors Press Room Manager Bachelors Customer Service Rep / Customer Associates, Bachelors Service Technical Service Rep Bachelors, Masters Production Graphic Artist / Associates, Bachelors Production Artist Graphic Coordinator High School Diploma, College or Technical School with focus on graphics, printing preferred Prepress Color Assistant High School Diploma, College or Technical School with focus on graphics, printing preferred Press Assistant High School Diploma Flexographic Press Operator Trainee Not required but preferred Supervisor Trainee Bachelors Lab Analyst Certificate, Associates, Bachelors
196