This document provides an overview of a webinar on developing skills for educational and workplace success in the 21st century. It discusses challenges employers face with new graduates lacking key competencies like problem-solving, critical thinking and information literacy. Presenters address how to better integrate these skills through teaching students the "cultures" of academic disciplines and workplaces. They emphasize understanding each field's knowledge base, beliefs and methods. The document also summarizes a survey finding major skills gaps employers face and recommendations for assessing and addressing gaps through targeted training solutions.
To thrive in the 21st century, students need more than traditional academic learning. They must be adept at collaboration, communication and problem-solving, which are some of the skills developed through social and emotional learning (SEL). Coupled with mastery of traditional skills, social and emotional proficiency will equip students to succeed in the swiftly evolving digital economy. In 2015, the World Economic Forum published a report that focused on the pressing issue of the 21st-century skills gap and ways to address it through technology (New Vision for Education: Unlocking the Potential of Technology). In that report, we defined a set of 16 crucial proficiencies for education in the 21st century. Those skills include six “foundational literacies”, such as literacy, numeracy and scientific literacy, and 10 skills that we labelled either “competencies” or “character qualities”. Competencies are the means by which students approach complex challenges; they include collaboration, communication and critical thinking and problem-solving. Character qualities are the ways in which students approach their changing environment; they include curiosity, adaptability and social and cultural awareness (see Exhibit 1).
In our current report, New Vision for Education: Fostering Social and Emotional Learning through Technology, we follow up on our 2015 report by exploring how these competencies and character qualities do more than simply deepen 21st-century skills. Together, they lie at the heart of SEL and are every bit as important as the foundational skills required for traditional academic learning. Although many stakeholders have defined SEL more narrowly, we believe the definition of SEL is evolving. We define SEL broadly to encompass the 10 competencies and character qualities.1 As is the case with traditional academic learning, technology can be invaluable at enabling SEL.
To thrive in the 21st century, students need more than traditional academic learning. They must be adept at collaboration, communication and problem-solving, which are some of the skills developed through social and emotional learning (SEL). Coupled with mastery of traditional skills, social and emotional proficiency will equip students to succeed in the swiftly evolving digital economy. In 2015, the World Economic Forum published a report that focused on the pressing issue of the 21st-century skills gap and ways to address it through technology (New Vision for Education: Unlocking the Potential of Technology). In that report, we defined a set of 16 crucial proficiencies for education in the 21st century. Those skills include six “foundational literacies”, such as literacy, numeracy and scientific literacy, and 10 skills that we labelled either “competencies” or “character qualities”. Competencies are the means by which students approach complex challenges; they include collaboration, communication and critical thinking and problem-solving. Character qualities are the ways in which students approach their changing environment; they include curiosity, adaptability and social and cultural awareness (see Exhibit 1).
In our current report, New Vision for Education: Fostering Social and Emotional Learning through Technology, we follow up on our 2015 report by exploring how these competencies and character qualities do more than simply deepen 21st-century skills. Together, they lie at the heart of SEL and are every bit as important as the foundational skills required for traditional academic learning. Although many stakeholders have defined SEL more narrowly, we believe the definition of SEL is evolving. We define SEL broadly to encompass the 10 competencies and character qualities.1 As is the case with traditional academic learning, technology can be invaluable at enabling SEL.
It's been acknowledged that no librarian can successfully work in a vacuum but what librarian has time for the trial and error required to map the course of effective collaboration on their own? With all of the responsibilities and daily tasks attached to the electronic resource librarian title, the collaborative librarian needs to build effective relationships in less time and librarian-focused online communities allow that to happen. The coordinator of Libraries Thriving, an online community for e-resource innovation and information literacy promotion, will share examples of how your librarian colleagues have done just that and invite you to share your experiences with and suggestions of online communities during this short talk.
It's All About the User: Enhancing Discovery with Open Source SoftwareLibraries Thriving
The Ithaca College Library uses SubjectsPlus, an open source product, to manage its resource guides and other aspects of the Library's web site, with the ultimate goal of creating a user-centered web presence. During this presentation, two Ithaca College librarians will demonstrate the flexibility of SubjectsPlus and the freedom it provides in terms of content creation. We will review the use of collected data in web-based resource/service development and address some of the general issues involved in the implementation and maintenance of open source software in a medium sized academic library.
If you've picked up a conference program lately, you are well aware that so many of the conversations that librarians are having focus on the hurdles to establishing relationships with faculty members and the issues that arise when attempting to collaborate across sectors. In honor of this year's theme, this session aims to move beyond all of that gloom and doom. Those of us having these conversations and running into these barriers are obviously very convinced of the value of collaboration so let's talk about the positives for a change--let's talk about intrasector collaboration.
This lively discussion will focus on libraries collaborating with libraries, librarians collaborating with librarians, and librarians collaborating with library school students. We'll discuss best practices for saving time, saving money, and saving the future of the profession through working with colleagues who are just as eager to collaborate as we are. Advisory board members from Libraries Thriving, the online community for librarians interested in e-resource innovation and information literacy promotion that was conceived during a 2010 Charleston Conference plenary session, will share their experience with working in these areas and attendees will be invited to join in with their stories, experiences, and questions. Come with a positive attitude towards collaboration and leave with ideas about how to better your working relationships with colleagues.
Feel like you’re using social media on behalf of your library “just because” and to an unresponsive audience? Think of a great party host. They plan the party and provide a welcoming space. Maybe they even incentivize you to attend and participate. Great hosts also take the time to check how their guests are doing, respond to needs and complaints, and adjust the party to accommodate future attendees. Learn how one library revamped its social media by thinking like a socialite party host. Katy Kelly, Communications and Outreach Librarian at University of Dayton, Dayton, Ohio, will describe her use of Twitter, Facebook, Foursquare, and Instagram on behalf of Roesch Library to embrace the student-created nickname, Club Roesch.
Speakers: Beth Ardner, Manager of Distributor Relations, Credo Reference; Deirdre Costello, Associate Platform Manager, Credo Reference
The age of librarians toiling away in dust and silence is long over - if it ever existed at all. Librarians are in touch with different groups almost constantly, and librarianship today requires some serious communication skills. Whether it's other librarians, administrators, users, publishers or vendors, librarians have to juggle several different vocabularies to make sure they're communicating as clearly as possible.
We'd like to draw on our sales, publishing, usability and web design experience to help build some guidelines and answer questions about communicating with some of these groups. This seminar will focus specifically on communicating with publishers, vendors and users, but we'd love to hear what you have to say about communication in libraries!
“We are currently preparing students for jobs and technologies that don’t yet exist… to solve problems that we don’t even know are problems yet.” — Richard Riley, former U.S. secretary of education
Corporate learning leaders have inherited one of the most difficult challenges of a changing world: Preparing a workforce for jobs that don’t yet exist. This webinar explores the vital skills and learning required to compete in the 21st century.
Charles Fadel, global lead for education at Cisco Systems and co-author of 21st Century Skills: Learning for Life in Our Times, and Michael E. Echols, Ph.D., executive vice president of Bellevue University and executive director of the university’s Human Capital Lab, bring their unique and complementary perspectives to what has been called the “most important conversation of our times.”
21st century skills for 21st century jobs usbPatty Ball
Many programs and students don’t yet have a good sense of all the technology skills that are coming into play in the workplaces students plan to enter. The ways we live, learn, work and interact online are changing. Do your students have the skills necessary for successful navigation of the increasingly blurred boundaries between online and offline social and professional activities. Do they know the risks and how to protect themselves when using these tools?
This is the first of a two part workshop series.
NCET Biz Cafe | Mary Alber, Closing Soft Skills Gap | July 2019Archersan
As the world of employment turns toward automation and robotics, here’s something artificial intelligence will never master: soft skills.
At this Biz Café, you’ll learn a whole lot about soft skills based on Mary Alber’s doctoral research on personal development systems. You’ll leave this Biz Café with:
• The latest data on the competencies that are in most demand by employers in Northern Nevada;
• An understanding of why today’s school system isn’t developing soft skills;
• Action plans for parents and employers to integrate soft skills into your home and places of work.
Digital Literacy - 21st Century Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
Skills for industry 4.0 , learnagility, practical intelligence, deliberate practice, competency, Industrie 4.0, 21st century skills, higher order thinking skills,
You Might Just Make It After All (Technology Leadership) - AASL 2011Lisa Perez
This presentation was given at the American Association of School Librarians Conference on Sat, Oct 29 at 1pm. The topic is how school librarians can be technology leaders in their schools.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
Social Media and the 21st-Century Scholar: How Researchers Can Harness Social...SC CTSI at USC and CHLA
Date: Mar 6, 2019
Topic: Social Media and the 21st-Century Scholar: How Researchers Can Harness Social Media to Amplify Their Career
Speaker: Teresa M. Chan, MD, MHPE, Assistant Professor, Division of Emergency Medicine, Department of Medicine, McMaster University, Ontario, Canada
Overview: Improving health care requires better dissemination of research discoveries to reach practitioners, patients, and the public. Effective scholarship is essential to achieve this goal. The speaker Dr. Chan argues that it is "incumbent on scientists and scholars to use every tool in their armamentarium, including social media, to reach their intended audiences."
It's been acknowledged that no librarian can successfully work in a vacuum but what librarian has time for the trial and error required to map the course of effective collaboration on their own? With all of the responsibilities and daily tasks attached to the electronic resource librarian title, the collaborative librarian needs to build effective relationships in less time and librarian-focused online communities allow that to happen. The coordinator of Libraries Thriving, an online community for e-resource innovation and information literacy promotion, will share examples of how your librarian colleagues have done just that and invite you to share your experiences with and suggestions of online communities during this short talk.
It's All About the User: Enhancing Discovery with Open Source SoftwareLibraries Thriving
The Ithaca College Library uses SubjectsPlus, an open source product, to manage its resource guides and other aspects of the Library's web site, with the ultimate goal of creating a user-centered web presence. During this presentation, two Ithaca College librarians will demonstrate the flexibility of SubjectsPlus and the freedom it provides in terms of content creation. We will review the use of collected data in web-based resource/service development and address some of the general issues involved in the implementation and maintenance of open source software in a medium sized academic library.
If you've picked up a conference program lately, you are well aware that so many of the conversations that librarians are having focus on the hurdles to establishing relationships with faculty members and the issues that arise when attempting to collaborate across sectors. In honor of this year's theme, this session aims to move beyond all of that gloom and doom. Those of us having these conversations and running into these barriers are obviously very convinced of the value of collaboration so let's talk about the positives for a change--let's talk about intrasector collaboration.
This lively discussion will focus on libraries collaborating with libraries, librarians collaborating with librarians, and librarians collaborating with library school students. We'll discuss best practices for saving time, saving money, and saving the future of the profession through working with colleagues who are just as eager to collaborate as we are. Advisory board members from Libraries Thriving, the online community for librarians interested in e-resource innovation and information literacy promotion that was conceived during a 2010 Charleston Conference plenary session, will share their experience with working in these areas and attendees will be invited to join in with their stories, experiences, and questions. Come with a positive attitude towards collaboration and leave with ideas about how to better your working relationships with colleagues.
Feel like you’re using social media on behalf of your library “just because” and to an unresponsive audience? Think of a great party host. They plan the party and provide a welcoming space. Maybe they even incentivize you to attend and participate. Great hosts also take the time to check how their guests are doing, respond to needs and complaints, and adjust the party to accommodate future attendees. Learn how one library revamped its social media by thinking like a socialite party host. Katy Kelly, Communications and Outreach Librarian at University of Dayton, Dayton, Ohio, will describe her use of Twitter, Facebook, Foursquare, and Instagram on behalf of Roesch Library to embrace the student-created nickname, Club Roesch.
Speakers: Beth Ardner, Manager of Distributor Relations, Credo Reference; Deirdre Costello, Associate Platform Manager, Credo Reference
The age of librarians toiling away in dust and silence is long over - if it ever existed at all. Librarians are in touch with different groups almost constantly, and librarianship today requires some serious communication skills. Whether it's other librarians, administrators, users, publishers or vendors, librarians have to juggle several different vocabularies to make sure they're communicating as clearly as possible.
We'd like to draw on our sales, publishing, usability and web design experience to help build some guidelines and answer questions about communicating with some of these groups. This seminar will focus specifically on communicating with publishers, vendors and users, but we'd love to hear what you have to say about communication in libraries!
“We are currently preparing students for jobs and technologies that don’t yet exist… to solve problems that we don’t even know are problems yet.” — Richard Riley, former U.S. secretary of education
Corporate learning leaders have inherited one of the most difficult challenges of a changing world: Preparing a workforce for jobs that don’t yet exist. This webinar explores the vital skills and learning required to compete in the 21st century.
Charles Fadel, global lead for education at Cisco Systems and co-author of 21st Century Skills: Learning for Life in Our Times, and Michael E. Echols, Ph.D., executive vice president of Bellevue University and executive director of the university’s Human Capital Lab, bring their unique and complementary perspectives to what has been called the “most important conversation of our times.”
21st century skills for 21st century jobs usbPatty Ball
Many programs and students don’t yet have a good sense of all the technology skills that are coming into play in the workplaces students plan to enter. The ways we live, learn, work and interact online are changing. Do your students have the skills necessary for successful navigation of the increasingly blurred boundaries between online and offline social and professional activities. Do they know the risks and how to protect themselves when using these tools?
This is the first of a two part workshop series.
NCET Biz Cafe | Mary Alber, Closing Soft Skills Gap | July 2019Archersan
As the world of employment turns toward automation and robotics, here’s something artificial intelligence will never master: soft skills.
At this Biz Café, you’ll learn a whole lot about soft skills based on Mary Alber’s doctoral research on personal development systems. You’ll leave this Biz Café with:
• The latest data on the competencies that are in most demand by employers in Northern Nevada;
• An understanding of why today’s school system isn’t developing soft skills;
• Action plans for parents and employers to integrate soft skills into your home and places of work.
Digital Literacy - 21st Century Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
Skills for industry 4.0 , learnagility, practical intelligence, deliberate practice, competency, Industrie 4.0, 21st century skills, higher order thinking skills,
You Might Just Make It After All (Technology Leadership) - AASL 2011Lisa Perez
This presentation was given at the American Association of School Librarians Conference on Sat, Oct 29 at 1pm. The topic is how school librarians can be technology leaders in their schools.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
Social Media and the 21st-Century Scholar: How Researchers Can Harness Social...SC CTSI at USC and CHLA
Date: Mar 6, 2019
Topic: Social Media and the 21st-Century Scholar: How Researchers Can Harness Social Media to Amplify Their Career
Speaker: Teresa M. Chan, MD, MHPE, Assistant Professor, Division of Emergency Medicine, Department of Medicine, McMaster University, Ontario, Canada
Overview: Improving health care requires better dissemination of research discoveries to reach practitioners, patients, and the public. Effective scholarship is essential to achieve this goal. The speaker Dr. Chan argues that it is "incumbent on scientists and scholars to use every tool in their armamentarium, including social media, to reach their intended audiences."
Becoming Information Literate: transition from academia to the workplace - workshop was given by Jim McCloskey of Wilmington University at the annual MLA/DLA Joint State Conference 2016
A follow up on the event, What's Next wherein principals, counselors and influencers from the education industry contributed on creating a blueprint for education for tomorrow
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
Webinar discussing challenges of college student readiness, includes resources to combat the challenge and specific examples of what is working for other schools.
Depending on the type of library in which you work, you may assume that someone is "digitally literate." Yet what do we mean by those words and how do we know if the person meets our definition? What can we do in our libraries to increase the information and digital literacy of our users/patrons/members/owners? How does that impact the tools that we acquire and the services that we provide? Who should we be partnering with in these efforts? These and other questions will be address in this session, which will also include time for brainstorming.
Jill Hurst-Wahl is an associate professor of practice in Syracuse University’s School of Information Studies and the director of its library and information science program. She is a member of SLA’s Board of Directors, NYS Regents Advisory Council on Libraries, and the USNY Technology Policy and Practices Council. A former corporate librarian, Jill has always been an advocate for libraries being centers of learning in their communities (no matter what community they serve).
The Skills@Library team from University of Leeds was recognized for their work on a valuable resource for lecturers teaching such academic skills at the 2012 Librarians’ Information Literacy Annual Conference. While the ready-made instructional materials available on the Skills@Library lecturer pages can greatly benefit librarians teaching information literacy courses, the overarching goal of the project was to help academics and librarians embed broad academic skill instruction into the curriculum. Representatives from the Skills@Library e-learning team will join us during this session to share key takeaways from their work on this project and suggestions for your efforts to introduce information literacy instruction into your curriculum.
School’s out for summer, as you’ve probably noticed because of the recent influx of tots and teens participating in your story hours and book clubs. Public librarians with experience in youth outreach will spend this hour sharing what has worked and what has not when it comes to reaching this patron population at their libraries. Bring your own best practices to share with the group as well.
Learning Through Community Effort: Collaboration for Increased Project SuccessLibraries Thriving
The Libraries Thriving Learning Community, organized by Credo Reference and LYRASIS, invites members to think about and engage on key current issues with the aim of developing approaches, solutions and responses that demonstrate the effectiveness of individual library professionals as well as libraries' effectiveness within the institutions of which they are a part. Since February, community participants have been engaging in a variety of interactions, primarily online, to explore and experiment with the kinds of individual and institutional actions needed for libraries to thrive. Join this session to learn about this innovative online collaboration and to hear details about how you can join a similar group in an upcoming learning community.
It's been acknowledged that no librarian can successfully work in a vacuum but what librarian has time for the trial and error required to map the course of effective collaboration on their own? With all of the responsibilities and daily tasks attached to the electronic resource librarian title, the collaborative librarian needs to build effective relationships in less time and librarian-focused online communities allow that to happen. The coordinator of Libraries Thriving, an online community for e-resource innovation and information literacy promotion, will share examples of how your librarian colleagues have done just that and invite you to share your experiences with and suggestions of online communities during this panel discussion.
Information Literacy and E-Resources: Moving Beyond the ChalkboardLibraries Thriving
Ask any twenty-first century librarian and they will tell you that the traditional chalkboard is not the instructional tool of choice anymore. This panel discussion will address the place of free and subscription e-resources in information literacy instruction and will feature librarians from South University and representatives from Credo Reference, the database that was voted Library Journal’s “Best Overall” in 2012. This will be a collaboration-focused session so bring your ideas to share!
The Future Is Coming! What Does That Mean for Public Libraries?Libraries Thriving
This brainstorming session is the culmination of a month-long campaign for public libraries on Libraries Thriving. It will feature a discussion panel of library supporters sharing their visions of the public library of the future. The discussion will build on the results of Libraries Thriving’s survey of public libraries and also incorporate discussion forum conversations around the prompt "It's the year 2022. The public library of today differs from the public library of 2012 in these three ways..."
1. From School to Workforce:
Information Literacy, Critical Thinking, and
Problem-Solving Skills
October 16, 2012
2. Best Practices
1. E-mail Laura Warren, Libraries
Thriving Coordinator, with Libraries
Thriving questions, comments or
suggestions.
2. Share comments and questions
throughout the session via the chat box.
3. Continue the conversation on the
Libraries Thriving Discussion Forum.
3. Our Facilitator
Lana W. Jackman, Ph.D.
President
National Forum on Information Literacy
Cambridge, Massachusetts, United States
5. PRESENTERS
William Badke, Associate Librarian, Trinity
Western University for Associated Canadian
Theological Schools and Information Literacy
Jennifer Homer, Vice President of
Communications and Career
Development, American Society for Training
and Development
6. TODAY’S QUESTIONS??
What are the competencies required for educational
and workplace success in the 21st century?
What do we need to do as education and workforce
development professionals to prepare learners how to
live and work in this dynamically, emerging networked
universe?
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 http://www.achieve.org/files/pollreport_0.pdf
8. THE NATIONAL RESEARCH COUNCIL
EDUCATION FOR LIFE AND WORK: DEVELOPING TRANSFERABLE
KNOWLEDGE AND SKILLS IN THE 21ST CENTURY
The charge for the Committee on Defining Deeper Learning and 21st Century
Skills was to define key 21st century skills, describe how they relate to skills
specified in the New Common Core, and investigate the importance of such
skills 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 and
assessments 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. MAJOR STUDY OUTCOME
One of the major outcomes of this study is a preliminary
taxonomy of 21st century skills and abilities in which information
literacy is identified as belonging to the cognitive competence
domain, within the knowledge cluster, affiliated with O*Net as
content 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. THE PROJECT INFORMATION LITERACY (PIL) PASSAGE
STUDIES
LEARNING 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.
http://projectinfolit.org/pdfs/PIL_fall2012_workplaceStudy_FullReport.pdf
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. William Badke
Associate Librarian
Trinity Western University
Langley, BC Canada
13.
14. We need a way to integrate the wide
range of skills required in the 21st
Century workplace.
As separate skill-sets, it is very difficult
to see how we can teach all this.
15. Let’s think in terms of “cultures.”
Every academic discipline and every
workplace has a distinct informational culture
or even complex of cultures.
If we can teach information-handling within
an informational culture, we can find a way to
teach students how to “read” any
informational culture.
17. Knowledge Base
What does this setting (discipline or workplace)
accept as reputable information?
18. Belief System
What does this setting believe about the task it
is doing?
Goals
Values
Motivations
19. Methods used
- How is information used well in this setting?
- What constitutes good evidence? - What
makes for valid judgments?
- How does one best do the task that connects
information with productivity?
20. So much for theory. Now the
practice:
1. Make the study of disciplinary culture part of
the very foundation of courses in higher
education. Ask:
a. What does our knowledge base look like? What
do we value as knowledge?
21. b. When we problem-solve in this discipline
(workplace), what is our goal? What do we
want to accomplish, and what do we believe is
possible?
22. c. What is good method in our use of
information to solve problems?
a. Acceptable procedures
b. Proper use of evidence
c. Determination of valid conclusions
23. This is information literacy in the best sense –
guiding students to enter the informational
culture of the setting in which they are working.
We accomplish this by making research –
problem solving using information – part of the
very foundation of our courses.
24. Jennifer Homer
Vice President of Communications and Career
Development
American Society for Training and Development
(ASTD)
25. Bridging the Skills Gap
Help Wanted, Skills Lacking:
Why the Mismatch in Today’s
Economy?
ASTD white paper
October 2012
26. 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.
27. ASTD Survey: Is there a Skills Gap?
9.6%
6.4%
Yes
No
Don't know
84.0%
n = 377 responding organizations
28. 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%
29. 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 company's leadership 48%
22%
ranks
Recent 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 company's lines of 39%
49%
business
0% 10% 20% 30% 40% 50% 60% 70%
n = 377 responding organizations
30. 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 3
Less 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
31. 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
32. Taking Charge of the Skills Gap
1. Understand key strategies, goals, and
performance metrics
2. Identify competencies that map to strategies
and performance metrics
3. Assess the skills gap
4. Set goals and prioritize the path to filling gaps
5. Implement solutions
6. Monitor and measure results, and
communicate the impact