1. Bridging the Skills Gap
Date: Sunday, March 9th
Time: 4:30 PM – 5:00 PM
Hashtag: #ideas14LB1
Bree Sutherland, eLearning Manager, Emergency Nurses Association @eLearnChicago
Jack McGrath, President & Creative Director, Digitec Interactive @DigitecJack
2. About the Emergency Nurses Association
ENA, which has more than 40,000 members worldwide, is the only professional
nursing association dedicated to defining the future of emergency nursing and
emergency care through advocacy, expertise, innovation and leadership.
Founded in 1970, ENA develops and disseminates education and practice
standards and guidelines, and affords consultation to both private and public
entities regarding emergency nurses and their practice.
Additional information is available at ENA's Web site, www.ena.org or on Twitter:
@ENAorg.
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Bree Sutherland, CNM
eLearning Manager
Emergency Nurses Association
@eLearnChicago
3. About Digitec Interactive
President and Creative Director
Digitec Interactive
@DigitecJack
Jack McGrath
Digitec has partnered with more than 75
associations and nonprofits to develop and
deliver online member education. More than
300,000 learners worldwide utilize the
Knowledge Direct® LMS powered by Digitec
Interactive.
OUR PARTNERS
Digitec Interactive is a multi-award winning
eLearning company and learning
management system (LMS) provider.
To transform learning and change lives.
OUR COMPANY & OUR MISSION
•Learning Management Systems
•eLearning Course Production
•Instructional Design Services
•Games & Simulations
OUR SERVICES
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4. Agenda
I. Introduction
II. Skills Gap
III. The Economy – and The Need
IV. The Opportunity – Association.EDU
V. The Case Study – ENA
VI. Success in Numbers
VII. Bridging the Skills Gap
IV. Summary
V. Closing Remarks
VI. Questions
VII. References List
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5. Skills Gap
Adapted from Joshua Wright, “America’s Skilled Trades Dilemma: Shortages Loom as Most-In-Demand Group of Workers Ages,” Forbes, March 7, 2013.
http://www.forbes.com/sites/emsi/2013/03/07/americas-skilled-trades-dilemma-shortages-loom-as-most-in-demand-group-of-workers-ages/
56.0%28.5%
15.5%
Overall Labor Force by Age in Years, 2012
44 and Younger
45 to 54
55 to 64
47.0%
34.4%
18.6%
Skill-Trade Workers by Age in Years, 2012
44 and
Younger
45 to 54
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6. Skills Gap
“Our society as a whole has placed a premium on
achieving a four-year college degree, versus going into a
skilled labor role.” – Stacey Harris, VP of Research with Brandon Hall
Group in Training Magazine
“American high schools have largely shifted their focus
to preparing students for four-year colleges rather than
vocational school.” – Joshua Wright in Forbes
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7. The Economy – and The Need
According to Bureau of Labor Statistics’ Projections for
2012-2022, published 12/19/2013:
• “Two-thirds of the 30 occupations with the largest
projected employment increase from 2012 to 2022
typically do not require postsecondary education
for entry.”
• “Nineteen of the 30 occupations projected to grow
fastest from 2012 to 2022 typically require some
form of postsecondary education for entry.”
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8. The Economy – and the Need
According to the “2013 Talent Shortage survey Research
Results” by the Manpower Group:
“In the Americas, 39% of
employers report hiring
challenges caused by
talent shortages.”
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9. The Opportunity – Association.EDU
Who is prepared to meet the needs of a declining talent
pool, the projected growth in occupations not being
served by academia, and the needs of industry to fill
these positions?
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13. Bridging the Skills Gap
#2 Organize open answer responses by commonalities
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14. Bridging the Skills Gap
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#3 Rank results
Available as public knowledge: http://www.ena.org/education/CNE/Pages/CNEResources.aspx
15. Bridging the Skills Gap
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#4 Plan learning activities with clear learning objectives
16. Bridging the Skills Gap
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Free tool available from Old Dominion University http://preweb.clt.odu.edu/price/
eLearning ROI Calculator
17. Summary
• 28 eLearning courses in 24 months through our LMS
• Nearly 36,000 eLearning course completions
• eLearning team is now 4 FTE
#1 Conduct a needs assessment
#2 Organize open answer responses by commonalities
#3 Rank results
#4 Plan learning activities with clear learning objectives
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19. Contact Us
Bree Sutherland, CNM
eLearning Manager
Institute for Emergency Nursing Education
Emergency Nurses Association
bsutherland@ena.org
@eLearnChicago
Jack McGrath
President & CEO
Digitec Interactive
jmcgrath@digitecinteractive.com
@DigitecJack
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Editor's Notes
Thank you, Jack!
So as an Association, ENA has worked to fill some of these skills gaps in the profession of nursing through online learning.
So first, I want to share with you ENA’s growth in online education over the last 24 months. As you can see, our numbers from 2011 to 2013 have significantly increased. (where are the ooo’s and ahhhh’s?) Maybe there’s a more appropriate word, but I have to say we’re really proud of what we’ve accomplished in a short period of time.
In 2011, we were just getting our feet wet. We adopted and deployed our Learning Management System, and launched our first course—a certification prep study course in Q3 of 2011. So we had some action as you can see, but we were really just getting started.
In 2012, we started to identify educational needs within our organization and strategically planned our online education activities for the year.
That year we launched a series of monthly free on-demand modules that were offered as a member-benefit—that we also could charge non-members for a new revenue stream and the possibility of attracting new members.
We also began delivering various training programs.
We ended that year with 6,903 registrations and 6,670 completions.
In 2013, we continued to identify needs through needs assessments which helped us to create an even more diverse educational strategy catered to our membership.
We developed an online emergency department staffing guidelines tool, we continued to offered monthly free on-demand modules, we also developed our first-ever hybrid course for our Emergency Nursing Pediatric Course which allowed for our members to take some of the course online prior to their live course, and at the tail of the year we launched our first-ever comprehensive 17 modules online Geriatrics course developed entirely in-house.
We closed out 2013 with 35,555 registrations and 32,814 – a combination of new revenue, member-benefit/strengthening, and training. I was even shocked by our year end numbers.
OK, so enough about us…how did we get here? So as we’ve only got 30 minutes together I’ve broken it down in two 4 tangible steps…ready?
#1 The first step is to conduct a needs assessment.
It’s not as complex or scary (or expensive) as it may sound.
You may have already done some form of needs assessment without even knowing it. Here’s what we do:
Consider using an online survey collections tool (there are many) to disseminate the assessment to your membership. We have used Survey Monkey, as you can see, but any solution that your organization may already be using will work. They are for the most part low in cost and easy to use.
Keep it simple and keep it brief! If the software is hard use or the assessment is too long you risk not getting substantial responses from your members.
As you’re developing your assessment allow for the collection of open ended responses, for example, what educational topics/issues would you like to see addressed by our Association in the future? There are ways to control word counts in order to keep response succinct if desired.
Another possible means of collections of data might be to create a widget to add to your website
Wait a minute! How did this get here? Jack? Really?
Add needs assessment questions to all educational evaluations whenever possible.
Our members want to be heard. Give them an opportunity to share their needs with you!
#2 Review open answer responses and start analyzing, organizing and grouping by commonalities.
This is generally best done by someone with a high level of expertise of your membership.
ENA’s is done by an emergency nurse in our education department who also happens to be our accreditation expert.
We’ve got it pretty good, and of course not all organizations have this luxury, but just be sure it’s someone who will understand the different types of members you have in order to get the best results.
In this case the respondents that selected Leadership/Education/Management as the biggest need entered in a variety of open-ended specific focus areas.
Some of the raw open answer responses we received for this particular assessment were: leadership, staffing, and new trends for example.
#3 The next step is to ranking results to drive educational programming development.
Compile a qualitative trend analysis by ranking priority
Again, our accreditation expert literally went through pages and pages of open-ended responses and ranked them based on frequency.
As you can see from this analysis (sorry it might be a little hard to see onscreen) General Leadership, Motivating Staff, and staff development ranked high in this particular assessment.
This is your roadmap to filling gaps and successfully meeting your member’s needs!
They’ve told you exactly what they wanted—now you’ve got to develop the content.
#4 Plan learning activities with clear learning objectives:
On-demand online learning modules to disseminate through an LMS (GENE course screenshot)
Determine learning objectives that will provide knowledge gained, recruit or select subject matter experts to develop content, work with instructional designers (out source if needed) to develop the online content that is engaging and uses online learning best practices and standards.
Another educational product may be webinars—which would follow much of the same process as I just described, but you’ll need to take into account time to train your presenting subject matter to Webinar software you’ve chosen to use, and would highly recommend doing a dry run prior to your live webcast. Also, consider recording and repurposing your webinars into on-demand online learning modules, and much you might consider offering them as a member-benefit and then saleable to non-members (SCREENSHOT).
These are just two ways in which leverage a Learning Management System to fill educational gaps through your needs assessment findings. Whether you’re offering contact hours enduring offering such as these should include a post-course assessment to determine that knowledge was gained based on the learning objectives.
Lastly, include a post-course evaluation on the quality of learning in terms of access and delivery. What did the learner think in terms of quality of the educational offering? Was the program easy to assess and did they receive adequate support are all good questions to ask.
As a side not this a great resource when planning your online learning.
It’s from Old Dominion University and the URL is here on the bottom of the page.
It allows for calculate for an online course taking into consideration instructional design, LMS costs, animations, support, you get the idea.
28 eLearning courses in 24 months through our LMS
Nearly 36,000 eLearning course completions
eLearning team is now 4 FTE
#1 Conduct a needs assessment
#2 Organize open answer responses by commonalities
#3 Rank results
#4 Plan learning activities with clear learning objectives with subject matter experts, instructional designers, and the leveraging of Webinar software and/or a Learning Management System. Include an assessment to determine knowledge gained, and provide an evaluation in order to implement continuous improvement.
I hope this was of benefit to you and we’re glad you decided to join us today!
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