Donald J. CarstensenSpecial Advisor, Office of the President/COO
Workforce Development, ACT, Inc.
Michigan National Career Readiness Certificate Conference
November 17, 2009
Stand Up For a Skilled Workforce
The brain is an organ that starts working the moment you get up in
the morning and does not stop until you get into the office.
Robert Frost
If the rate of change on the outside exceeds the rate of change on the inside, the end is near.
Jack Welch
Former Chairman and CEO
General Electric Corp.
• Skills Gap
• Preparation Gap
• Belief Gap
• Leadership Gap
Four Challenges
There is a gap between the skills required in a high performance workplace setting and the skills individuals in and seeking to enter the workplace possess.
Disconnect Number 1
The programs of study individuals are choosing to pursue and their preparation are not aligned with the needs of the workplace.
• 4% of students planning to major in computer-related fields of study and IT job opportunities
• 5% of students planning to major in science
Disconnect Number 2
Nearly 1/5 of high school students who plan to major in science do not take three years of mathematics and science courses in high school.
The relationship between course taking pattern in high school and performance in college coursework and on the ACT Assessment is highly correlated.
Disconnect Number 2
There is a disconnect between supply side anddemand side standards.
• Expectations• Focus• Articulation• Alternative credentials
Disconnect Number 3
There is a disconnect between the views of the stakeholders as to the extent and nature of the problem.
– Teachers– Parents– Administrators– Business Leaders
Disconnect Number 4
People seldom improve when they have no other model but themselves to copy after.
Goldsmith
What challenges do employers face?
1. Employees from the “Baby Boom” generation will be leaving the workforce and likely faster than they can be replaced by employees new to the workplace.
What challenges do employers face?
2. Many skills and procedures are not documented. Business history and critical knowledge bases are lost with employee retirements.
What challenges do employers face?
3. The skill requirements and performance expectations for existing positions continue to rise.
What challenges do employers face?
4. The changing nature of the workplace is
•increasing application of technology
•increasing use of group processes
•increasing desire to move the decision-making
prerogative closer to the client or production
transactions
What challenges do employers face?
5. Incumbent employees can require substantial retraining every 5 to 7 years.
What has changed in the workplace?
• The nature of the Workforce is changing
•under prepared/over employed
•aging
•increasing diversity•socioeconomic status divide
What has changed in the workplace?
Employees as narrow specialists
Employees as broad generalists
One occupationfor life
Change in occupationsevery 5-7 years
Job skills acquiredoutside of the
workplace
Job skills acquiredin the workplace
Employees enterworkplace prepared
to be productive
Employees enterworkplace
prepared to learnjob-specific skills
“Knowledge has become the only source of long-run
sustainable advantage, but knowledge can only be
employed through the skills of individuals.”
Lester C. ThurowThe Picture of Capitalism
The Learning Model
Continue building
skills
Assess skills
Skills gap identified
Prepared to
learn
Enter workforce
Select training options
Foundational skills
development
How it works:•Set and communicate clear expectations for workplace preparedness.•Allow multiple entities to focus on building those foundational skills.•Create an induction model to bring those skills in-house.
The Knowledge Supply Chain
Education K-16
Action Steps
• Incorporate skills into curriculum.
• Award NCRC-develop funding strategies.
• Adopt the NAM Skills Certification System.
• Guidance: connecting interest to opportunities.
• Consider recognition strategies.
• Connect to employer community.
Employers•Recommend NCRC to job applicants.
•Incent individual achievement.
If a boy has enough intelligence he should consider studying for the ministry, unless when he goes to the university he is given to carousing, drinking, and wenching in which case he ought to consider law.
J. Collyer, 1761