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From School to Workforce


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Recent reports from employers indicate that employees enter the workforce from school without the continuous learning competencies necessary for their personal and professional success. Among these are information literacy, critical thinking, and problem-solving. This webinar will explore how these essential habits might be embedded in the transition from secondary schools, vocational and technical schools, community colleges, colleges, and universities to the world of work.

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From School to Workforce

  1. 1. From School to Workforce:Information Literacy, Critical Thinking, andProblem-Solving Skills October 16, 2012
  2. 2. Best Practices1. E-mail Laura Warren, LibrariesThriving Coordinator, with LibrariesThriving questions, comments orsuggestions.2. Share comments and questionsthroughout the session via the chat box.3. Continue the conversation on theLibraries Thriving Discussion Forum.
  3. 3. Our Facilitator Lana W. Jackman, Ph.D. President National Forum on Information Literacy Cambridge, Massachusetts, United States
  4. 4. A National Forum on Information Literacyand Credo Reference/Libraries ThrivingCollaboration - October 16, 2012. ©2012 Lana W. Jackman, Ph.D. President
  5. 5. PRESENTERSWilliam Badke, Associate Librarian, Trinity Western University for Associated Canadian Theological Schools and Information LiteracyJennifer Homer, Vice President of Communications and Career Development, American Society for Training and Development
  6. 6. TODAY’S QUESTIONS??What are the competencies required for educationaland workplace success in the 21st century?What do we need to do as education and workforcedevelopment professionals to prepare learners how tolive and work in this dynamically, emerging networkeduniverse?
  7. 7. FIRST YEAR STUDENTS IN TWO AND FOUR YEAR COLLEGES 2004 FA C U LT Y P E R S P E C T I V E S EMPLOYER PERSPECTIVES• 66% of students cannot think analytically • 39% of recent high school graduates with no further education are• 70% of students do not comprehend unprepared for the expectations that complex reading materials they face in entry-level jobs• 65% lack appropriate work and study • 45% are not adequately prepared for the skills and abilities they need to habits advance beyond entry level.• 59% do not know how to do research • 46% of high school graduates who apply at their company are inadequately• 55% cannot apply what they’ve learned prepared for the work habits they will to solve problems need on the job • 41% are dissatisfied with graduates’ ability to read and understand complicated materials. Achieve. (2005). Rising to the challenge: Are high school graduates prepared for college and work? Retrieved from
  8. 8. THE NATIONAL RESEARCH COUNCIL EDUCATION FOR LIFE AND WORK: DEVELOPING TRANSFERABLE KNOWLEDGE AND SKILLS IN THE 21ST CENTURYThe charge for the Committee on Defining Deeper Learning and 21st CenturySkills was to define key 21st century skills, describe how they relate to skillsspecified in the New Common Core, and investigate the importance of suchskills to success in K-16 education, work, and other areas of adult responsibility.Included in the study is known and needed research on the issues involved andassessments of recommended, potential interventions. National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Committee on Defining Deeper Learning and 21st Century Skills, James W. Pellegrino and Margaret L. Hilton, Editors. Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
  9. 9. MAJOR STUDY OUTCOMEOne of the major outcomes of this study is a preliminarytaxonomy of 21st century skills and abilities in which informationliteracy is identified as belonging to the cognitive competencedomain, within the knowledge cluster, affiliated with O*Net ascontent skills, and designated as a main ability factor i.e.“crystallized intelligence”. Occupational Information Network (O*NET) - large database of information on 965 occupations which is organized around a “content model” which describes occupations along several dimensions, including worker characteristics (abilities, interests, work values, and work styles) and requirements (skills, knowledge, and education).
  10. 10. THE PROJECT INFORMATION LITERACY (PIL) PASSAGE STUDIESLEARNING CURVE: HOW COLLEGE GRADUATES SOLVE INFORMATION PROBLEMS ONCE THEY JOIN THE WORKPLACE OCTOBER, 2012 “Many employers were dazzled by new hires’ natural ease with computers, but employers soon found graduates lacked research readiness for the workplace. Employers found newcomers rarely demonstrated traditional research techniques, such as picking up a phone; thumbing through a bound report; and interpreting results with team members.” Alison Head, Ph.D. Executive Director and Principal Investigator, www.
  11. 11. THE GLOBAL ACHIEVEMENT GAP “The rigor that matters most for the 21st century is demonstrated mastery of core competencies for work, citizenship, and lifelong learning. Studying academic content is the means of developing competencies, instead of being the goal, as it has been traditionally. In today’s world, it’s no longer how much you know that matters, it’s what you can do with what you know.”Wagner, T. (2008). The global achievement gap. New York; Perseus Books.
  12. 12. William Badke Associate LibrarianTrinity Western University Langley, BC Canada
  13. 13. We need a way to integrate the widerange of skills required in the 21stCentury workplace.As separate skill-sets, it is very difficultto see how we can teach all this.
  14. 14. Let’s think in terms of “cultures.”Every academic discipline and everyworkplace has a distinct informational cultureor even complex of cultures.If we can teach information-handling withinan informational culture, we can find a way toteach students how to “read” anyinformational culture.
  15. 15. Three crucial elements:1. The knowledge base2. The belief system3. The methods used
  16. 16. Knowledge BaseWhat does this setting (discipline or workplace)accept as reputable information?
  17. 17. Belief SystemWhat does this setting believe about the task itis doing?GoalsValuesMotivations
  18. 18. Methods used- How is information used well in this setting?- What constitutes good evidence? - Whatmakes for valid judgments?- How does one best do the task that connectsinformation with productivity?
  19. 19. So much for theory. Now thepractice:1. Make the study of disciplinary culture part ofthe very foundation of courses in highereducation. Ask:a. What does our knowledge base look like? Whatdo we value as knowledge?
  20. 20. b. When we problem-solve in this discipline(workplace), what is our goal? What do wewant to accomplish, and what do we believe ispossible?
  21. 21. c. What is good method in our use ofinformation to solve problems?a. Acceptable proceduresb. Proper use of evidencec. Determination of valid conclusions
  22. 22. This is information literacy in the best sense –guiding students to enter the informationalculture of the setting in which they are working.We accomplish this by making research –problem solving using information – part of thevery foundation of our courses.
  23. 23. Jennifer Homer Vice President of Communications and Career DevelopmentAmerican Society for Training and Development (ASTD)
  24. 24. Bridging the Skills GapHelp Wanted, Skills Lacking:Why the Mismatch in Today’sEconomy?ASTD white paperOctober 2012
  25. 25. What is the Skills Gap?• A significant gap between an organization’s current capabilities and the skills it needs to achieve its goals.• When an organization can no longer grow or remain competitive because it cannot fill critical jobs with employees who have the right knowledge, skills, and abilities.
  26. 26. ASTD Survey: Is there a Skills Gap? 9.6% 6.4% Yes No Dont know 84.0%n = 377 responding organizations
  27. 27. Where are the Biggest Gaps? 54% Leadership/executive-level skills 18% 24% Basic skills (the traditional building blocks of business- 5% 14%level competencies that are most commonly associated… 7% 37% Professional or industry-specific skills 32% 19% 38% Managerial/supervisory skills 48% 28% 8% Customer service skills 13% 20% Ranked 1 16% Ranked 2 Communication/interpersonal skills 26% 33% Ranked 3 17% Technical/IT/systems skills 16% 13% 9% Sales skills 12% 5% 17% Process and project management skills 27% 44% 6% Other 1% 14% n = 377 responding organizations 0% 10% 20% 30% 40% 50% 60%
  28. 28. Why is there a Skills Gap in Your Organization? 58% Skills of the current workforce do not match changes in 40% 46% company strategy, goals, markets, or business models 55% Not enough bench strength in the companys leadership 48% 22% ranksRecent merger/acquisition where the organization brought in 8%new employees or current employees are not up-to-speed on 12% 9% the new industry Ranked 1 41% Ranked 2 Training investments have been cut or there is a lack of commitment by senior leaders to employee learning and 36% Ranked 3 46% development 30% When hiring for certain types of jobs, there are too few 35% 38% qualified candidates (i.e. a gap in the pipeline? 18%Lack of skilled talent in one or more of the companys lines of 39% 49% business 0% 10% 20% 30% 40% 50% 60% 70% n = 377 responding organizations
  29. 29. What are the Business Impacts of Having Skills Gaps? 77% Lower productivity 40% 38% 16% Slower time-to-market 8% 6% 10% Less profitable 24% 20% 17% Challenges to recruitment 9% 14% 42% Less efficient 69% 38% Ranked 1 16% Unable to expand or grow 12% 23% Ranked 2 4% Ranked 3Less new product development 8% 8% 8% Harder to compete 25% 22% 7% Higher expenses 13% 38% 31% Missed opportunities 26% 14% 9% Other 3% 17% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% n = 377 responding organizations
  30. 30. Take Action!• While many organizations talk about the skills gap challenge, few people have provided suggestions on what to do about the problem• The Action Plan provided in this white paper helps managers, CEOs, and learning professionals identify and assess gaps, and take action to close them
  31. 31. Taking Charge of the Skills Gap1. Understand key strategies, goals, and performance metrics2. Identify competencies that map to strategies and performance metrics3. Assess the skills gap4. Set goals and prioritize the path to filling gaps5. Implement solutions6. Monitor and measure results, and communicate the impact
  32. 32. Five Case Studies/Best Practices
  33. 33. An e-copy of the white paper may be found here on October Send questions to Jennifer Homer:
  34. 34. Questions -Comments
  35. 35. Lana W. Jackman, Ph.D.PresidentNational Forum onInformation Literacynfil@infolit.orgwww.infolit.org617.959.1464 Thank you for joining us!