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Transcript of Beyond skills gap book talk 2017 CEO Symposium
Beyond the Skills Gap Preparing College Students for Life and Work
By Matthew T. Hora, Ross J. Benbow, & Amanda K, Oleson
Matthew T. Hora, PhD Assistant Professor, Department of Liberal Arts & Applied Studies
Research Scientist, Wisconsin Center for Education Research [email protected] @matt_hora
Slide deck posted on: www.slideshare.net
Image Source: http://www.magoda.com
“The skills gap in the US is killing millions of jobs. More than 4.5 million job openings in the US cannot
be filled, because of a skills shortage.” (CNBC, 2015)
“I've frequently heard from employers that they cannot find enough skilled workers to fill positions. The skills gap is a very real concern in Wisconsin and around the country.”
Wisconsin Gov. Scott Walker 3/24/13
“Is the education system not adequately preparing the workforce? The consensus is yes.
Too many colleges are graduating students with liberal arts degrees in limited-job specialties such as Renaissance art.”
WI Policy Research Insitute, 2015Image Source: http://www.atlantic.com
The dominant logic: A dysfunctional talent supply chain is stifling economic growth
Demand Millions of good jobs,
especially in skilled trades/STEM exist today
Supply Lack of qualified
workers due to higher ed system inadequately aligned
to workforce needs
Sources: https://www.bls.gov/emp/ep_table_104.htm and https://www.southseattle.edu/documents/worker_retraining/2008/careerpathway/nursing_map.pdf
Career Pathways to High-Demand Occupations2. Registered nurses 439, 300 ($67k)
35 Credits (Pre-Reqs Only) or45 Credits (Pathway Program)
Nursing Career Pathway
*Job title and wage information from annual wages reported in the Occupational Employment Survey, Bureau of Labor Statistics for the Seattle/King County Workforce Development Area: http://www.workforceexplorer.com/cgi/dataanalysis/AreaSelection.asp?tableName=OeswageActual job titles and wages will vary depending on demonstrable skills and experience.
Short-Term Training
Nursing Assistant Certified (NAC) Certificate
1 Quarter12 Credits
Class Topics· CPR Certification· AIDS/HIV Certification· Aging and Disabilities· Monitoring & Maintaining
Patient Status· Providing Care in a Clinical Setting
50 Hours Clinical Experience
Entry Requirements· CASAS test: 230 Math & Reading· Clear Criminal Background· Meet Fitness Requirements· Immunizations
Start Here
Career Change Tech Prep ABE / GED / ESL Unemployed High School TANF / Food Stamps
Jobs & Wages*
Nursing Assistant Certified (hospital, long-term care,
in-home care, etc.)$9.23 - $14 / hour
Take State NAC Exam
for Certification
Licensed Practical Nursing
Licensed Practical Nurse (LPN) Certificate
4 Quarters (NAC + Pre-Reqs) + application and immunizations prior to application.
Additional proof of: CPR/AED for the Professional Rescuer, HIV/AIDS
7 hour training, Physical exam, Background check.
Class Topics· Patient cross-cultural and legal
ethical concepts· Causation of illness and
response to treatment· Body systems· Medical surgical nursing· Pharmacology· Needs of the aging patient· Pediatric, maternal and infant
care
264 Hours Clinical Experience
Entry Requirements· Current NAC Certification· Application by deadline + 2
Letters of Recommendation· Clear Criminal Background· Meet Fitness Requirements· Immunizations· Nursing Pre-Requisites', with
grade of 2.5 or higher
Jobs & Wages*
Licensed Practical Nurse (hospital, long-term care,
clinic, private practice, etc.)$16.85 - $27.82 / hour
Take State LPN-NCLEX
Exam for Certification
Pre-College Math & English
Or, if needed...
2 Year Degree
Registered Nurse (RN)Associate of Applied Science Transfer Degree in Nursing
(AAST)
(LPN Certificate + 3 Quarters)
125 or 135 Credits(LPN Certificate + 36 Credits)
Class Topics· Roles & responsibilities of the RN· Nursing in obstetric and pediatric
settings· Health promotion & wellness · Legal and ethical issues· Various healthcare systems· Psychiatric disorders· Medical-surgical acute · care settings· Drug therapy, intravenous therapy· Monitoring clients’ conditions · Leadership in nursing· Ambulatory care, community-
based care, acute care and long term care clinical practice
385 Hours Clinical Experience
Entry Requirements· Current LPN Certification· 2.5+ in all LPN Classes· Application by deadline + 2
Letters of Recommendation· Clear Criminal Background· Meet Fitness Requirements· Immunizations· ENG 101 & MAT 107 (COMPASS
test: 68 Writing, 81 Reading, 71 Algebra)
· Nursing Pre-Requisites', with grade of 2.5 or higher
Jobs & Wages*Registered Nurse
(hospital, long-term care, clinic, private practice, etc.)
$24.25 - $47.66 / hour
Take RN-NCLEX
Exam for Certification
Entry Requirements· COMPASS test: 68
Writing, 77 Reading, 71 Algebra
· ENG 101 requires COMPASS Reading score of 81
2-3 Quarters
NA-C Orientation + CASAS test, CPR/AED for Professional Rescuer
and WATCH background check
Nursing Pre-requisites
Academic Coursework 2-4 Quarters
Courses· Anatomy/Physiology I & II
(BIOL&241 and BIOL&242)· Microbiology (BIOL&260)· Composition (ENGL&101) · Elementary Statistics (MATH&146) · Lifespan Psychology (PSYC&200)· Intro to Chemistry (CHEM&121)
All academic coursework must be completed with a grade of 2.5 or better before submitting nursing application.
MMR – (Measles, Mumps, Rubella), Tdap (Tetanus, Diphtheria, Pertussis), Hepatitis B (3 shot series), Varicella (Chicken pox),
TB test (2 step, or proof of negative test or chest x-ray if positive)
Immunizations needed to work in healthcare:
Kestrel Aircraft to relocate in Superior creating 600 jobs
“This relocation will be a huge boost to the Superior-area economy, ” said Gov. Scott Walker.Source: http://inwisconsin.com/press_releases/kestrel-aircraft-to-relocate-in-superior-creating-600-jobs/ Image Source: http://www.hondajet.com
Image Source:: http://www.witc.edu/newscontent/careerimpact/spring2013/preventing-a-skills-gap.pdf
Is this diagnosis of the challenges facing higher education and the labor
market accurate?
“The skills gap is a myth. The employment problem here is not a “skills matching” issue but a deficiency in the aggregate demand for goods
and labor.” Marc Levine, University of Wisconsin-Milwaukee (Feb 2013)
“We read the report and waited to get to the part where the professor talked to
manufacturers. Unfortunately, he did not.”
Jim Morgan, President of the WI Manufacturers & Commerce Foundation (Feb 2013)
National Science Foundation-ECR Grant: 2012 - 2015
Study Methods
70 Educators 75 Employers
Manufacturing (no food or furniture)
(n=64)
Biotechnology (n=11)
(n=34)
(n=36)
In-depth interviews - Document analysis - Factory/lab tours
1
2
3
Valued skillsets
Teaching and training
Partnerships between education/industry
Hiring
4
Lesson #1: Skills are not just “skills,” nor are they the same as occupations
All educators (n=49)
Manufacturing Employers (n=59)
Biotech Employers (n=7)
Term Salience Term Salience Term Salience
Technical ability 0.381 Work ethic 0.338 Experience on job 0.345
Work ethic 0.257 Technical ability 0.342 Lifelong learning 0.301Technical knowledge 0.238
Technical knowledge 0.302 Technical ability 0.227
Problem solving 0.232 Lifelong learning 0.144 Communication 0.226
Teamwork 0.204 Problem solving 0.132 Problem solving 0.182
Communication 0.183 Adaptable 0.132 Work ethic 0.163
Critical thinking 0.156 Interpersonal 0.112 Detail oriented 0.153
Innovative 0.154 Attitude 0.112 Self motivated 0.150
Detail-oriented 0.145 Teamwork 0.112 Background 0.149
Lifelong learning 0.103 Communication 0.111Technical knowledge 0.141
Competencies essential for success in the workplace
Cognitive: knowledge, cognitive strategies (critical thinking)
Inter-personal: teamwork and leadership Intra-personal: work ethic, intellectual openness,
positive self-evaluation
National Research Council’s “21st Century Competencies”
Key issue: Transferability
We spend a lot of time here so having people that are just horses asses for a lack of a better word - we just don't want them here…
(a) because it's a pain to be around them, and (b) it takes away the meaningful discussions and the problem solving, which is basically what we do here.
Manufacturing supervisor, La Crosse, WI
Image Source: https://www.bmwusfactory.com
Skills as integrated habits of mind unique to a profession
Skills as grounded in culture and experience
Image Source: Brett Roseman, USA Today
You know, what we (a manufacturer) measure when we’re trying to hire somebody is YOTF.’ And I said, “What is
YOTF?” And the guy said, “Years off the farm.”
WI Manufacturers and Commerce (WMC) Representative
Skills are not just “skills” nor are they the same as occupations
Lesson #2: How to cultivate these technical and transferable competencies?
Experiential learning across the disciplines
Focusing on technical and transferable competencies
Instructional strategies used to teach 21st century competencies
Teaching Method Targeted Skills Example
Problem-based learningTechnical knowledge/ability,
problem-solving, communication
Fix broken robotic arm in small teams
Multi-audience writing Technical knowledge/ability, written communication
Writing projects for research, general public, and
policymaker audiences
Course-embedded projects
Problem-solving, oral communication, teamwork
Solicit real-world problems from local employers for
course project
Classroom management Work ethic (self-regulated learning)
Set and enforce strict deadlines
Fun fact!
To get a job in many colleges and universities in U.S. higher education you don’t need any training in how to teach.
Snapshot of Faculty Teaching in Research Universities
0.0
0.2
0.5
0.7
0.9
Lect w/PP Lect w/CB Group work Desk Work
Bars indicate % time spent on teaching modality (n=56 STEM faculty)
Biology
Mech Eng
Geology
Physics
Source: Hora, M. T. (2015). Toward a descriptive science of teaching: How the TDOP illuminates the multidimensional nature of active learning in postsecondary classrooms. Science Education, 99(5), 783-818.
The role of general education and the liberal arts tradition
Many companies will say, “Your 2-year degrees are so bloated, why would I need someone that needs English or history…”
They don’t understand that that’s going to make a really good employee.
It’s happened where an employer comes back and says, “You were right.”
WI Technical College Administrator
Pellico, L. H., Friedlaender, L., & Fennie, K. P. (2009). Looking is not seeing: Using art to improve observational skills. Journal of Nursing Education, 48(11), 648-653.
Image Source: http://art.williams.edu/the-major/honors/
Exposure to different topics, ideas, ways of thinking
Lesson #3: The lack of workplace training, and the problem of hiring for “cultural fit”
How Employers Cultivated Valued Skills in Employees
41% - informal shadowing (e.g., follow Bob around for 4 weeks) 11% - formal courses (e.g., new machinery)
A 2015 Manpower Group survey (n= 41,700) found that only 1 in 5 employers were providing training to existing staff.
Source: http://www.manpowergroup.com/talent-shortage-2015
74% of employers screen for “fit” with their organizational culture
See: Rivera, L. A. (2012). Hiring as cultural matching: The case of elite professional service firms. American Sociological Review, 77(6), 999-1022.
“People who are absolutely perfect on paper won’t get a job if they don’t fit the company culture.”
Company history/size Employee attributes Managerial style
Lesson #4: Multiple forms of cross-sector partnerships - not just career pathways -
foster students’ competencies
Type of Collaboration Example Impacts on student competenciesCurriculum/Program
Advising
Curriculum Advisory Boards
State- or industry-mandated advisory boards w/industry reps
Direct communication of industry needs/Feedback channel re:alumni
Co-Designed Company Training
Company and local educators collaboratively design training
Employee develops new form of cultural capital/company acquires new program
Curricular Co-construction
Course projects suggested by local employers
Student acquires new form of cultural capital salient to industrial field
Work Experience/Career Pathway
Program
Multi-Contact Programs Apprenticeships and internships
Student acquires new form of cultural capital valued by both fields and social capital
networks) capital
One-Time Programs Industry field trips/career days Exposes students to new field(s)
Career Services
Career CounselingCollege/university career
services; career fairsExposes students to new field(s); cultivates
social capital
Industry Cluster/Workforce Dev Board
Chamber of Commerce events/Industry cluster activities
Sectoral collaborations may enhance above activities
Diverse forms of partnership cultivate student competencies
https://www.uwlax.edu/info/community-portal/
OK - so what?
What does all this mean for California’s community colleges?
The skills gap idea contains some truths…
Image Source: http://www.atlantic.comImage Source: http://www.atlantic.com
Image Source: http://www.atlantic.com
“What's funny is that when we talk to our development board or Northcentral Technical College and they talk about the skills gap….they're talking about teaching people to weld.
The gap we see is that people can't hold a job and can't solve a problem.”
Manufacturing supervisor, Wausau, WI
But it ignores the importance of diverse competencies that learners need to acquire
To ensure that all students acquire 21st century competencies by the time they graduate
(and then throughout their working lives)
What should our central focus be?
Access to College
State Government
Higher Education Employers
4-Year Institutions
2-Year InstitutionsAdvanced Manufacturing
Biotechnology
Hands-on, experiential education
Hands-on, experiential
training
Comprehensive, multi-disciplinary
education
Employer investment in
training & collaboration
Employer investment in
training & collaboration
Hands-on, experiential
training
Centers for Teaching & Learning
Career & Academic Advising/Supports
Hands-on, experiential education
Comprehensive, multi-disciplinary
education
Centers for Teaching &
LearningCareer & Academic Advising/Supports
Adequate Funding for Public Higher Education
Industry Clusters,Workforce
Development Initiatives
Curriculum & Program Advising
Advisory Boards Curricular Co-Construction
Career ServicesWork-based
Learning Programs Field Trips
Classroom Visits
The skills infrastructure: Systemic reform for college-work pathways
Acquisition of Skills, Knowledge, Abilities Graduation
Graduates w/21st Century
Competencies
Cognitive Inter-Personal Intra-Personal
Screening & Hiring
Continual Development of
21st Century Competencies
Return to Higher Education System
There is too little discussion about demand (job quality) attention to 21st century competencies
focus on teaching and learning and worse - active undermining of the skills infrastructure
Are we on the right track?
Sort of…..
“Morale (on campus) is lower than it has been at any job I’ve ever worked, including waiting tables at Pizza Hut in
high school, and detasseling corn when I was 14” UW-River Falls faculty
How to undermine the skills infrastructure: Ignore/denigrate the teaching workforce
Source: http://www.hudsonstarobserver.com/news/education/3836301-students-return-budget-slashed-campus
“We want to transform our work force to the point where we need to hire fewer people”
Joey Hall, Pioneer’s executive VP for Permian operations
Elephants in the room: Job quality and automation1. Personal care aides - 458,100 ($21k)
4. Fast food - 343,500 ($19k)3. Home health aides - 348,400 ($22k)
Source: https://www.nytimes.com/2017/02/19/business/energy-environment/oil-jobs-technology.html
Six things we need to do Systemic investments in each college’s skills infrastructure
Re-frame the debate: From blame to cooperation From jobs and “skills” to diverse competencies
Embed problem-based learning across the curriculum
1
2
3
Resist the narrowing of the curriculum
Expand career services and integrate into all aspects of student experience
Increase employer engagement efforts, especially those focused on instructional design
(at college or company level)
4
5
6
Six things we need to do Systemic investments in each college’s skills infrastructure
Invest in teachers and teaching: Ongoing training, living wages, political support
Implications for the Strong Workforce Program
Curricular co-development Contextualized curriculum Faculty incentives for PD
Source: Career Advancement Academies (2015) Equal Measure/CLP.
Limited focus on 21st century competencies Metrics for student success
Challenges w/education-industry partnerships
Strengths
Weaknesses
Finally - be skeptical in the face of reform
Questions we need to be asking:
* What is being lost with a CTE focus? * Do employers really see badges/certificates as signaling
competence? * Is the accountability movement in higher education doing more
harm than good? * Why is China seeking to adopt the liberal arts model as part of
its innovation agenda? * How much administration and resources would it take to really
launch a system-wide internship program?
Next Steps
Studying education-industry dynamics in other regions and countries New NSF Project: Focus on non-technical skills in 4 high-STEM job regions of the US
Comparative analysis of US and Chinese college-work dynamics
Thank You! For more information: [email protected] and: @matt_hora
New Research Center at UW-Madison