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Practices with Promise Success Story

Submitted By: Colleen Molko, Norco College

Norco College Develops Course to Meet Labor Demand for Supply Chain Technicians

  • Type of Practice: Student Engagement and Career Awareness
  • Type(s) of Users Served: Associate Degree Students, External Certification Seekers, First-time Students, Higher Unit Certificate Students
  • Sector(s): Global Trade & Logistics
  • Momentum Point(s) & Leading Indicators : LI 1 (click here for description)
  • Regions Involved: Inland Empire/Desert
  • Colleges Involved: Norco College
  • Other Organizations: Involvement with K-12 and Regional Occupational Programs is in process

The Challenge

Training students to meet the labor market demand for supply chain technicians (SCTs), an emerging occupation in California. Employment is expected to increase by 15% over the next two years in the state.

A common misperception is that working in a warehouse is a low-level, boring, dead-end job. In the past, warehouse employment was either entry-level (forklift driver) or managerial. Today’s automated warehouse technician is in-demand, highly-skilled, and highly-paid. Supply chain technicians install, operate, support, upgrade or maintain software, hardware, and automated equipment systems that support the supply chain. This includes the robotics, conveyor systems, sensors, optics, mechanical drive systems, and more.

The Solution

Norco College developed a new three-unit course to prepare students for roles as SCTs. The course (“SCT-1”) covers the basic knowledge and skills needed for work in an automated distribution center, including the troubleshooting and maintenance of complex electromechanical systems. A free interactive e-textbook has been developed, eliminating the need for students to purchase a textbook.

The National Center of Supply Chain Technology’s education team identified the foundational skill sets that a SCT must have, and Norco College is moving toward offering courses in a new model Supply Chain Technology program.


SCT-1 is a survey course that is intended to familiarize students with and generate interest in the occupation of SCT. The free interactive e-textbook is also expected to make it easier for low-income students and students under-represented in the supply chain technology field to participate in the course. Overall, it is expected that SCT-1 will increase interest and enrollment in coursework related to the work of SCTs.

The Data

The course will be offered for the first time in fall 2014.

Supporting Information

Watch a video about the occupation of a supply chain technician here

Look at a program flyer here

The course outline of record can be found here

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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


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