Workforce Readiness and Technology Education

1. Workforce Readiness and Technology Education Dr. Perry R. Gemmill Professor Department of Industry & Technology Millersville University

2. Major Goals • Analyze basic knowledge and applied skills for workforce entrants. • Describe the Academic Standards for Career Education and Work in Pennsylvania. • Explain the characteristics and benefits of a high performance workplace. • Discuss strategies for technology education to meet Academic Standards and employer needs.

3. Workforce Readiness How important are core academic skills and applied skills in preparing high school and college graduates for success in the workplace and community?

4. Workforce Skills Survey The Conference Board, Corporate Voices for Working Families, Partnership for 21st Century Skills, and Society for Human Resource Management. (2006). Are they really ready to work? Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21st century U.S. workforce (Research Report BED-06, 2006). Retrieved June 3, 2008, from www.conferenceboard. org/publications/freeReportForm.cfm?id=1218&pdf=1

5. Basic Knowledge • Academic subjects and skills acquired in school • Mostly the core academic subjects identified in the No Child Left Behind Act of 2001 • Includes English Language (spoken), Reading Comprehension, Writing, English, Mathematics, Science, Government, Economics, Humanities/Arts, Foreign Languages, and History/Geography. The Conference Board, et al. (2006). Are they really ready to work?, p. 15.

6. Applied Skills • Enables the use of the knowledge learned in schools to perform in the workplace • Based on cognitive, social, and behavioral abilities • Includes Critical Thinking/Problem solving, Professional/Work Ethic, Oral Communications, Teamwork/Collaboration, etc. The Conference Board, et al. (2006). Are they really ready to work?, p. 15.

7. Ranks of Workforce Skills The Conference Board, et al. (2006). Are they really ready to work?, p. 21.

8. Workforce Readiness Report Card for High School Graduates Excellence No skills are on the Excellence List for new entrants with a high school diploma. The Conference Board, et al. (2006). Are they really ready to work? p. 41.

9. Workforce Readiness Report Card for High School Graduates Deficiency • Written Communications • Professionalism/Work Ethic • Critical Thinking/Problem Solving • Oral Communications • Ethics/Social Responsibility The Conference Board, et al. (2006). Are they really ready to work? p. 41.

10. Workforce Readiness Report Card for High School Graduates Deficiency • Reading Comprehension • Teamwork/Collaboration • Diversity • Information Technology Application • English Language The Conference Board, et al. (2006). Are they really ready to work? p. 41.

11. Workforce Readiness Report Card for Two-Year College Graduates Excellence • Information Technology Application The Conference Board, et al. (2006). Are they really ready to work? p. 41.

12. Workforce Readiness Report Card for Two-Year College Graduates Deficiency • Written Communications • Writing in English • Professionalism/Work Ethic • Lifelong Learning/Self Direction The Conference Board, et al. (2006). Are they really ready to work? p. 41.

13. Workforce Readiness Report Card for Two-Year College Graduates Deficiency • Creativity/Innovation • Critical Thinking/Problem Solving • Oral Communications • Ethics/Social Responsibility The Conference Board, et al. (2006). Are they really ready to work? p. 41.

14. Workforce Readiness Report Card for Four-Year College Graduates Excellence • Information Technology Application • Diversity • Critical Thinking/Problem Solving • English Language • Lifelong Learning/Self Direction The Conference Board, et al. (2006). Are they really ready to work? p. 41.

15. Workforce Readiness Report Card for Four-Year College Graduates Excellence • Reading Comprehension • Oral Communications • Teamwork/Collaboration • Creativity/Innovation The Conference Board, et al. (2006). Are they really ready to work? p. 41.

16. Workforce Readiness Report Card for Four-Year College Graduates Deficiency • Written Communications • Writing in English • Leadership The Conference Board, et al. (2006). Are they really ready to work? p. 41.

17. Academic Standards for Career Education and Work in PA Intent • Understand career options • Relate to individual interests, aptitudes, and skills • Relate changes in society, technology, government, and economy to their impact on individuals and careers • Develop knowledge and skill in seeking, retaining, and succeeding in jobs

18. Academic Standards for Career Education and Work Characteristics • Know and do • Benchmarks for Grades 3, 5, 8, and 11 • Implement within existing disciplines or as stand-alone courses • No standardized assessment test www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/ FinalFormCareerEdWorkStds.pdf

19. PA Academic Standards for Career Education and Work Categories • Career Awareness and Preparation • Career Acquisition • Career Retention and Advancement • Entrepreneurship www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/ FinalFormCareerEdWorkStds.pdf

20. Career Awareness and Preparation • Abilities and Aptitudes • Non-Traditional Workplace Roles • Local Career Preparation Opportunities • Career Selection Influences • Preparation for Careers • Career Plan Components www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/ FinalFormCareerEdWorkStds.pdf

21. Career Acquisition–Getting a Job • Interviewing Skills • Resources • Career Acquisition Documents • Career Planning Portfolios • Career Acquisition Process www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/ FinalFormCareerEdWorkStds.pdf

22. Career Retention and Advancement • Work Habits • Cooperation and Teamwork • Group Interaction • Budgeting • Time Management • Workplace Changes • Lifelong Learning www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/ FinalFormCareerEdWorkStds.pdf

23. Entrepreneurship The process of organizing, managing, and assuming the risks of a business or enterprise. www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/ FinalFormCareerEdWorkStds.pdf

24. Entrepreneurship • Risks and Rewards • Character Traits • Business Plan www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/ FinalFormCareerEdWorkStds.pdf

25. High Performance Workplace Characteristics • Highly competent workers • Seek continuous improvement • Pursuit of quality • Trusted and empowered employees

26. High Performance Workplace Characteristics • Collaborative team approach • People focused • Flexible, adaptable, and responsive • Holistic and systematic perspective

27. High Performance Workplace Characteristics • Open communication • Cross trained • Reinvent, innovate, and change • Promote and accommodate diversity

28. High Performance Workplace Benefits • Greater productivity and competitiveness for the company • Better service and quality for the customers • Empowerment and high wages for the employees

29. Technology Education Designed to develop technological literacy for citizenship, employment, enjoyment, and life.

30. Technology Education Strategies for High Performance Careers • Integrate basic and applied skills - STEM - Language • Develop professionalism and soft skills • Promote collaborative team learning • Empower the student

31. Technology Education Strategies for High Performance Careers • Establish career clusters • Relate to the context of the workplace • Focus on transferable knowledge and skills • Organize and manage an enterprise • Enhance critical thinking/problem solving • Stimulate creativity and design

32. Technology Education Strategies for High Performance Careers • Participate in competitive events • Accommodate and respect diversity • Perform to established standards • Seek continuous improvement and accountability • Develop student, parent, and employer satisfaction

33. Bibliography ACT, Inc. (2006). College and Workforce Training Readiness–Ready for College and Ready for Work: Same or Different? (Executive Summary). Iowa City, IA: Author. Baylor, S.C. (1996). The contributions of a performance-based technology education program to high-performance work systems. Unpublished master’s thesis, Millersville University, Millersville, Pennsylvania. Crocker, J., Tibbetts, J., Sherman, & R., Diott. (2002). Workplace Readiness Guide. Washington, DC: U.S. Department of Education. Retrieved May 24, 2007, from http://ss-dev.air.org:8090/pubs/workplace_rg.pdf Hyslop, A. (2008, September). CTE’s role in workforce readiness credentialing. Techniques, 40-43. Imel, S. (1995). Workplace literacy: Its role in high performance organizations. Columbus, OH: ERIC Clearinghouse on Adult Career and Vocational Education. (ERIC Identifier: ED383858) Kerka, S. (1995). High performance work organizations. Retrieved June 6, 2006 from http://ss-dev.air.org:8090 Pennsylvania Department of Education. (2006). Academic standards for career education and work–Final form. Harrisburg, PA: Author. Retrieved June 28, 2006 from www.pde.state.pa.us/stateboard_ed The Conference Board, Corporate Voices for Working Families, Partnership for 21st Century Skills, and Society for Human Resource Management. (2006). Are they really ready to work? Employers’perspectives on the basic knowledge and applied skills of new entrants to the 21st century U.S. workforce (Research Report BED-06, 2006). Retrieved June 3, 2008, from www.conferenceboard.org/publications/freeReportForm.cfm?id=1218&pdf=1 The Conference Board. (2008). New graduates’ workforce readiness–The mid-market perspective (Research Report R-1413-08-RR). Retrieved June 3, 2008, from www.conferenceboard.org/publications/describe.cfm?id=1422

34. Thank you for your participation. Dr. Perry R. Gemmill perry.gemmill@millersville.edu