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The Disconnect Between Education and
Workforce Development:
And what this means for the future of the workforce
Presented by Colleen LaRose
Is “Education” Responsible
for the Development of Skilled Workers?
What is the purpose of education?
Does education equate to employment?
Who is responsible for defining the role of education?
What is the purpose of education?
Economic
• What companies say they need (Creativity and adaptability)
• Education makes people think in conforming ways…not innovative ways
Cultural
• Values (why is my culture the way it is
• Why is the culture of other people the way it is
Social
• Democracy
• Involvement n the world with other people
Personal
• Diversity
• Individual talent
Does education equate to employment?
• Increases salary
• Does not guarantee a job
• Skills get jobs!
Who Defines the Role of Education?
Local BOE’s define educated
State BOE’s define educated
Certifying bodies define educated (such as Middle States Association of colleges and schools)
USDOE defines educated
ANSI –American National Standards Institute - certificates, credentials, licenses, (assesses
conformance to industry standards)
Equipped for the
Future
What is important for learners
to know and be able to do?
How many of these skills are
taught in school?
How many of these skills are not
taught in school?
How do we teach?
What do we teach?
Why do we teach?
Who do we teach?
When/where do we teach?
Universal education is a relatively new idea….
I Am Malala:
The Girl Who Stood Up for
Education
and Was Shot by the Taliban
What is your Philosophy of Education?
• An Idealist – Believing that education should be centered on an individual’s ability to develop his or her skills
of introspection, intuition, insight and logic
• A Realist – Believing that education should be centered on Science and Math, using objective, sensory,
learning in a completely rational environment
• A Pragmatist – Believing that education should be centered on making someone adaptable, being able to
think in ways that are interdisciplinary, forcing someone to be experimental in how they learn new ideas
• An Existentialist – Believing that education should be centered on capturing each individual’s human
potential, and understanding his or her quest for meaning in life
• A Perenialist – Believing that education should be centered on the learning of the great ideas of western
civilization
Educational Philosophy (continued)
• An Essentialist – Believing that education should be centered on how one should become a practical
member of society
• A Reconstructionist – Believing that education should be centered on whether one is able to think with
critical consciousness and adapt ideas related to social change
• A Progressivist – Believing that education should be centered on HOW to learn (such as how we process
information)
• A Behaviorist – Believing that education should be centered on learning that is shaped by one’s environment
• A Cognitivist – Believing that education should be centered on learning that derives from conflict
• A Humanist – Believing that education should be centered on self-fulfillment
Land Grant Universities
• Prior to Civil War – largely perenialist education philosophy
• Morrill Acts (1862 and 1890)
• Educational Focus - teaching of practical skills in agriculture, science,
military science, and engineering
• Public Investment - First time vocational skills/training were addressed
with public tax dollars in this country
Education vs. Skills
Education – Knowledge based. Transmission of information. Cognitive.
Skills – Demonstration of ability. Perform tasks. Production oriented.
“Soft skills” – Workplace Intelligence and character.
Adaptability – Innovative, creative, forward-thinking, resilient.
What is “A Quality Workforce?”
• Education - average years of schooling
• Skills - the wage workers can command
• Health - number of years of expected work
before employees retire/die
• Engagement – company’s success/drives performance
 Only 9% of employees are engaged when no focus on strengths
 Engagement soars 73% when focus on the strengths - (From Strengths based Leadership – Rath and Conchie)
Workforce Quality is now the
#1 Reason
for Business Investments
Workforce quality is the number one reason that businesses now choose their
location…surpassing tax incentives, low cost of business, transportation, and
even quality of life!
The “New” Economy
Communities of the Future –Rick Smyre
• Three economies converging…
Industrial, Knowledge, Creative Molecular
What is Creative Molecular?
Demonstrates biological/organic principles
Free flowing networks and ecosystems
Adaptable, open structures
More people involved
Not rigid physics industrial economy principles
Are we Preparing the
Workforce of the Future?
Education is still modeled after industrial revolution era needs
Date of production
Not individualized aptitude training
Not driving creativity and innovation
1. Technology as a game changer
2. Innovation, foresight and entrepreneurship driven
3. Building of networks and connecting as needed - Global and ‘Flattened’
connections through social media - and co-op - not hierarchical
4. Organic financing
5. Talent – “Just in time”/temporary, skills/strengths based
How is the Workforce Evolving?
TIBOT
Change is the new way of life
Leveling of the playing field - more egalitarian
More independence
Higher expectations
More adaptable, more virtual
More efficient and effective
More current
More collaboration –Less silos
More transparency
Need for more STEM workers
Less need for labor
Knowledge less valued
Less training
FEWER JOBS!
Technology as a game changer
Rise of the
machines
(technology, robots,
self-checkout, etc)
Innovation, Foresight and Entrepreneurship Driven
Innovation
Adapting quickly
Innovation is driving wealth
Need “Creative Confidence” – help recognizing new opportunities, align with education
Foresight
“Future Focus”
More social consciousness
Need Succession/transfer knowledge planning (teacher mentoring, ojt, apprenticeship/internship)
Entrepreneurship
Growth of entrepreneurship (esp women)
Less “safety nets” - more fear
Need support for independent contractors, entrepreneurship and small business
Building of Networks and Connecting as Needed
Global and ‘Flattened’ Connections Through Social Media
Social Media
Listening/building relationships
Accelerated communication
Efficient, transparent, business insights
More Inclusive (more people, more ideas)
No time constraints
Greater collaboration
Global
Global communications capacity - More global work
Glocal - Opportunities to be local, globally
Flattened
Breaking through gatekeepers
Direct to source
More egalitarian
Co-op – Not Hierarchical
Organic Financing
Accessing capital in new ways that embrace the changing economy
• Crowd funding
• DPO’s
• Microloans
• Local economies
• New Union opportunities?
Talent
Job Shortage? Or Jobs Shortened?
“Gigging” “Just in Time”/Temporary”
Less company loyalty, less expectation of long term employment
Some employers illegally avoid paying wage taxes by hiring “temps”.
Not everyone is entrepreneurial
No health ins, ui, tuition, 401K, no dependable income
(less likely to make large purchases)
Less incumbent worker training
Skills Gap? Skills and Strengths-based
(autonomy, mastery, purpose)
Talent “pipeline” – need supply chain mentality - align with education
Selling discrete skills – not whole package (soft skills as important?)
Fewer employees – need broader skill set
Growth in distance/independent learning (Khan Academy)
Community Colleges - larger role in business support/short-term training
More independent and socially conscious – use strengths in new ways
Benefits of an Evolved Workforce
• Teams all working at strengths
• Time of great change/great opportunity
• New avenues of service and engagement
• Collective vision for potential
How must Education change?
• Need to teach both education and skills development
• Need to do quality assessments of skills required for jobs (job profiling)
• Need to teach the educators what workforce skills are needed
• Need to infuse creativity, innovation, entrepreneurship into curriculum
• Need to teach for critical thinking, (not teaching to pass tests)
• Need to align hs graduation requirements with college entrance exams
• Need education to align with workforce development initiatives/priorities for
elementary students as well as hs students
• Need college to be career-focused from day of admission
• Need education to utilize sector-based strategies
• Need to re-evaluate “quality criteria” for high schools
(currently accessed by how many students go to college)
How must Education change? (cont)
Education must also infuse character education into the curriculum –
at all levels of education!
Ethics
Civility – (charm school skills)
Conflict resolution/mediation skills
Workplace readiness skills
Citizenship skills (financial literacy, how laws are made, etc)
Skills Demonstration
Knowing stuff is grand…but trivia does not win jobs.
Employers say - SHOW ME
Skills gets the job…knowledge may help you keep the job
A different way of thinking – Need to help people recognize what skills they
have that are marketable
But will there be a JOB?
So…after we:
• Align education with workforce needs
• Provide workers with skills
• Provide educated, adaptable workforce
• Provide creative thinkers
• Provide workers that are “workplace ready”
etc., etc., etc….
How do we assure that workers have a job to go to?
Not enough jobs!
Only 3.5 million jobs now available in US
10 million people actively on unemployment
at least another 10 million “invisible” unemployed
Who are we training and for what?
What will human capital needs look like next year?
Five years from now?
Where are the jobs???
Role of Government for
Job Creation
Traditional:
Funding for infrastructure
Policy incentives for job creation, Tax relief to small businesses
Business recruitment and support.
Government provides clear expectations (fair, consistent rules enforced for all)
Targeted funding initiatives to create current/real job skills development training programs
Modern:
Review of laws that may be thwarting growth
“With” the public…not “for” the public…
Start-up resources, services, funding, information (Jobs Act, selling to government)
Align economic development with workforce development and education
Share what is working!
Investment in risk
Public works program? (communication/ energy)
Private Sector Creates Jobs
So How Do We Get
Education and Employers
to Connect?
Facilitation from:
Workforce development and Economic development
Business Government
Economic
Development
Education
Workforce
Development
AS IS Could Be
Business Economic
Development
Workforce
Development
Government
Education
Solutions –
Adapting to the New Economy
Employer Interviews before the workforce system pays for training
Engaging employers upfront is critical in making sure that jobseekers don’t waste time training for the wrong type of job
Employers can tell almost immediately if the person would be a good fit for their company and or industry.
Employers are willing to help assess candidates if they are not held to making employment promises or commitments
One strategy that is working
What is Workforce Development?
Wikipedia: WD is an American economic development approach that attempts to enhance a region's
economic stability and prosperity by focusing on people rather than businesses.
Federal Reserve of St Louis: WD has come to describe a relatively wide range of activities,
policies and programs employed by geographies to create, sustain and retain a viable workforce that can
support current and future business and industry.
Colleen’s definition: WD is the government system that helps put people to work.
What the Workforce Development System Does
that Education Does Not (Cannot) Do?
Employer/employee matching services
Connections to social services supports
Recommendations for transportation
improvements
Business expansion/retention connections
Recommendations to business for employee
retention improvements
Next webinar…
The Role of Workforce Development
Why is workforce development needed?
Where did workforce development come from?
How does workforce development work with education to contribute to the economic engine of the community?
What are workforce readiness credentials, and do they really help employers?
What is the future of workforce development?
And more…
Contact
Colleen LaRose
colleen@camoinassociates.com
Phone (908)995-7718

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The disconnect between education and workforce development

  • 1. The Disconnect Between Education and Workforce Development: And what this means for the future of the workforce Presented by Colleen LaRose
  • 2. Is “Education” Responsible for the Development of Skilled Workers? What is the purpose of education? Does education equate to employment? Who is responsible for defining the role of education?
  • 3. What is the purpose of education? Economic • What companies say they need (Creativity and adaptability) • Education makes people think in conforming ways…not innovative ways Cultural • Values (why is my culture the way it is • Why is the culture of other people the way it is Social • Democracy • Involvement n the world with other people Personal • Diversity • Individual talent
  • 4. Does education equate to employment? • Increases salary • Does not guarantee a job • Skills get jobs!
  • 5. Who Defines the Role of Education? Local BOE’s define educated State BOE’s define educated Certifying bodies define educated (such as Middle States Association of colleges and schools) USDOE defines educated ANSI –American National Standards Institute - certificates, credentials, licenses, (assesses conformance to industry standards)
  • 6. Equipped for the Future What is important for learners to know and be able to do? How many of these skills are taught in school? How many of these skills are not taught in school?
  • 7. How do we teach? What do we teach? Why do we teach? Who do we teach? When/where do we teach? Universal education is a relatively new idea…. I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban
  • 8. What is your Philosophy of Education? • An Idealist – Believing that education should be centered on an individual’s ability to develop his or her skills of introspection, intuition, insight and logic • A Realist – Believing that education should be centered on Science and Math, using objective, sensory, learning in a completely rational environment • A Pragmatist – Believing that education should be centered on making someone adaptable, being able to think in ways that are interdisciplinary, forcing someone to be experimental in how they learn new ideas • An Existentialist – Believing that education should be centered on capturing each individual’s human potential, and understanding his or her quest for meaning in life • A Perenialist – Believing that education should be centered on the learning of the great ideas of western civilization
  • 9. Educational Philosophy (continued) • An Essentialist – Believing that education should be centered on how one should become a practical member of society • A Reconstructionist – Believing that education should be centered on whether one is able to think with critical consciousness and adapt ideas related to social change • A Progressivist – Believing that education should be centered on HOW to learn (such as how we process information) • A Behaviorist – Believing that education should be centered on learning that is shaped by one’s environment • A Cognitivist – Believing that education should be centered on learning that derives from conflict • A Humanist – Believing that education should be centered on self-fulfillment
  • 10. Land Grant Universities • Prior to Civil War – largely perenialist education philosophy • Morrill Acts (1862 and 1890) • Educational Focus - teaching of practical skills in agriculture, science, military science, and engineering • Public Investment - First time vocational skills/training were addressed with public tax dollars in this country
  • 11. Education vs. Skills Education – Knowledge based. Transmission of information. Cognitive. Skills – Demonstration of ability. Perform tasks. Production oriented. “Soft skills” – Workplace Intelligence and character. Adaptability – Innovative, creative, forward-thinking, resilient.
  • 12. What is “A Quality Workforce?” • Education - average years of schooling • Skills - the wage workers can command • Health - number of years of expected work before employees retire/die • Engagement – company’s success/drives performance  Only 9% of employees are engaged when no focus on strengths  Engagement soars 73% when focus on the strengths - (From Strengths based Leadership – Rath and Conchie)
  • 13. Workforce Quality is now the #1 Reason for Business Investments Workforce quality is the number one reason that businesses now choose their location…surpassing tax incentives, low cost of business, transportation, and even quality of life!
  • 14. The “New” Economy Communities of the Future –Rick Smyre • Three economies converging… Industrial, Knowledge, Creative Molecular What is Creative Molecular? Demonstrates biological/organic principles Free flowing networks and ecosystems Adaptable, open structures More people involved Not rigid physics industrial economy principles
  • 15. Are we Preparing the Workforce of the Future? Education is still modeled after industrial revolution era needs Date of production Not individualized aptitude training Not driving creativity and innovation
  • 16. 1. Technology as a game changer 2. Innovation, foresight and entrepreneurship driven 3. Building of networks and connecting as needed - Global and ‘Flattened’ connections through social media - and co-op - not hierarchical 4. Organic financing 5. Talent – “Just in time”/temporary, skills/strengths based How is the Workforce Evolving? TIBOT
  • 17. Change is the new way of life Leveling of the playing field - more egalitarian More independence Higher expectations More adaptable, more virtual More efficient and effective More current More collaboration –Less silos More transparency Need for more STEM workers Less need for labor Knowledge less valued Less training FEWER JOBS! Technology as a game changer Rise of the machines (technology, robots, self-checkout, etc)
  • 18. Innovation, Foresight and Entrepreneurship Driven Innovation Adapting quickly Innovation is driving wealth Need “Creative Confidence” – help recognizing new opportunities, align with education Foresight “Future Focus” More social consciousness Need Succession/transfer knowledge planning (teacher mentoring, ojt, apprenticeship/internship) Entrepreneurship Growth of entrepreneurship (esp women) Less “safety nets” - more fear Need support for independent contractors, entrepreneurship and small business
  • 19. Building of Networks and Connecting as Needed Global and ‘Flattened’ Connections Through Social Media Social Media Listening/building relationships Accelerated communication Efficient, transparent, business insights More Inclusive (more people, more ideas) No time constraints Greater collaboration Global Global communications capacity - More global work Glocal - Opportunities to be local, globally Flattened Breaking through gatekeepers Direct to source More egalitarian Co-op – Not Hierarchical
  • 20. Organic Financing Accessing capital in new ways that embrace the changing economy • Crowd funding • DPO’s • Microloans • Local economies • New Union opportunities?
  • 21. Talent Job Shortage? Or Jobs Shortened? “Gigging” “Just in Time”/Temporary” Less company loyalty, less expectation of long term employment Some employers illegally avoid paying wage taxes by hiring “temps”. Not everyone is entrepreneurial No health ins, ui, tuition, 401K, no dependable income (less likely to make large purchases) Less incumbent worker training Skills Gap? Skills and Strengths-based (autonomy, mastery, purpose) Talent “pipeline” – need supply chain mentality - align with education Selling discrete skills – not whole package (soft skills as important?) Fewer employees – need broader skill set Growth in distance/independent learning (Khan Academy) Community Colleges - larger role in business support/short-term training More independent and socially conscious – use strengths in new ways
  • 22. Benefits of an Evolved Workforce • Teams all working at strengths • Time of great change/great opportunity • New avenues of service and engagement • Collective vision for potential
  • 23. How must Education change? • Need to teach both education and skills development • Need to do quality assessments of skills required for jobs (job profiling) • Need to teach the educators what workforce skills are needed • Need to infuse creativity, innovation, entrepreneurship into curriculum • Need to teach for critical thinking, (not teaching to pass tests) • Need to align hs graduation requirements with college entrance exams • Need education to align with workforce development initiatives/priorities for elementary students as well as hs students • Need college to be career-focused from day of admission • Need education to utilize sector-based strategies • Need to re-evaluate “quality criteria” for high schools (currently accessed by how many students go to college)
  • 24. How must Education change? (cont) Education must also infuse character education into the curriculum – at all levels of education! Ethics Civility – (charm school skills) Conflict resolution/mediation skills Workplace readiness skills Citizenship skills (financial literacy, how laws are made, etc)
  • 25. Skills Demonstration Knowing stuff is grand…but trivia does not win jobs. Employers say - SHOW ME Skills gets the job…knowledge may help you keep the job A different way of thinking – Need to help people recognize what skills they have that are marketable
  • 26. But will there be a JOB? So…after we: • Align education with workforce needs • Provide workers with skills • Provide educated, adaptable workforce • Provide creative thinkers • Provide workers that are “workplace ready” etc., etc., etc…. How do we assure that workers have a job to go to?
  • 27. Not enough jobs! Only 3.5 million jobs now available in US 10 million people actively on unemployment at least another 10 million “invisible” unemployed Who are we training and for what? What will human capital needs look like next year? Five years from now? Where are the jobs???
  • 28. Role of Government for Job Creation Traditional: Funding for infrastructure Policy incentives for job creation, Tax relief to small businesses Business recruitment and support. Government provides clear expectations (fair, consistent rules enforced for all) Targeted funding initiatives to create current/real job skills development training programs Modern: Review of laws that may be thwarting growth “With” the public…not “for” the public… Start-up resources, services, funding, information (Jobs Act, selling to government) Align economic development with workforce development and education Share what is working! Investment in risk Public works program? (communication/ energy) Private Sector Creates Jobs
  • 29. So How Do We Get Education and Employers to Connect? Facilitation from: Workforce development and Economic development
  • 30. Business Government Economic Development Education Workforce Development AS IS Could Be Business Economic Development Workforce Development Government Education Solutions – Adapting to the New Economy
  • 31. Employer Interviews before the workforce system pays for training Engaging employers upfront is critical in making sure that jobseekers don’t waste time training for the wrong type of job Employers can tell almost immediately if the person would be a good fit for their company and or industry. Employers are willing to help assess candidates if they are not held to making employment promises or commitments One strategy that is working
  • 32. What is Workforce Development? Wikipedia: WD is an American economic development approach that attempts to enhance a region's economic stability and prosperity by focusing on people rather than businesses. Federal Reserve of St Louis: WD has come to describe a relatively wide range of activities, policies and programs employed by geographies to create, sustain and retain a viable workforce that can support current and future business and industry. Colleen’s definition: WD is the government system that helps put people to work.
  • 33. What the Workforce Development System Does that Education Does Not (Cannot) Do? Employer/employee matching services Connections to social services supports Recommendations for transportation improvements Business expansion/retention connections Recommendations to business for employee retention improvements
  • 34. Next webinar… The Role of Workforce Development Why is workforce development needed? Where did workforce development come from? How does workforce development work with education to contribute to the economic engine of the community? What are workforce readiness credentials, and do they really help employers? What is the future of workforce development? And more…