Workforce Development - A Good Investment?

Workers fired for surfing the Web

A new survey I came across has found that more than a quarter of employers have fired workers for misusing e-mail and one third have fired workers for misusing the Internet on the job.

The 2007 Electronic Monitoring & Surveillance Survey, conducted by the American Management Association (AMA) and the ePolicy Institute, polled 304 companies of all sizes in the United States. The vast majority of bosses who fired workers for Internet misuse (84 percent) said the employee was accessing porn or other inappropriate content.

While looking at inappropriate content is an obvious no-no on company time, simply surfing the Web led to a surprising number of firings. As much as 34 percent of managers in the study said they let go of workers for excessive personal use of the Internet, according to the survey.

Here's my question... 

Are organizations keeping up and changing their policies with the many evolving ways that the internet is being used today?

Today, people use the internet is quite different ways than they did, even three years ago.  For example, as What constitutes "excessive use" today?  Is it legitimate use of sites that might have been considered "personal" in the past?  With the explosion of Web 2.0 technology, savvy users have discovered that new technologies provide easy ways to "stitch together" business solutions from technology currently available in the Web 2.0 world.

A report I was reading conducted in late 2007 by the Pew Institute, entitled "How People use the Internet, Libraries, and Government Agencies to Find Help", delves into the many different ways that people use the web today.  It illustrates how dramatically different web usage patterns are among different classes of internet users.

The ePolicy Institute also provides assistance to organizations trying to help organizations keep up with the rapidly changing profile of how people use the internet more effectively.  Their website has a free 13-page guide you can order on how to do effective e-mail management entitled "How to Implement Strategic E-Mail Rules & Policies"

Likewise, RedVector has an excellent and well-respected course on "Business Writing: E-Mail techniques" that goes a step further by helping users of email make the most of this popular communications tool.

Question to readers...  How do you see your use and colleagues use of the internet today different from 2-3 years ago?  Would today's use according to the standards and definitions of "appropriate use" be considered illegitimate?

Why The United States Needs a National Skills Agenda

The Council on Competitiveness in April published the Thrive report, the first in a series of targeted benchmarking reports intended to illuminate key areas of competitive advantage for Americans to succeed in the 21st century and provide an important framework for charting a path to prosperity for American citizens.

The Council on Competitiveness refers to itself as the only group of corporate CEOs, university presidents and labor leaders committed to the future prosperity of all Americans and enhanced U.S. competitiveness in the global economy through the creation of high-value economic activity in the United States.

The insightful report (available for free download) discusses in depth specific issues and strategies relating to increasing our global competitiveness through focused and aggressive workforce development practices.  The synopsis of the call to action follows:

During a time of turbulence and transition—driven by globalization, accelerating technological change, and volatility in global energy, currency and financial markets—America needs a national skills agenda to compete globally and to ensure a rising standard of living for its citizens.

National and Global Demographic Trends Are Raising Red Flags. Slowing growth of the U.S. workforce has the potential to slow economic output if productivity does not increase. Lack of adequate reading and math skills among new U.S. workers compounds this challenge. At the same time, hundreds of millions of educated foreign workers are entering the global workforce and competing for jobs that are increasingly vulnerable to Offshoring.

Four Critical Skills Strategies for the United States

1) Meet the Demand for Middle Skills

Middle-skilled jobs represent the largest number of total openings in the United States until 2016, and the United States is failing to adequately train Americans to take advantage of this opportunity. These jobs do not always require a college degree, but most require training, technical sophistication and initiative. They pay well and do not offshore easily.

2) Build Service Economy Skills

More than three-quarters of all jobs in the United States are in the service economy, yet many policymakers view them as low-skill, low-wage options. In fact, the service sector is driving demand for more complex and creative skill sets—including problem solving, communications, entrepreneurship, computational analysis, collaboration and teamwork.

3) Compete for Innovation Advantage

Simply saying America needs more scientists and engineers is no guarantee that the United States can compete successfully in a global economy in which many nations have copied our model. Policymakers must recognize that the margin of advantage will flow from the fusion of cutting-edge capabilities with entrepreneurial, creative and interdisciplinary talent. Four potential areas to start with to create competitive advantage:

• More integrative scientists and engineers

• More entrepreneurial scientists and engineers

• More business-savvy service scientists and engineers

• More computational scientists and engineers to leverage America’s IT advantage

4) Create Skills for Sustainability

Sustainability will become a more important determinant of global hiring and investment patterns. Where new and growing companies locate and where jobs are created will depend in large measure on which countries successfully anticipate these opportunities and take steps to educate and train workers in these fields. America must get out front and move fast to develop the talent and skills workforce to capture these opportunities.

We are ALL impacted by our willingness and ability to move this initiative ahead.  If we ALL take ownership at a personal level of just ONE of these areas and work with our companies, schools and colleagues, we CAN make a measurable difference in our country. 

If of course, you feel that leaving it to others will "git er done", then prepare yourself for the inevitable consequences.

Helping the parties understanding the risk reality in international assignments

According to a report done by Harvey & Weise in 1998, there is plenty of work left to be done before American companies can say that they're "global players."  (These folks know much about the subject, as well as their breakthrough research about ethical behavior by business executives.)

For one, their research points out that with globalization comes increases in international assignments. Yet the issues of mentoring in a global context have not received much management attention.  With all of the concern being given to the shrinking skilled workforce, perhaps it's time to better understand what's going on.

Researchers estimate that between 16 and 40 percent of American international workers fail to complete their assignments – a number that will escalate in the near future due to the increase in females and dual-career couples in international work.

Of those Americans who do complete their international assignments, 30 to 50 percent are considered ineffective or marginally effective by their companies.

Unsuccessful international workers and the resulting reduced effectiveness of the overseas assignments have considerable direct costs to companies (training, relocation, and housing expenses) as well as indirect costs (declining service levels and
lost foreign customers). 

The cost associated with a failed international assignment is estimated between US$100,000 and US$300,000, with a total cost per year for U.S.-based organizations of approximately US$2 billion.

Is that a big enough number to get your attention?

Nontraditional Teachers Lining Up

One of the great educational challenges we face today is the shortage of individuals want to teach and who can teach our youth what they will need to know to cut it in our rapidly changing world.

Why does this article resonate with me?

For one thing, the teachers "in the system" are in many cases struggling just to maintain their existing teaching load, and are themselves challenged by school district bureaucracies and policies.  Where are the "real world" perspectives to come from, amidst a rapidly changing jobs landscape.

For example, how many teachers and guidance counselors are introducing our youth to careers in construction, where the pay, benefits and job security are above average?  Do the current faculty see construction as much more than the "summer job" that they may have held before, where they were little more than job site general labor?  Does such an attitude dissuade them from encouraging youth to learn about jobs in this industry? 

Do our current cadre of teachers and guidance counselors have an awareness of the types of match, science, or communications skills that these youth will need to be able to enter the field at the "skilled worker" level?  Are these teaching professionals even aware that people without a degree with just a few years of experience with these skills are being actively sought after and snagging annual pay in the high five and low six figures? 

Yet because of youth making misinformed academic choices they often end up competing after graduation for "commodity" jobs that are often not fulfilling.  If they had chosen a path that enabled them to grasp basic math/algebra/geometry skills, they would likely find themselves in  a better bargaining position for jobs.

So it boils down to how to get people from the professions to step into the teaching profession to expose our youth to some of these possibilities.

Check out this story about a St. Paul schools program, designed to find candidates for hard-to-fill jobs by making teachers out of professionals coming from other fields.

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Do We Have Time for Needed Engineering Education Reform?

Pat Galloway, a noted blogger and writer, and CEO of the Seattle-based Nielsen-Wurster Group  was appointed by President Bush to serve a six-year term as a director of the 24-member National Science Board, the National Science Foundation's governing body.

Recently she published "Is Engineering Education in Need of Reform?" a critical analysis of the current crisis in backfilling the shortage of engineering talent in the US.

The premise that Dr. Galloway presents is that in the past, the skills workers acquired would serve them well for decades. However, in the 21st century, an engineer’s success or a firm’s success will be measured against how well he or she can adapt to new conditions and technologies.  Thus to remain competitive in this global and knowledge-based economy and to ensure that the quality of life improves for everyone around the world, engineers must be educated differently.

It's a great article.  Let me know what you think?

A Progressive Program Showing That Construction Offers Many Opportunities

Doug Stites, wrote a recent article for the Lansing State Journal, illustrating that the construction industry offers an unprecedented number of  opportunities for self-employment, an appealing prospect for young people exploring careers.

Yes, the industry has faced economic struggles. But with the buzz surrounding "green building" and the increasing use of technology in the industry, there is still a demand for the best and brightest workers, according to the Capital Area Construction Council, an industry group focused on addressing workforce challenges.

That's why the council is joining with the National Association of Women in Construction and Lansing Community College to help local fourth-graders get a taste of construction.

On Feb. 9, the groups will present "Block Kids," a national building program competition that introduces children to the construction industry. The competition involves the construction of structures with interlocking blocks and things such as rocks, string and foil.

Block Kids and programs like it are engaging ways for parents to expose their kids to career options and let them explore - hands-on - what they might want to be when they grow up.

Children - many college students - don't understand the breadth of career opportunities available to them. This is one way to get them thinking, and for parents to start the dialogue about, careers and post-secondary education.

For more information on registering for the free Block Kids Building Program, contact Brindley Byrd, executive director of the Capital Area Construction Council, at 517-492-5575 or bbyrd@camw.net.

Looked at the 2008 Federal Budget Lately?

I recently took a closer look at the 2008 Federal Budget.  What I saw troubled me - a lot.

It cuts funding for career and technical education in half, and job training programs by $1 billion.

These programs are critical if we are going to continue to prepare workers to meet the demands of the 21st century workforce. Job Corps is reduced by $55 million, or 3.5 percent. It also would cut Head Start by $100 million.

As we enter a time of increasingly sophisticated skills being needed in order to meet the workforce needs of today and tomorrow, doesn't this seem a bit strange to you?

Webinar Annouoncement - OCT 17 - The Cost of Dropping Out: The Effects of the High School Drop Out Rate on America's Competitiveness

This is a "MUST ATTEND" for anyone concerned about the effect of dropouts on our skilled workforce.

This session, The Cost of Dropping Out: The Effects of the High School Drop Out Rate on America's Competitiveness, includes an Introduction to Education Day and Opening remarks by Emily Stover DeRocco, Assistant Secretary for the Employment and Training Administration (ETA), and Mason Bishop, Deputy Assistant Secretary for ETA. Panelists will include: Paul Harrington, Professor, Center for Labor Market Studies, Northeastern University (Boston, MA) and Martin Bean, General Manager of Worldwide Education Strategy, Products, and Solutions, Microsoft, Incorporated. Microsoft, Inc. will discuss the 21^st century global economy demands for a more highly educated workforce and the effects of our high drop-out rate on America's ability to compete.   

                     

Presenters:	Emily Stover DeRocco, Assistant Secretary, Office of the Assistant Secretary, Employment and Training Administration Paul Harrington, Professor, Center for Labor Market Studies, Northeastern University, Boston, Massachusetts Martin Bean, Vice President, Educational Programs, Microsoft, Incorporated
Moderator:	Mason Bishop, Deputy Assistant Secretary, Office of the Assistant Secretary, Employment and Training Administration
Date:	10/17/2007
Time:	11:00am Eastern   (10:00am/Central,   9:00am/Mountain,   8:00am/Pacific)
Length:	90 minutes

 

Register Now!!!
Registration for this Webinar is limited and seating is on a first-come, first-served basis. Please click the link below to login to Workforce³ One and register today! 

http://www.workforce3one.org/public/webinars/details.cfm?id=234          

If you are deaf, hard-of-hearing, or have speech disabilities and captioning would facilitate your participation in this Webinar, you can register for captioning service through the Federal Relay Conference Captioning. Please note the Federal Relay Service requires at least 48 hours notice (2 working days) to guarantee coverage. For more information, visit

 

http://www.workforce3one.org/support/index.cfm?id=940.                    

               

Does Playing Games Make You Smarter?

Games may be crucial to ensure the skilled talent pool we need now and in the years ahead...

According to a 2002 study by Gentile & Walsh, American children aged 2-7 play computer games an average of 43 min/day, children aged 8-12 play an average of 56 min/day, and children aged 13-17 play an average of 78 min/day.

Our youth are accustomed to learning through games.  In fact, games are largely responsible for the use of the computer.  According to a national survey conducted by the National Institute on Media and the Family, 92% of kids age 2-17 play video and computer games.  Michigan State University also conducted a longitudinal study of 140 low-income children and their Internet use at home; participants reported game play as their primary reason for using their computers.

For most of you, learning was chiefly considered fun during your stint in grade school when learning games were commonplace. However, once you hit junior high and then high school, learning seemed to be required and was not necessarily fun anymore. Games were no longer commonplace, long lectures, extensive reading assignments and homework became the routine.

 

No matter what your age, games are fun and naturally give people enjoyment and pleasure. Whether it’s a board game, computer game, video game or basketball game, most involve people, inspire interaction, offer challenges, stir a competitive spirit and of course, provide satisfaction. Simply put, games engage people.

 

That’s why corporate learning organizations worldwide increasingly develop and implement learning games and simulations for their employees. Learning games and simulations, much like the ones that were played during grade school, can improve learner engagement, learner participation and comprehension, retention and more.

So should we be focusing our attention on Educational Games?  Consider what's at risk.

• U.S. workforce must raise skills to compete in global labor markets
• U.S. workforce must raise skills to support an innovation based economy
• U.S. workforce must be ready for new jobs created by technological advancements
• Digital media the medium of attention for youth
• Schools must become high-performance organizations

What does this suggest to you?

Why don't we invest enough in Workforce Training and Development?

Do you ever wonder why there seems to be so much talk about workforce development and training and so little evident action?  So did Anthony Carnevale who  wrote an excellent article in the "Brookings Review" entitled "Much Ado About Job Training."   He observed that for all the talk, that training consistently seems to loom far larger in policy talk than in public budgets.

Among the interesting insights he addressed regarding the situation was the sidebar that contrasts US behaviors with the approach being used successfully in Europe.

In Europe, labor unions, private corporations, and governments collaborate in an apprenticeship system to provide real training for real jobs.  But workforce development in the United States cannot be modeled on that system. In the first place, U.S. unions aren’t strong enough. Nor are American employers likely to take on big new training responsibilities when cutting costs and increasing flexibility are primary competitive assets.

More fundamentally, the European apprenticeship systems are rooted in political agreements and a popular solidarity absent from the individualistic and diverse
U.S.society.

Because European welfare states guarantee extensive income and basic social benefits, they have powerful incentives to educate and train everybody so that each worker will be sufficiently productive to justify the fixed costs of wage and benefit guarantees.

The United States has no such incentives for universal training investments. Here, the brutal efficiency of the American workforce development system discourages universal policies, and individuals pay the price of education and training failure.

Moreover, the more flexible American labor market appears better suited to meet the challenges of global trade and economic restructuring than the highly regulated labor markets that undergird Europe’s training system.

At the end of the day, what we can do, is determine if we can adapt any of these practices, because time is quickly running out.  Already many industries cite inability meeting their objectives due to lack of having a competent and motivated workforce. 

Maybe it's not too late to lose our pride and take a look over our shoulders to see if we can learn from those who have started to figure some of this out.

Where Are All The Workers?

Companies worldwide are suddenly scrambling to manage a labor crunch.  this article, which suggests there's actually an ongoing global labor shortage.  Michigan desperately needs to diversify its economy away from manufacturing and do all it can to take advantage of this situation.  But it needs a labor force capable of stepping up to the plate, and with nearly half of Detroit functionally illiterate, education reform has got to happen. 

Consider this article, which suggests there's actually an ongoing global labor shortage. Michigan desperately needs to diversify its economy away from manufacturing and do all it can to take advantage of this situation. But it needs a labor force capable of stepping up to the plate, and with nearly half of Detroit functionally illiterate, education reform has got to happen.  I think would-be edureformers need to better acknowledge the close ties between urban renewal and education reform--it can help explain why people and organizations with no apparent connection to education become interested in change.

Thanks to our friends over at Edspresso who offer the best in information and insight into the much needed area of Education Reform. For as we preach in this space, if we don't quickly bring about needed reforms in our country, its all over.
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