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Recent reports from employers indicate that employees enter the workforce from school without the continuous learning competencies necessary for their personal and professional success. Among these are information literacy, critical thinking, and problem-solving. This webinar will explore how these essential habits might be embedded in the transition from secondary schools, vocational and technical schools, community colleges, colleges, and universities to the world of work.
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From School to Workforce:
October 16, 2012
Information Literacy, Critical Thinking, and Problem-Solving Skills
Best Practices
1. E-mail Laura Warren, Libraries Thriving Coordinator, with Libraries Thriving questions, comments or suggestions.
2. Share comments and questions throughout the session via the chat box.
3. Continue the conversation on the Libraries Thriving Discussion Forum.
Our Facilitator
Lana W. Jackman, Ph.D.
President
National Forum on Information Literacy
Cambridge, Massachusetts, United States
FROM SCHOOL TO W
ORKFORCE:
INFORMATION LIT
ERACY, CRITICAL T
HINKING,
AND PROBLEM-SOLVING SKILL
S WEBINAR
©2012 Lana W. Jackman, Ph.D. President
A National Forum on Information Literacy and Credo Reference/Libraries Thriving Collaboration - October 16, 2012.
PRESENTERS
William Badke, Associate Librarian, Trinity Western University for Associated Canadian Theological Schools and Information Literacy
Jennifer Homer, Vice President of Communications and Career Development, American Society for Training and Development
What are the competencies required for educational and workplace success in the 21st century?
What do we need to do as education and workforce development professionals to prepare learners how to live and work in this dynamically, emerging networked universe?
TODAY’S QUESTIONS??
FIRST YEAR STUDENTS IN TWO AND FOUR YEAR COLLEGES2004
F A C U L T Y P E R S P E C T I V E S
• 66% of students cannot think analytically
• 70% of students do not comprehend complex reading materials
• 65% lack appropriate work and study habits
• 59% do not know how to do research
• 55% cannot apply what they’ve learned to solve problems
E M P L O Y E R P E R S P E C T I V E S
• 39% of recent high school graduates with no further education are unprepared for the expectations that they face in entry-level jobs
• 45% are not adequately prepared for the skills and abilities they need to advance beyond entry level.
• 46% of high school graduates who apply at their company are inadequately prepared for the work habits they will need on the job
• 41% are dissatisfied with graduates’ ability to read and understand complicated materials.
Achieve. (2005). Rising to the challenge: Are high school graduates prepared for college and work? Retrieved from http://www.achieve.org/files/pollreport_0.pdf
THE NATIONAL RESEARCH COUNCIL
EDUCATION FOR LIFE AND WORK: DEVELOPING TRANSFERABLEKNOWLEDGE AND SKILLS IN THE 21ST CENTURY
The charge for the Committee on Defining Deeper Learning and 21st Century Skills was to define key 21st century skills, describe how they relate to skills specified in the New Common Core, and investigate the importance of such skills to success in K-16 education, work, and other areas of adult responsibility. Included in the study is known and needed research on the issues involved and assessments of recommended, potential interventions.
National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Committee on Defining Deeper Learning and 21st Century Skills, James W. Pellegrino and Margaret L. Hilton, Editors. Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
One of the major outcomes of this study is a preliminary taxonomy of 21st century skills and abilities in which information literacy is identified as belonging to the cognitive competence domain, within the knowledge cluster, affiliated with O*Net as content skills, and designated as a main ability factor i.e. “crystallized intelligence”.
Occupational Information Network (O*NET) - large database of information on 965 occupations which is organized around a “content model” which describes occupations along several dimensions, including worker characteristics (abilities, interests, work values, and work styles) and requirements (skills, knowledge, and education).
MAJOR STUDY OUTCOME
THE PROJECT INFORMATION LITERACY (PIL) PASSAGE STUDIES
LEARNING CURVE: HOW COLLEGE GRADUATES SOLVE INFORMATION PROBLEMS ONCE THEY JOIN THE WORKPLACE
OCTOBER, 2012
“Many employers were dazzled by new hires’ natural ease with computers, but employers soon found graduates lacked research readiness for the workplace.
Employers found newcomers rarely demonstrated traditional research techniques, such as picking up a phone; thumbing through a bound report; and interpreting results with team members.”
Alison Head, Ph.D. Executive Director and Principal Investigator, www. http://projectinfolit.org/pdfs/PIL_fall2012_workplaceStudy_FullReport.pdf
“The rigor that matters most for the 21st century is demonstrated mastery of core competencies for work, citizenship, and lifelong learning. Studying academic content is the means of developing competencies, instead of being the goal, as it has been traditionally. In today’s world, it’s no longer how much you know that matters, it’s what you can do with what you know.”
Wagner, T. (2008). The global achievement gap. New York; Perseus Books.
THE GLOBAL ACHIEVEMENT GAP
FROM SCHOOL TO W
ORKFORCE:
INFORMATION LIT
ERACY, CRITICAL
THINKING, AND PROBLEM-SOLV
ING
SKILLS W
EBINAR
William Badke Associate Librarian
Trinity Western University Langley, BC Canada
We need a way to integrate the wide range of skills required in the 21st Century workplace.
As separate skill-sets, it is very difficult to see how we can teach all this.
Let’s think in terms of “cultures.”
Every academic discipline and every workplace has a distinct informational culture or even complex of cultures.
If we can teach information-handling within an informational culture, we can find a way to teach students how to “read” any informational culture.
Three crucial elements:
1. The knowledge base
2. The belief system
3. The methods used
Knowledge Base
What does this setting (discipline or workplace) accept as reputable information?
Belief System
What does this setting believe about the task it is doing?
Goals
Values
Motivations
Methods used
- How is information used well in this setting?
- What constitutes good evidence? - What makes for valid judgments?
- How does one best do the task that connects information with productivity?
So much for theory. Now the practice:
1. Make the study of disciplinary culture part of the very foundation of courses in higher education. Ask:
a. What does our knowledge base look like? What do we value as knowledge?
b. When we problem-solve in this discipline (workplace), what is our goal? What do we want to accomplish, and what do we believe is possible?
c. What is good method in our use of information to solve problems?
a. Acceptable proceduresb. Proper use of evidencec. Determination of valid conclusions
This is information literacy in the best sense – guiding students to enter the informational culture of the setting in which they are working.
We accomplish this by making research – problem solving using information – part of the very foundation of our courses.
FROM SCHOOL TO W
ORKFORCE:
INFORMATION LIT
ERACY, CRITICAL
THINKING, AND PROBLEM-SOLV
ING
SKILLS W
EBINAR
Jennifer Homer Vice President of Communications and Career
Development American Society for Training and Development
(ASTD)
Bridging the Skills GapHelp Wanted, Skills Lacking: Why the Mismatch in Today’s Economy?
ASTD white paper
October 2012
What is the Skills Gap?
• A significant gap between an organization’s current capabilities and the skills it needs to achieve its goals.
• When an organization can no longer grow or remain competitive because it cannot fill critical jobs with employees who have the right knowledge, skills, and abilities.
ASTD Survey: Is there a Skills Gap?
84.0%
6.4%
9.6%
Yes
No
Don't know
n = 377 responding organizations
Where are the Biggest Gaps?
Other
Process and project management skills
Sales skills
Technical/IT/systems skills
Communication/interpersonal skills
Customer service skills
Managerial/supervisory skills
Professional or industry-specific skills
Basic skills (the traditional building blocks of business-level competencies that are most commonly associated with elementary language arts and mathematics)
Leadership/executive-level skills
0% 10% 20% 30% 40% 50% 60%
14%
44%
5%
13%
33%
20%
28%
19%
7%
24%
1%
27%
12%
16%
26%
13%
48%
32%
14%
18%
6%
17%
9%
17%
16%
8%
38%
37%
5%
54%
Ranked 1Ranked 2Ranked 3
n = 377 responding organizations
Lack of skilled talent in one or more of the company's lines of business
When hiring for certain types of jobs, there are too few qualified candidates (i.e. a gap in the pipeline?
Training investments have been cut or there is a lack of commitment by senior leaders to employee learning and development
Recent merger/acquisition where the organization brought in new employees or current employees are not up-to-speed on the new industry
Not enough bench strength in the company's leadership ranks
Skills of the current workforce do not match changes in company strategy, goals, markets, or business models
0% 10% 20% 30% 40% 50% 60% 70%
49%
38%
46%
9%
22%
46%
39%
35%
36%
12%
48%
40%
18%
30%
41%
8%
55%
58%
Ranked 1
Ranked 2
Ranked 3
Why is there a Skills Gap in Your Organization?
n = 377 responding organizations
What are the Business Impacts of Having Skills Gaps?
Other
Missed opportunities
Higher expenses
Harder to compete
Less new product development
Unable to expand or grow
Less efficient
Challenges to recruitment
Less profitable
Slower time-to-market
Lower productivity
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
17%
14%
38%
22%
8%
23%
38%
14%
20%
6%
38%
3%
26%
13%
25%
8%
12%
69%
9%
24%
8%
40%
9%
31%
7%
8%
4%
16%
42%
17%
10%
16%
77%
Ranked 1
Ranked 2
Ranked 3
n = 377 responding organizations
Take Action!
• While many organizations talk about the skills gap challenge, few people have provided suggestions on what to do about the problem
• The Action Plan provided in this white paper helps managers, CEOs, and learning professionals identify and assess gaps, and take action to close them
Taking Charge of the Skills Gap
1. Understand key strategies, goals, and performance metrics
2. Identify competencies that map to strategies and performance metrics
3. Assess the skills gap4. Set goals and prioritize the path to filling gaps5. Implement solutions6. Monitor and measure results, and
communicate the impact
Five Case Studies/Best Practices
An e-copy of the white paper may be found here on October 18:
www.astd.org/careerdevelopment
Send questions to Jennifer Homer:[email protected]
FROM SCHOOL TO W
ORKFORCE:
INFORMATION LIT
ERACY, CRITICAL T
HINKING,
AND PROBLEM-SOLVING SKILL
S WEBINAR
Questions - Comments
Lana W. Jackman, Ph.D.PresidentNational Forum on Information [email protected]
Thank you for joining us!