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Posts Tagged ‘friends of cte’

Friends of CTE Blog Series: Career Technical Education’s Role in Achieving Talent Sustainability

Thursday, November 7th, 2013

Jorge Perez is senior vice president of Manpower North America, overseeing ManpowerGroup’s staffing business in the United States and Canada. Perez, recently named one of the 100 most influential leaders in the staffing industry by Staffing Industry Analysts, is an expert in workforce trends and is passionate about equal employment opportunities.

Jorge Perez, senior vice president of Manpower North America

Jorge Perez, senior vice president of Manpower North America

Historically, the world’s focus around sustainability has been on environment and natural resources. But in a time of unprecedented unemployment, combined with critical talent shortages, there is also a great need and opportunity for the world to shift its focus to talent as a critical resource for sustainability. At Manpower, this is at the core of what we do – connecting people to jobs to improve a person’s employability, which also builds communities, countries and the lives of individuals.

Part of talent sustainability is equipping people with the tools, opportunities and training they need to achieve their goals. For many years, we have been telling our young people that the training they need to achieve their goals is only in the form of a four-year degree. Unfortunately, we’ve been doing our young people a disservice with this advice. As a result, many young professionals are graduating from college with astronomical student loan debt and diminished career prospects due to the high unemployment still lingering from the recession.

It’s Time for a Mindset Shift
According to ManpowerGroup’s 2013 Talent Shortage Survey, 39 percent of U.S. employers are having difficulty finding staff with the right skills. In the same survey, employers report that the most difficult jobs to fill are skilled trades positions. Drivers, technicians and mechanics also make the list. There is at least one thing each of these positions has in common – all require technical or vocational training, not a four-year college degree. Knowing the skills that are in demand, why are we guiding the vast majority of students toward a university education?

There needs to be a collective mindset shift in how society views Career Technical Education (CTE). We have to acknowledge that the four-year university experience is not for everyone, and we’ve made the mistake of steering too many kids in that direction in the past. There was a perception that the jobs accessible to students who did not go the four-year college route, like manufacturing jobs, were dirty and dangerous. That’s an outdated idea, and we need to bring honor back to manufacturing and the skilled trades. Parents, teachers, guidance counselors and students themselves need to understand what it’s really like to work in a modern manufacturing environment – it’s clean, it’s high tech, there is upward mobility. It’s very rewarding – personally, professionally and monetarily – for those who choose this path.

Getting back to CTE – it is a critical component of the educational system. We need CTE because it prepares students for both college and career readiness. CTE is focused on preparing students for their career path of choice, with the understanding that most careers require some postsecondary education and training. Right now, this country needs students to be made aware of the demand for careers that call for skilled training as plumbers, welders, carpenters, machinists and the like. Students need to know that these career paths offer employment security at a time when job security is no longer a guarantee. It’s time to reinvent the image of technical training and associated technical careers so we can move toward talent sustainability.

The Friends of CTE Guest Blog Series provides advocates – from business and industry to researchers and organizations – an opportunity to articulate their support for Career Technical Education. The monthly series features a guest blogger who provides their perspective on and experience with CTE as it relates to policy, the economy and education.

Are you interested in being a guest blogger and expressing your support for CTE? Contact Melinda Findley Lloyd, Communications Consultant, at [email protected]

By Melinda in CTE: Learning that works for America, News
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Friends of CTE Blog Series: CMT Goes Back to School

Wednesday, August 7th, 2013

Lucia Folk is the Senior Director of Public Affairs for CMT (Country Music Television), a cable television network distributed in 92 million homes across the country.

Lucia Folk, Senior Director of Public Affairs for CMT (Country Music Television)

Lucia Folk, Senior Director of Public Affairs for CMT (Country Music Television)

I’m lucky enough to have my dream job, which is utilizing CMT’s media platforms—television, radio, digital, etc.—to encourage our viewers to give back in their communities. So when our parent company, Viacom, partnered with the Bill & Melinda Gates Foundation a few years ago to launch the Get Schooled Foundation with the goal of empowering young people to take charge of their education, I was excited to have a role in helping CMT support that mission.

In 2010, Metropolitan Nashville Public Schools (MNPS) redesigned all 12 of its zoned high schools into smaller learning communities, enabling students to learn through the lens of a career or academic theme. CMT immediately saw the connection between this new initiative and our parent company’s ongoing mission, and we were one of the first business partners to step forward and offer our support. The Academies of Nashville* is an innovative approach to school redesign which engages the business community to help drive change in our public schools. We partnered with McGavock High School’s Academy of Digital Design & Communication, and over the past three years this relationship has been transformational, not only for the school, but also for our employees.

In the business world, we’ve heard for years that “our schools are failing and we need your help.” The only ways we knew to help were to throw money at the problem or do occasional volunteering that may impact small numbers of children. The Academies model provides a way for business partners to work alongside those on the frontlines educating our youth—our teachers and our school administrators—to make systemic change in our public schools. Business partners support the Academies by providing knowledge, support and experiential learning opportunities for our students, teachers and administrators.

You in the Career Technical Education (CTE) world have been connecting with businesses for years. In fact, the second principle of the CTE Vision is to actively partner with employers to design and provide high-quality, dynamic programs. You know the power of connecting education and industry. The Academies model is an especially innovative example because it utilizes business engagement at all levels, from working one on one at the grassroots level with individual Academies, all the way up to working alongside administrators in the school district.

At the school level, the Academies encourage and, frankly, require connectivity between what you teach in your CTE classes to the curriculum in the academic subjects. This is achieved through common planning among all disciplines, reinforced by business partnerships relevant to each Academy’s pathways. At the district level, business partners belong to partnership councils, which bring together employers in similar fields to ensure that what is being taught in the Academies directly relates to workforce needs. This partnership and shared accountability at all levels makes the Academies of Nashville unique, especially because this structure has been implemented “wall-to-wall” in all of our zoned high schools, providing every student access to these opportunities.

CMT is starting year four of our partnership and although we still have much work to do, McGavock has made tremendous progress since 2010: They have seen a 10 percent increase in the graduation rate; doubled the number of students who attend from outside of their zone; increased the composite ACT score by 5 percent; and made AYP (Adequate Yearly Progress) for three years in a row (which they had not achieved for the 10 years prior to 2010/11).  In addition to quantitative results, the real magic of the Academies structure is that it is community-building at its core. McGavock is our school and we share the challenges and successes with our teachers, administrators, fellow business partners, and most importantly, our students.

One of the proudest moments of my professional career was having the honor of standing on stage alongside our McGavock colleagues at this year’s commencement ceremony to congratulate the first graduating class of the CMT Academy of Digital Design & Communication.  That’s what makes this my dream job: I, as well as my colleagues at CMT, have the privilege of partnering with McGavock to help our students find their dream jobs.

*If you want to learn more about the Academies of Nashville, there is a study visit planned for October 2-4, 2013 .  There will also be another study visit offered in the spring of 2014.  You can also learn more about the model on which the Academies are based at the Ford Partnership of Advanced Studies Next Generation Learning.

 

The Friends of CTE Guest Blog Series provides advocates – from business and industry to researchers and organizations – an opportunity to articulate their support for Career Technical Education. The monthly series features a guest blogger who provides their perspective on and experience with CTE as it relates to policy, the economy and education.

Are you interested in being a guest blogger and expressing your support for CTE? Contact Melinda Findley Lloyd, Communications Consultant, at [email protected].

By Melinda in CTE: Learning that works for America, News
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Friends of CTE Blog Series: PG&E Uses Public-Private Partnerships to Address Skilled Candidate Shortage

Tuesday, March 26th, 2013

John R. Simon is Senior Vice President of Human Resources for Pacific Gas and Electric Company, one of the largest combination natural gas and electric utilities in the United States. PG&E has 22,000 employees who serve 15 million people throughout a 70,000-square-mile service area in California.

John R. Simon, Senior Vice President of Human Resources for Pacific Gas and Electric Company

John R. Simon, Senior Vice President of Human Resources for Pacific Gas and Electric Company

Our customers rely on us to provide safe, reliable and affordable gas and electricity across Northern and Central California. Our workforce is the key to making that happen. Unfortunately, our company is faced with two converging workforce issues: 1) a significant number of employees will need to be replaced due to retirement or attrition over the next five years, and 2) we have a shortage of skilled candidates for our skilled craft jobs. Without a qualified pipeline of candidates ready to join the ranks of PG&E, it will be extremely difficult for us to do our job.

A Unique Model

PG&E has taken this matter into our own hands by creating PowerPathway a collaborative workforce development model built upon the public-private partnerships between PG&E, California community colleges and universities, community-based training organizations, the public workforce development system, unions and other industry employers. At the heart of this model is the need to support the development of Career Technical Education (CTE) programs that meet the workforce needs of PG&E and the utilities industry.

CTE’s Role

The National Association of State Directors of Career Technical Education Consortium’s (NASDCTEc) vision for CTE is partially based on the principal that CTE must actively partner with employers to design and provide high-quality, dynamic programs. With the guidance and partnership of business and industry professionals, CTE can help students understand the realities of the workforce and economy while preparing them to be college and career ready.

In the case of PG&E’s PowerPathway, candidates participate in a 240-hour utilities-industry CTE program. Coursework for the training program includes basic gas and electricity, safety, physical conditioning, math, reading and other employability subjects vital to workplace success. Upon successful completion of the program, graduates receive a certificate of completion from the community college and PG&E’s PowerPathway. These certificates demonstrate that the graduate is a work-ready and competitive candidate for employment within the energy and utilities sector. Note: Some community colleges also offer credit for successful completion of the program.

Successes – The Numbers

PowerPathway started in 2008, graduating about 75 students the first year. Fast forward five years, and we’ll be graduating more than 250 students in 2013. Not only are we scaling our programs, we are consistently placing PowerPathway graduates into industry positions. As of the first quarter of 2012, 71 percent of graduates have been hired into industry positions, a majority with PG&E. The top five jobs in which students have found employment at PG&E are utility worker, apprentice electrician, gas service rep, materials handler and nuclear security guard.

Seventy percent of those hired from the PowerPathway candidate pool progress into apprenticeships or higher job classifications within one year of hire. The rate of retention after six months is also significantly higher for those who have graduated from PowerPathway – 98 percent versus 88 percent for the same skilled craft classifications. In addition, nearly 90 percent of PG&E supervisors who have hired PowerPathway graduates said they were either satisfied or very satisfied with their performance.

A Win-Win for All 

By collaborating with CTE and local partners in the community, PG&E has been able to grow a more qualified and career-ready pool of candidates to join our workforce. In addition, building a strong internal brand for PowerPathway programs as a trusted source of quality candidates has been a huge component of sustainability and scalability for our programs. PG&E is a strong proponent of investing in its future workforce, and we’ve found a model that works. You can learn more about PowerPathway at www.pge.com/powerpathway. We encourage all companies to consider leveraging the power of public-private partnerships to advance CTE and strengthen their future pipeline of talent.

 

The Friends of CTE Guest Blog Series provides advocates – from business and industry, researchers and organizations – an opportunity to articulate their support for Career Technical Education. The monthly series features a guest blogger who provides their perspective on and experience with CTE as it relates to policy, the economy and education.

Are you interested in being a guest blogger and expressing your support for CTE? Contact Melinda Findley Lloyd, Communications Consultant, at [email protected].

By Melinda in CTE: Learning that works for America, News
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Friends of CTE Blog: CTE, Quality Workforce are Needed for Stronger American Businesses

Wednesday, December 5th, 2012

Roy Schroer is Assistant Vice-President of Human Resources at Union Pacific Railroad, North America’s premier railroad franchise, covering 23 states across the western two-thirds of the United States.

Roy Schroer, Assistant Vice-President of Human Resources, Union Pacific Railroad

Strengthening the Labor Pool

One of America’s most successful and iconic companies, Union Pacific Railroad delivers the goods families and businesses use daily.  Celebrating our 150th anniversary in 2012, we recognize that one of the most vital elements to our success is a quality workforce. The foundation of our workforce has been our ability to recruit top-tier students when they complete their education.

Union Pacific hires college graduates who possess the necessary skill sets to quickly become an asset to the company.  The learning curve is limited for graduates who have the fundamental knowledge needed for their respective positions.  However, we are experiencing a shortage of employees skilled in important trades and crafts taught in Career Technical Education (CTE).

Offer earlier opportunities

High school students – or even younger students – need more opportunities to learn the necessary trade skills to become the next generation of diesel mechanics, industrial engineers and electricians.  Today, students complete high school and face one of two choices: go to college or start looking for a job.  But how do we expect someone with a high school education and no workforce experience to compete in the job market?  It is likely that students with just a high school degree or less will only be able to obtain a low-skilled, and thus low-wage position, to support themselves or their families.

Business and industry recognize that CTE can play a critical role in helping to maintain a pipeline of potential employees for businesses across the nation. CTE options are key to preparing our young students to learn skilled trades, gain valuable work experience and discover what path is most suitable for them.  These education options are beneficial to the future employees, help education systems achieve the goal of producing graduates who will be productive citizens, and will ultimately benefit employers as well.

Win-win solutions      

Companies dedicate significant resources to recruiting, hiring and training new employees, however we experience loss when employees do not enjoy their new job or are not adequately prepared; they leave the position and company.  If students had opportunities to learn about various jobs, trades and crafts during their formal education experience, schools could produce employee candidates who have explored their interests and are better prepared to enter the workforce and succeed. Collaboration between schools and businesses to develop quality CTE programs could address such issues.

For example, Union Pacific Railroad works with local schools through our Direction Recruitment Education and Mentoring (DREAM) program in which employees provide students with career, educational and social guidance.  The mentoring program serves as a vehicle to develop students’ self-esteem and confidence in their personal and career ambitions as they explore the business world.

Providing CTE options to students as early as possible will provide a new stream of job candidates who have a much better understanding of their desired career, which makes for happier, more productive and efficient employees, as well as a deeper and stronger workforce for American businesses.

How can you get involved?

The Friends of CTE Guest Blog Series provides advocates – from business and industry, researchers and organizations – an opportunity to articulate their support for Career Technical Education. The monthly series features a guest blogger who provides their perspective on and experience with CTE as it relates to policy, the economy and education.

Are you interested in being a guest blogger and expressing your support for CTE? Contact Erin Uy, Communications and Marketing Manager at [email protected].

By Erin in CTE: Learning that works for America, News
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