Student Success: Classroom Relevance in the Career-Ready Conversation

1. Student Success: Classroom Relevance in the Career-Ready Conversation

2. 2 Main Obstacles to Our Student’s Career Success

3. #1 Obstacle - Skilled Labor Gap . . . Worldwide, the most difficult-to-fill vacancies in 2013 are for skilled trades workers. This skills category has topped the rankings in five of the past six years MANPOWER 2013 TALENT SHORTAGE SURVEY RESEARCH RESULTS

4. Skilled Labor Gap . . . Experts project 47 million job openings in the decade ending 2018. About one-third will require an associate’s degree or certificate, and nearly all will require real-world skills that can be mastered through CTE. Source: Georgetown Center on Education and the Workforce via Harvard’s Pathways to Prosperity report, p 29. http://cew.georgetown.edu/

5. Skilled Labor Gap . . . According to recent surveys of hiring trends, more than 33 percent of employers have unfilled job openings because they can’t find applicants with the skills necessary for the jobs. These are good-paying jobs, too. A report by Harvard Business School found that 27 percent of trained skilled professionals earn more than the average bachelor’s degree recipient. How is this showing up in your community or state? (Forbes)

6. Skilled Labor Gap . . . The gap: The average skilled worker is 56 years old. By 2030, 79 million people will have retired while only 41 million new workers will enter the workforce. Source: http://doc.mediaplanet.com/all_projects/11513.pdf 2 yr. olds will be 18 in 2030

7. #2 Obstacle - College Readiness. . . Students are prepared for the next step in their education: • Certificate or License • OJT • Short Term Training • Associate Degree • Bachelors Degree • Professional Degree Doesn’t measure maturity & career guidance

8. Career Readiness. . . • Harder to define and assess • Academic and Technical Skills • Employability or Soft or Workplace Skills Employers are demanding an emphasis on Career Readiness!

9. Career Readiness . . . • An era of “artificial maturity” • High confidence • Abundance of information • Low self-esteem • Limited experience Dr. Tim Elmore, Growing Leaders Inc.

10. How does this affect our teaching?

11. Career Readiness . . . Percent of High School Graduates lacking… • Professionalism/Work Ethic. . . . . . . . . 80.3% • Teamwork/Collaboration. . . . . . . . . . . 75.7% • Verbal Communication. . . . . . . . . . . . . 70.8% • Ethics/Social Responsibility. . . . . . . . . 63.4% • Critical Thinking/Problem Solving. . . . 57.5% • Information Technology Applications. 53.0% • Written Communication. . . . . . . . . . . . 52.7% • Diversity. . . . . . . . . . . . . . . . . . . . . . . . . 52.1% • Lifelong Learning/Self-Direction. . . . . 42.5% • Creativity/Innovation. . . . . . . . . . . . . . 36.3% Consolidated Survey of Corporate America

12. Career Readiness . . . Percent of Two Year/Tech School Graduates lacking… • Professionalism/Work Ethic. . . . . . . . . 83.4% • Teamwork/Collaboration. . . . . . . . . . . 82.7% • Verbal Communication. . . . . . . . . . . . . 82.0% • Critical Thinking/Problem Solving. . . . 72.2% • Written Communication. . . . . . . . . . . . 71.5% • Ethics/Social Responsibility. . . . . . . . . . 70.6% • Information Technology Applications. . 68.6% • Lifelong Learning/Self-Direction. . . . . . 58.3% • Diversity. . . . . . . . . . . . . . . . . . . . . . . . . 56.9% • Creativity/Innovation. . . . . . . . . . . . . . 45.5% Consolidated Survey of Corporate America

13. Career Readiness . . . Percent of Four Year Graduates lacking… • Verbal Communication. . . . . . . . . . . . . 95.4% • Teamwork/Collaboration. . . . . . . . . . . 94.4% • Professionalism/Work Ethic. . . . . . . . . 93.8% • Written Communication. . . . . . . . . . . . 93.1% • Critical Thinking/Problem Solving. . . . 92.1% • Ethics/Social Responsibility. . . . . . . . . . 85.6% • Leadership . . . . . . . . . . . . . . . . . . . . . . . 81.8% • Information Technology Applications. . 81.0% • Creativity/Innovation. . . . . . . . . . . . . . 81.0% • Lifelong Learning/Self-Direction. . . . . . 78.3% National Association of Colleges and Employers

14. Career Readiness . . . Reality of today’s youth entering the workforce • 40% believe they should be promoted every 2 years regardless of performance • 60% guided by the belief that in any given situation they will just be able to feel what is the right thing to do • 75% admit to cheating regularly in HS and college • 70% experience “phantom pocket-vibrator syndrome” • Creativity test scores have dropped every year since 1998 • Empathy test scores have dropped every year since 2000 USA Today Survey Lack of Career Readiness

15. Career Readiness . . . What concerns us most about the next generation? • Their unjustified or unrealistic sense of entitlement and need for instant gratification and affirmation • Their lack of ability to communicate face-to-face and overdependence on technology • They lack a strong work ethic, focus, commitment, drive and self-motivation • They lack real world experiences, decision making skills and long-term perspective Source: Expanding the Leadership Equation, Developing Next Generation Leaders, Center for Creative Leadership, 2013

16. Career Readiness . . . It’s not all bad news…

17. Career Readiness . . . What excites us most about the next generation? • Their comfort and skill with technology and social networks for information and connectivity • They are creative, open and bring fresh ideas • Their multicultural and global awareness and tolerance of difference • They are adaptable and used to the pace of change • Their strong sense of service-orientation and desire to make a difference USA Today Survey

18. Career Readiness . . . The challenge is… Every student deserves career success and economic security. Good things happen!

19. The Challenge. . . • Succinctly share how SkillsUSA is a solution to both the Skilled Labor Gap as well as student Career Readiness. – We need a clear message!

20. What is the SkillsUSA Mission? • Can you recite it? • Do you know where it is located? • What does it mean? • Do your students know the Mission Statement?

21. SkillsUSA Mission SkillsUSA empowers its members to become world class workers, leaders and responsible American citizens.

22. SkillsUSA is the solution. . . • Framework enables the organization to: • Develop a common language that is familiar to employers, parents, administrators and students • Student can articulate what they have gained! And how they are different!

23. SkillsUSA is a solution. . . • Framework enables the organization to: • Ability to assess student skill development coupled with the language provides students the ability to articulate to employers their skills and abilities • Not just listing an event/activity on an resume but what they learned from it!

24. SkillsUSA is a solution. . . • Framework enables the organization to: • Vision for programming for the organization, develop rich experiences to build these skills in all students • Multiple experiences

25. SkillsUSA is a solution. . . The organization reviewed research on what employers need – used data from Quintessential Careers to develop a framework.

26. Common language, Assess skill, Vision for programming

30. What do students want?

31. SkillsUSA delivers on what students want! SkillsUSA engages students through: • Relationships • Relevance • Time • Play • Practice • Choices • Authenticity • Challenge • Application • Happens for most students at the local level

32. Activity • Form groups of 5 of the same colored dot • Group list 10chapter activities • Crosswalk to Framework Component and at least 2 Elements that you could be intentional about teaching in that activity

33. How can we deliver the framework to all students? Two new programs: • Chapter Excellence Program (CEP) • Career Readiness Curriculum (CRC)

34. 309,000 • 6,000 • 50,000

36. Measured against a standard Provides us with a baseline for a healthy chapter/what is my chapter supposed to do to be a success?

37. The Chapter Excellence Program (CEP) establishes a quality baseline that all chapters will be encouraged to attain with extra incentive for exemplary chapter performance. Achievement is based on student efforts in preparing for career success through the development of personal, workplace and technical skills (SkillsUSA Framework) versus # of activities.

38. The Chapter Excellence Program is focused on the learning and skills developed by students as a result of chapter involvement versus honoring chapters solely based on competition. Takes the best of Chapter Standards/Outstanding Chapter and infuses best practices Either completed as a section or a chapter Online application and evaluation process

39. Includes an explanation of the framework along with components, elements and descriptors • Why to get involved – value to student and value to teachers • Comparison of CTE student versus CTE student plus SkillsUSA • CEP Framework activity ideas • Tips to complete the application • Application/sample application • Rubric • Score sheet