Presented by: Nick Chapman · Source: 2015 Talent Shortage Survey, Manpower Group. 1% 1% 1% 2% 2%...

Career Readiness Framework

Presented by: Nick Chapman

Only 3% of Americans “strongly agree” that today’s high school graduate is ready for the world of work

Source: PDK/Gallup Poll, September 2015http://pdkpoll2015.pdkintl.org/wp-content/uploads/2015/10/pdkpoll47_2015.pdf

Less than one percent (0.2%) of employers select� “excellent“� when asked to rate new high school graduate entrants’ overall preparation to enter the workforce.

Source: Learning for Career and Life Success, New Profit, November 2014http://www.newprofit.org/wp-content/uploads/2015/12/Power-Skills-New-Profit-Deloitte.pdf

A Lack of Skills or a Problem of Perception?


16 % agree or strongly agree

Statement: Today’s high school graduate is ready for the world of work.Source: PDK/Gallup Poll, September 2015http://pdkpoll2015.pdkintl.org/wp-content/uploads/2015/10/pdkpoll47_2015.pdf


44 % are unsure



40 % disagree


Source: Falling Short? College Learning and Career Success, January 2015The Association of American Colleges and Universities

What are EMPLOYERS looking for?

• Baseline Skills•  1 in 3 skills in current job postings are for

“Baseline Skills”Source: The Human Factor: The Hard Time Employers Have Finding Soft Skills, Burning Glass Technologies, 2015http://burning-glass.com/wp-content/uploads/Human_Factor_Baseline_Skills_FINAL.pdf

Top 10 Baseline Skills1. Communication Skills2. Organizational Skills3. Writing4. Customer Service5. Microsoft Excel6. Word & Office7. Problem Solving8. Planning9. Comp Skills & Typing10. Research


• Baseline Skills•  1 in 3 skills in current job postings are for

“Baseline Skills”Source: The Human Factor: The Hard Time Employers Have Finding Soft Skills, Burning Glass Technologies, 2015http://burning-glass.com/wp-content/uploads/Human_Factor_Baseline_Skills_FINAL.pdf

Common Terms: Soft Skills, 21st Century Skills, Non-Cognitive Skills, Social-Emotional Learning

Emerging Terms: Baseline Skills, Power Skills, Professional Skills

Top 10 Baseline Skills1. Communication Skills2. Organizational Skills3. Writing4. Customer Service5. Microsoft Excel6. Word & Office7. Problem Solving8. Planning9. Comp Skills & Typing10. Research


Hardest Jobs to Fill• Sales (#4 US / #2 Global)• Management/Executives (#6 US & Global)• Accounting & Finance Staff (#9 US / #7 Global)• Office Support Staff (#8 Global)• IT Staff (#9 Global)Source: 2015 Talent Shortage Survey, Manpower Group

What are they looking for?

Hardest US Jobs to Fill1.  Skilled Trades2.  Drivers3.  ???

Source: 2015 Talent Shortage Survey, Manpower Group

What are they looking for?

Hardest US Jobs to Fill1.  Skilled Trades2.  Drivers3.  Teachers


1%

1%

1%

2%

2%

4%

5%

11%

22%

24%

34%

Reluctance to relocate

Reluctance to change jobs in current climate

Looking for more pay than offered

Poor image of company/sector/job

Overqualified

Undersirable geographic location

Lack of applicants willing to work P/T

Lack of workplace competencies (soft skills)

Lack of experience

Lack of technical competencies (hard skills)

Lack of applicants

Reasons for Difficulty Filling Jobs


What is EDUCATION looking for?


Assessment

PARC

SATAP

NOCTIACT

BTW…what do we think about how to assess student academic progress?

Examples of Student Work

37%

Scores on standardized

tests16%

Grades awarded by

teacher21%

Written observations

by teacher26%

Source: PDK/Gallup Poll, September 2015http://pdkpoll2015.pdkintl.org/wp-content/uploads/2015/10/pdkpoll47_2015.pdf


• Ways to prepare students for Careers and College

• Career & Technical Education• Work-Based Learning• College preparation

From another perspective…

The research community is looking at…

• Tamar Jacoby / Shaun Dougherty•  The New CTE

• Angela Duckworth•  “Grit”

• Chicago Consortium•  “Agency”

• American Institutes for Research•  Assessing SEL

From another perspective…

The Philanthropic community is trying to…

•  Improve college and career readiness in the public school system

Yet…•  the metrics they identify are primarily

academic.•  While funders are open to other metrics, most

do not feel that qualitative metrics alone are persuasive in demonstrating a program’s impact.

What to do?

• Try to understand all perspectives and tailor an approach that works best for our program

• Listen to what employers need• Listen to what educators and students are experiencing

• Listen to what the research is saying

Our Purpose of Assessment

1. Information

2. Accountability

3. Communication

From American Institutes for Research, “Ready to Assess Framework”, 2015

Lana Koretsky

Listened to:• Alumni• Teachers• Students• Hiring Managers• Researchers• Subject Matter Experts

Lana Koretsky

Our Findings: Key Themes Our primary and secondary research yielded three key themes related to VEI career readiness competencies and academic and industry trends

VE stakeholders unanimously acknowledge the impact of VE on career readiness

Entry-level positions are viewed as a commodity, but demonstrated career readiness can set students apart

There is strong confluence between the competencies companies demand and those that VE supplies

Key Themes: VE Supply vs. Industry Demand There is strong confluence between the competencies companies demand of entry-level talent and those that VE supplies.

Competencies Identified Students, Alumni, Teacher Industry RepsCommunicates effectively verbally and in writing 100% 86% Collaborates with others and acts as a team player 100% 71% Demonstrates department/function-specific skills 100% 86% Understands general business dynamics 100% 57% Demonstrates effective project management 96% 100% Demonstrates professionalism 84% 43% Develops relationships and networks effectively 80% 71% Structures and delivers presentations 76% 86% Solves problems creatively 76% 86% Demonstrates intrapreneurship 76% 100% Understands and utilizes technology effectively 76% 43% Gives and receives feedback constructively; Manages conflict 76% 14% Motivates others to act 68% 86% Understands and applies financial concepts 60% 0% Adapts in an ambiguous environment 48% 29% Demonstrates well-rounded perspective and unique style 40% 57% Manages to quality results 40% 43% Effectively communicates one’s role and experience 28% 57% Embraces diversity in all its forms 28% 57% Conducts research and analysis 28% 0% Demonstrates strong quantitative ability 24% 57%

1-29% of respondents0% of respondents 30-69% of respondents 70-100% of respondentsKey:

Career Readiness Framework

LeadershipKnowledge and capabilities required to

establish direction, motivate self and others, assume accountability, and

respond effectively to change.

ProfessionalNon-technical, transferable knowledge, skills, and abilities required to succeed in

a professional environment

FunctionalCore business skills needed to perform within a specific industry or business

function

Core Technology SkillsCore technical skills needed to perform within a specific industry or business

function

Com

pete

ncy

Dim

ensi

ons

VE Career Readiness Framework The proposed CRF incorporates the key competency dimensions that students develop through seven differentiated features of the VE experience.

VE Career Readiness Framework The proposed CRF incorporates the key competency dimensions that students develop through seven differentiated features of the VE experience.







function


function

Global Perspective

Day-to-Day Business Dynamics

Industry Partnerships

Competitions, Events & Trade Shows

Teacher as Consultant

Virtual Economy

Assuming the Role

VE Enablers

Com

pete

ncy

Dim

ensi

ons

LeadershipKnowledge and capabilities required to establish

direction, motivate self and others, assume accountability, and respond effectively to change.

ProfessionalNon-technical, transferable knowledge, skills, and

abilities required to succeed in a professional environment

FunctionalCore business skills needed to perform within a

specific industry or business function

Core Technology SkillsCore technical skills needed to perform within a specific

industry or business function

Com

pete

ncy

Dim

ensi

ons

Skills vs. Competencies


Skills: Using a hammer, using a drill, using a saw

VE Career Readiness Framework

Leadership Competencies Definition

VE as an Enabler: Examples

Coaches Others and Manages Conflict

Guides others toward individual and team success by utilizing feedback mechanisms constructively; manages discord, alleviates concern and eliminates sources of resistance

All virtual company employees must complete self and peer performance assessments and discuss feedback.


Professional Competencies Definition


Demonstrates Effective Project Management

Plans and manages to deadlines through effective time management; multitasks effectively while maintaining quality; Identifies improvement opportunities and applies best practices

Students must manage their own work and the work of others, depending on their role. They do this through regular meetings, task logs, and project plans.


Functional Competencies Definition


Understands General Business Dynamics

Has a basic understanding of business strategy, structure; and processes; understands the role of each department, and the key roles within the business

Each department must give several presentations to the others throughout the year giving students an understanding of the function of each and how they interrelate.

Demonstrates Industry / Function-Specific Skills

Performs one’s role effectively by demonstrating the key department-specific skills,, knowledge, and abilities needed to deliver on objectives

Students in each department become versed in their function. For example, HR employees learn about 401Ks, employment policies, and develop employee manuals.








function


function

Global Perspective

Day-to-Day Business Dynamics

Industry Partnerships

Competitions, Events & Trade Shows

Teacher as Consultant

Virtual Economy

Assuming the Role

VE Enablers

Com

pete

ncy

Dim

ensi

ons

Developing a 360° Evaluation

Goals:•  Making students an active part of the assessment process•  Providing them with valuable reflective and evaluative skills•  Limiting the burden on teachers

•  Self• Peer•  Supervisor• Direct Report• External

Considerations

• Effects of peer evaluation?• Scale• Consistency

How can you use this now?

• Learning•  Communicate to your students the expectations of employers

• Evaluation•  Use this framework with the HR team when developing their

employee evaluation system

• Advocacy•  Provide students with the vocabulary and language to articulate their

VE experience•  Communicating expectations to parents, administrators, and

community partners

Thank you Nick Chapman, National Program Director

[email protected]

Go to veinternational.org to join the transformation.

Presented by: Nick Chapman · Source: 2015 Talent Shortage Survey, Manpower Group. 1% 1% 1% 2% 2%...

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