The Interstate Renewable Energy Council, Inc. (IREC) credentialing program has developed a new Standard for assessment (IREC Standard 14732: 2012) of credit or non-credit energy-related certificate programs. These standards will apply to credit and non-credit training programs, leading to an educational certificate. (A certification, on the other hand, results from an assessment process and may require professional experience.)

Key features of the standard include requirements for a systematic program plan, summative examination, and more rigorous auditing and surveillance. View the draft standard here (pdf). The program must also demonstrate that training program leads to marketable skills that are recognized by the industry.

Launch of the full program is expected in January 2013. The online application and program documentation will be available at that time. More information is available on the IREC website.

Caleb Werth is an Information Specialist with the Division of Energy Resources at the Minnesota Department of Commerce.

The Photovoltaic Online Training (PVOT) program is a tool that illustrates correct techniques for safe solar installations that comply with all relevant building and electrical codes.

This training program features online modules that include the following topics:

• roof and ground mounted PV arrays
• electrical requirements
• equipment ratings
• expedited permitting

The modules are presented onscreen in various formats such as text, photos, videos, and voice-over narrations. Learn more about this training program here.  While participation in the course is free, there is a nominal fee for obtaining continuing education units through the International Association of Electrical Inspectors (IAEI).

The Interstate Renewable Energy Council developed the PVOT program as part of the SunShot Initiative’s Solar Instructor Training Network. More information about this training network is available here.

Caleb Werth is an Information Specialist with the Division of Energy Resources at the Minnesota Department of Commerce.

Key research findings include:

• Growth in hiring demand for green-related work was virtually identical to that in the overall economy, averaging 30 percent from fall 2009 to spring 2011.
• All “core” green sectors are well represented in Minnesota, including: energy and resource efficiency (31 percent of job vacancies), recycling and pollution prevention (22 percent), natural resources conservation (13 percent), environmental compliance (12 percent), renewable energy (11 percent), pollution control (8 percent), and water treatment and conservation (3 percent).
• More than half of surveyed green vacancies are “growth openings” that come from from business expansion rather than worker turnover. This demonstrates the emerging nature of the green economy.
• The labor market for green jobs is geographically diverse, with about half of the opportunities in the Twin Cities metro area and half outside of the metro area. Each region specializes in green products and services that best fit its distinctive assets, including natural resources, technological competencies of local manufacturers, and the local infrastructure of green services such as recycling and renewable energy generation/distribution.
• Green vacancies are generally higher quality than total vacancies, with predominantly full-time and permanent/non-seasonal opportunities offering higher wage. Green vacancies also require a higher education level than what’s typical of all vacancies across Minnesota.
• Skills in science, technology, engineering and mathematics are in higher demand than other skill areas for this group of jobs.
• Despite the dramatic employment losses in manufacturing and construction right before and during the study period, these were the industries that generated the most green job vacancies. This provides further evidence of the resilience of the sector and its growth potential as the economy continues to recover.

Green economic activities are important ingredients in the recipe for a sound recovery because they stimulate demand for high-quality jobs and help us to compete globally.

A version of the article appears in the June 2012 edition of Minnesota Economic Trends.

The majority of green jobs in Minnesota are in Science, Technology, Engineering, or Math (STEM) occupations. Many of these occupations, including most engineering, maintenance and repair, technician and technologist occupations are nontraditional for women. Nontraditional occupations are those with an uneven split between men and women. Specifically, occupations that are nontraditional for women are those where at least 75 percent of the workers are male. Nontraditional occupations for men are at least 75 percent female. 

A new report from the Women’s Bureau at the U.S. Department of Labor, called Why Green Is Your Color: A Woman’s Guide to a Sustainable Career,  is a comprehensive manual designed to assist women with job training and career development as they enter into nontraditional jobs in the green economy. 

The resources in this manual go well beyond green jobs, and could be helpful to anyone, male or female, interested in going into a STEM occupation. However, the emphasis is on barriers that women may face.  Learn how to evaluate educational programs, find financial aid for school, and how to green your resume. There are also resources for women in green careers who may be facing problems on the job.

ISEEK also has excellent resources for people interested in nontraditional careers, including a list of nontraditional occupations for both men and women. The resources for women in STEM occupations are particularly useful for women who are interested in green occupations. Don’t forget to browse the green career portal for a comprehensive look at green career opportunities in Minnesota. Also, be sure to check out the Construction Manager and Recycling Coordinator day-in-the-life videos to see women succeeding in nontraditional occupations.

Oriane Casale is the Assistant Director of the Labor Market Information Office at the Minnesota Department of Employment and Economic Development.

Work settings for noise control engineers include:

• aeronautical companies
• car production facilities
• furnace and air conditioning equipment producers
• air filter and sound muffler manufacturers
• appliance manufacturers
• personal electronic and audio-visual equipment producers

Noise control is also important in the design and maintenance of entertainment facilities and other venues where high-quality musical acoustics are needed.

Meet Kay Hatlestad, a Board-Certified Noise Control Engineer based in Minneapolis

Kay had an early affinity for math and science. Following the footsteps of two older siblings, she entered college planning to major in engineering. At the same time, as a musician, she was fascinated by the sound differences among instruments made from different materials and wanted to explore what was behind it. Because of this, she added classes in acoustics to her Bachelor of Science in engineering mechanics at the University of Illinois, Urbana-Champaign. She found that many engineering students were also musicians. “I think music and engineering both involve looking for patterns,” says Kay. “They use the same part of the brain.”

She then went on to earn a Master of Science in acoustics from Pennsylvania State University, and followed up with Board Certification in Noise Control Engineering. While the certification is not required, it does provide recognition and credibility for potential employers.

On the Job

Noise control engineers need to be able to recognize how components interact in a system, and to understand how people respond to noise. Kay also says that communication skills and the ability to learn new software quickly are essential. And, because of the engineering and physics foundation for acoustical work, strong science and math interests are needed.

Her favorite part of the job is the variety—specifically the range of products, problems, and settings in her work. In an ideal world, Kay would like to see all K-12 school buildings retrofitted for maximum noise control in the classroom to support students’ learning ability.

Still, Kay noted that she is usually the only woman in her workplace. While she has been treated respectfully and collaboratively, she did admit that she gets “tired of being the odd one out.” To encourage more women to enter engineering in general, Kay speaks to high school and college groups. She says it’s important for young women to realize that engineering is a career that improves conditions for people. Much of engineering’s focus is “about trying to make the world a better place.”

For more information on education and occupations in acoustics, visit the Acoustical Society of America.

For information on related occupations, see these career profiles on ISEEK:

• Aerospace Engineers
• Industrial Engineers
• Manufacturing Engineers
• Validation Engineers

Julie Remington, ISEEK Outreach Specialist, has worked for 15 years in the career development and employment field. In addition to work with online tools, she has focused on staff development, process improvement, and system change. She has a B.A. in Philosophy and International Studies from Macalester College, and an M.A. in Educational and Counseling Psychology from the University of Missouri-Columbia.

Meet Doug Lucht, HVAC engineer at Sebesta Blomberg Engineering, as he describes his job and the education, training, and skills needed.

Can’t see the video? Watch it on Facebook.

Learn more about green careers at www.MnGreenCareers.org!

Meet Jerry Tomai, the facilities operations supervisor for McGough facilities management at Securian Financial Group, as he describes his job and the education, training, and skills needed.

Can’t see the video? Watch it on Facebook.

Learn more about green careers at www.MnGreenCareers.org!

Meet Tanuj Galati, senior energy engineer at Energy Management Solutions, Inc., as he describes his job and the education, training, and skills needed.

Can’t see the video? Watch it on Facebook.

Learn more about green careers at www.MnGreenCareers.org!

There are a lot of different approaches to green entrepreneurship, but many try to solve old problems in new ways. This may involve:

• reducing pollution or energy use
• generating energy from renewable sources
• creating products that use natural or fewer resources than conventional products

Starting your own business can be challenging and rewarding. Listen to what two green entrepreneurs—a solar panel installer and an energy-efficient schools program innovator—have to say about their business strategy and mindset:

Can't see the video? Watch it on Vimeo.

Being a “green” entrepreneur requires you to have the same basic skills as any entrepreneur. It’s also vital that you seek out the training and credentials you need and make sure your business meets regulatory requirements. In new and emerging fields, this can be a challenge because there aren’t always established training programs, and regulatory requirements can change.

Want to learn more? Visit the new green entrepreneurship section on ISEEK’s Green Careers website to:

• take entrepreneurship quizzes to see if you have what it take to run your own business
• get tips on how to discover your green idea
• read profiles of green businesses in Minnesota
• find links to resources that can help you start your green business

Meet Douglas Bruner, a production supervisor at GeoSystems, as he describes his job and the education, training, and skills needed.

Can’t see the video? Watch it on Facebook.

Learn more about green careers at www.MnGreenCareers.org!