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The Knowledge Base: Building the Workforce of Tomorrow With EMAC

As the electronics manufacturing industry races to meet rising global demand and technological complexity, the need for a highly skilled, future-ready workforce has never been greater. At the forefront of addressing this challenge is The Electronics Manufacturing & Assembly Collaborative (EMAC)—a national initiative dedicated to strengthening the talent pipeline through strategic collaboration with SMTA, education, and government stakeholders.

In this exclusive interview, Carter Severinson, EMAC program manager, and Tara Dunn, SMTA director of training and education, discuss EMAC's mission and collaboration with SMTA, educational institutions, and other industry groups. They explore how EMAC is reshaping workforce development for electronics assembly, from hands-on training programs to curriculum development and industry partnerships. EMAC is not just filling jobs—it’s building careers, empowering communities, and helping manufacturers thrive in a competitive global market.

What is EMAC's core mission, and what specific workforce challenges in the electronics manufacturing industry is it designed to address?

Carter Severinson: At its core, EMAC exists to solve a very real and growing problem: the shortage of skilled workers in electronics manufacturing, from SMT operators and assembly technicians to PCB fabricators and process engineers. The roles are there. The technology is ready. But the talent pipeline isn’t where it needs to be.

EMAC’s mission is to build and strengthen that pipeline by aligning education, training, and real-world industry needs. It’s about getting the right skills into the hands of people who are ready to work, whether that’s students just starting, career changers stepping into manufacturing, or existing workers looking to upskill.

EMAC was built to ensure that we are not just reacting to the problem but getting ahead of it.

How does EMAC define success, and what key performance indicators are used to measure its impact on the workforce pipeline?

Severinson: For EMAC, success is about more than the number of students who enroll in a course. It’s about outcomes.

We look at the number of people trained and then the number actually placed in electronics manufacturing roles. We track regional adoption of training programs, the number of companies engaged, the growth of local advisory groups, and the sustainability of those partnerships over time.

But here’s where it gets interesting: We also look at how easily others can replicate that success. A great program in Arizona should be a blueprint for success in Minnesota or California. So, scalability and knowledge sharing are part of the equation, too.

How does EMAC bring together industry stakeholders, educational institutions, and government entities to form a cohesive workforce strategy?

Tara Dunn: Let’s face it, there’s a lot of great work happening out there, but it’s often disconnected. EMAC’s job is to create those connections.

That means pulling manufacturers, schools, workforce boards, and economic development leaders together around the same table. These aren’t one-time meetings. They’re working groups that assess real regional needs, co-develop solutions, and stay engaged through implementation.

What makes this work is that it’s local-first but nationally supported. EMAC provides frameworks, resources, and templates, but the region is shaping the strategy. That way, the training reflects the jobs available in that community.

What role do electronics manufacturers play in shaping EMAC’s curriculum and program development?

Dunn: A big one, and that’s by design. Manufacturers aren’t just reviewing curriculum; they’re helping create it. They’re telling us, “Here’s what we need. Here’s where we’re seeing skills gaps. Here’s the kind of training that would make someone job-ready on day one.”

That input drives everything from course content to credentialing structure to how hands-on labs are set up. Those same companies often step in to offer internships, job shadowing, or even helping teach a module.

At the end of the day, the best programs are built with the people who will actually hire the graduates.

In what ways does EMAC collaborate with government agencies to support workforce funding, training, or policy alignment?

Severinson: While EMAC isn’t a funding source or a grant writer, we play an important supporting role in helping align the right partners around workforce initiatives. That often means working closely with local and state workforce boards, economic development agencies, and training providers to share insights about industry needs, talent challenges, and where the skills gaps are showing up most.

At the end of the day, EMAC’s role is to facilitate collaboration and keep everyone at the table focused on outcomes: skills training that leads to good jobs and a stronger regional economy. It’s a two-way conversation, and our job is to keep those conversations happening.

How does EMAC work with high schools, community colleges, and technical training centers to build early interest in electronics careers?

Severinson: This is one of my favorite parts of the EMAC model because it starts before someone even applies for a job. We work with schools to host electronics career days, bring students into real manufacturing environments, and connect them with mentors and role models. That exposure is huge. You can’t be what you can’t see.

Then we help build pathways, dual credit programs, certificates, bridge programs to associate degrees, for example, that let students earn credentials and real skills while still in school. That way, when they’re ready to enter the workforce, they’re already ahead of the game.

What kinds of job seekers or students benefit most from EMAC’s programs, and how are they matched with employers?

Dunn: EMAC programs are intentionally broad but targeted where it counts. We support:

• High school graduates, community college students, and university students looking to enter the industry
• Adults transitioning from other careers
• Veterans transitioning to a civilian workplace
• Current employees who want to move into more technical or leadership roles

The magic is in the matching. Because EMAC works directly with employers, we can align candidates with the right opportunity, whether that’s a short-term internship, a co-op working environment, or a direct hire.

It’s not just about getting someone into a job. It’s about helping them succeed once they’re there.

How does EMAC address the skill gaps in modern electronics assembly, especially with the growing use of automation, AI, and UHDI technologies?

Dunn: This is a big one. The technology is evolving fast: Ultra HDI, AI-assisted inspection, robotic handling, for example, and training must keep up.

That’s why EMAC works with manufacturers to keep the curriculum current. We’re incorporating newer inspection techniques, updated materials handling, and fine-pitch soldering into training programs. We’re not just teaching theory; we’re giving students access to real equipment that mirrors real processes.

What’s exciting is that we’re not just filling old roles. We’re preparing people for the roles that are emerging right now.

How does EMAC collaborate with the SMTA, and what have been some highlights of that partnership so far?

Dunn: This collaboration has been an absolute force multiplier.

SMTA brings deep technical credibility and a strong network of professionals who care about the future of the industry. EMAC brings the structure and mission around workforce development. Together, we’ve created workforce-focused programming at SMTA expos, built regional advisory boards, and brought students face-to-face with the industry.

That’s the impact you can see.

What unique benefits does the EMAC-SMTA relationship offer to SMTA members, especially in terms of access to workforce development resources or educational content?

Dunn: For SMTA members, this partnership opens real opportunities. Whether it’s access to new training materials, help recruiting interns, or a seat at the table in regional planning groups, EMAC gives members a direct line into workforce development efforts.

It’s also a way to give back. Members can volunteer as guest speakers, mentor students, or serve on advisory councils. Those contributions don’t just feel good; they help shape the future workforce to meet your real needs.

What are some recent success stories from EMAC programs, whether student placements, curriculum adoptions, or industry recognition?

Severinson: There are quite a few, and that’s the encouraging part.

In Arizona, EMAC is helping launch a new certificate in electronics manufacturing at a community college, with direct input from local employers. In Minnesota, we are helping to connect students looking for a semester co-op program in electronics manufacturing with companies in need of expanding their workforce. In Georgia, we are working with instructors to bring a “careers in electronics” component to an introductory engineering course, helping students imagine a career opportunity in this industry.

These are the moments that show this model works.

What resources does EMAC provide to job seekers who are transitioning from other industries into electronics manufacturing?

Dunn: Transitioning careers is tough, but EMAC is here to help smooth the path.

EMAC offers short-term training, resumé and interview support, and connections to employers who are open to hiring from outside the traditional talent pool. Micro-credentials help job seekers prove their skills. It’s all about meeting people where they are and giving them the tools to take that next step confidently.

What are the most in-demand job roles right now in electronics assembly, and how is EMAC preparing candidates for those roles?

Dunn: Right now, SMT assembly techs, test technicians, PCB fabrication specialists, and process engineers are in high demand. EMAC is laser-focused on these roles.

The training is role-specific and employer-aligned. Whether it’s learning to operate an AOI system or understanding IPC-A-610 standards, the programs are built to match what companies need today and tomorrow.

What opportunities exist for industry professionals or SMTA members to volunteer with EMAC or contribute to its initiatives?

Dunn: There are so many ways to get involved, and every single one makes a difference.

You can speak at a local school, host a tour, mentor a student, serve on a regional board, or help develop training content. SMTA members, in particular, bring deep technical knowledge that’s incredibly valuable to instructors and students alike.

A little time goes a long way. And often, volunteers tell us they get just as much out of it as the students do.

For companies or associations interested in getting involved with EMAC, what are the next steps to form a partnership or host training programs?

Severinson: It starts with a conversation.

Reach out through www.electronicsworkforce.com, and the EMAC team will walk you through the process. We’ll help identify where your company can plug in, whether it’s hosting students, co-developing curriculum, or joining a workforce group in your area.

The beauty of this model is that it’s flexible. You don’t need to do everything; you just need to take that first step.

Final Word

Severinson: Innovation is exciting, but execution wins the day. EMAC is showing that when we work together, align our efforts, and put talent development at the center of our strategy, we don’t just fill jobs, we build futures.

Because of our collaboration with SMTA, we’re doing it with community, credibility, and a clear path forward.

This column originally appeared in the June 2025 issue of SMT007 Magazine.