Monthly Archives: July 2018

Fish Outta Water Gonna Die Every Time

Education improvement, youth development, workforce preparation, global competitiveness, quality of life, species sustainability…..these are the things I am passionate about. They’re all tangled together in one big Gordian Knot. Ginormous? Yes. Overwhelming? Pretty much. My sphere of influence? No way. These are the things we need to build a serious national dialogue around and I don’t see much attention being paid to these issues. Good thing I’m an Iowan because all I can do is plant seeds.

How can we expect academic experts to prepare young people with real world skills? Teachers teach. They’re trained to provide an academic foundation of knowledge and are ruled by Common Core and making sure kids can ace standard tests. Schools are assessed on students’ standard test scores and graduation rates, right or wrong. You get what you pay for.

How can we prepare young people socially and emotionally for what life will throw at them, by only providing occasional learning in short snippets provided by minimally qualified counselors, then leaving them on their own to sink or swim? No systemic support, no mentoring or coaching, no direct involvement by their classroom teachers or parents.

Why do employers filling entry-level jobs expect a four-year degree? How can we expect graduates to be well-prepared for a specific position, even though they’ve gone into hock to get that “degree required” caveat covered? A post-secondary degree cannot, repeat cannot, provide job skills for a specific position. Employers must more clearly define expectations (see three levels, below) because they are certainly creating a good deal of problems with their inappropriate, unrealistic degree expectations.

“We need better prepared candidates!” But what exactly is “prepared”? Do employers have good reason to cry over the sorry state of the talent pool, and how unprepared the new entries into the workforce are?

Improvement must begin at the front end: what are employers’ real needs? They also need better definition and more realistic application of the “degree required” hiring criteria. Prep goal: provide the right learning to the right people in the right way at the right place and time. What learning is provided to whom, by who and when? Critical first step is to determine needs, at three levels:

  1. Pre-hire attributes and core capabilities: what kind of people are we looking for generally? May be legally touchy as hiring criteria / interviewing questions but should include “soft fit”… culture, vision, values;
  2. Foundational, broad workplace skills that may be provided and practiced pre-hire, in school;
  3. Position-specific skills: training that is much more tightly focused on real needs specific to the position must be provided post-hire and placement. It’s common sense: this type of training is irrelevant and will not stick without immediate on-the-job application and reinforcement!

How can we expect people to be happy with their lives when they are herded, almost forcibly, into a career path that does not suit them? Yet, we preach that STEM is da bomb, that you need to make financial considerations #1 in your career choice, and that you better go into a lifetime’s worth of student loan debt to get your STEM-related degree or other high-return field. IF you can find the work, welcome to a future of eventual regret.

How can we ensure that a college degree is truly worth the time and investment? College has become the new high school. Everybody “needs it” so we zone in on ways to get a college education for everyone. Relevant or not, thou shalt possess a degree or you will not work.

How can we expect employees to be satisfied with their jobs and put forth their best efforts when they are trapped in a toxic environment of bullying, berating, demanding more more more “because I said so and I’m the boss”?

Hey boss, if you’re still into command and control you’re lucky to still be in business. It would behoove you to read up a little on “engagement theory”…a powerful motivational philosophy to maximize performance…and hard bottom line results.

How can we expect different results if we continue doing what we’ve always done?

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RWPS Support: What Can Be

(Preface: if it seems like this jumps all over the place…well, it does. It’s an overview collection of excerpts from several sources, all in support of a community socio-economic improvement initiative titled “Real-world Prep School”. If you’re one of the few I’m having direct conversations with, you have a leg up. If not, see the first two links in “References / Sources” at the end)

Community Objectives

We are vibrant and growing, economically prosperous and emotionally healthy. Our community development model is a magnet for families with children, new employers, and working adults.

  • Whole-life engagement! We have a community-supported education and development system that produces a highly skilled, fully engaged talent pool that is supported and utilized by community-conscious local employers;
  • Community retention and recruiting! “Want In!” New families and businesses stand in line to come here. Young people have a reason to stay, family roots and stability are rejuvenated;
  • Employability of learners and the current workforce is assured by ongoing and meaningful, targeted education and skills updating: timely and relevant preparation to secure a desirable position with an excellent company that is a pillar of the community;
  • Equal opportunity to develop and grow! Each person has the means to reach their full potential along their desired path, maximizing the opportunity for a long, fulfilling life on “my” terms;
  • Strong community-wide relationships! Respect, appreciation and inclusion regardless of gender, ethnicity, nationality, or social / economic stature is the norm and a shared expectation;
  • Well-informed and highly involved community members! The greater good is elevated above individual gain. Community members are fully engaged in civic matters and there is ample opportunity for all to contribute toward community goals regardless of status or position. The community belief: the good of the many outweighs the good of the few…Ubuntu!

What Is “Real-world Prep School”? (RWPS)

RWPS is an application-intensive enhancement to existing grades 5-12 curriculum, balanced between interpersonal skills / social-emotional development, and workplace preparation / hard skills.  Modular topics range from quick-hitter stand-alones to ongoing projects and full-term coursework.

Curriculum is built around topics employers identify as essential foundational skills. Workplace subject matter experts and instructors are utilized when possible. RWPS content is typically unavailable in traditional education; this isn’t meant to compete with education but to complement by collaborating on needs analysis, co-design and delivery to ensures actual workplace needs are met. With all stakeholders pitching in, time and budget burdens are lifted from the over-extended education system.

Workplace Prep and a Whole Lot More. RWPS is the education component of a broad social well-being and economic development initiative in disguise. CAUTION! Some people could be turned off if this is viewed as overwhelmingly big or too weird, or if they think they will be forced to change their nature. So there is little overt attention beyond the primary target of preparing young people for life. But All People is the actual target, including the working adult population and the community’s families. We can only enable systemic change by engaging families, employers, education, legislators, civic leaders…the whole community. We’re all in this together.

A Radical (Unschooling) Lightning Bolt (from 8-2 New Unschooling Two Parter.doc)

It’s widely acknowledged we must do something different in education. We’re zoned in on post-secondary ed availability and attainment and STEM prep, but the real issues are much deeper. Have we elevated the right targets? We can and must do better for the kids, ourselves, the economy, society.

A strange animal called “radical unschooling” (homeschooling on steroids) has incredible potential. But it’s too weird for mainstream, and education establishment would be hesitant to take a chance on adopting even some of the core philosophies that make RU work—not enough research, data or rigor for educators. I’ve been overly critical of what I perceive is the establishment’s conservatism and resulting inability to adapt. Epiphany: is there such a thing as working within the system, is there value in trying to partially win over traditional educators? While it is perceived as such, RU is not an all-or-none, revolutionary replacement of the current, broken system. Coexistence is possible.

What’s Really At Stake?

Personal attainment and life satisfaction, community and social well-being, Improvement, health and prosperity…that’s “all” that is at stake. As social-emotional development of all community members is critical to the greater good, the RWPS model develops adults, not just kids in school. Community-wide vision, goals and action is the key, with a collaborative effort among stakeholders the catalyst: families, education, employers, legislators / local gov’t / civic and community leaders all aligned and involved.

The real drivers are a sub-surface iceberg of human maladies: bullying, harassment, youth (all ages!) suicide; chronic incivility; anemic values and ethics, social and political polarization, hatred, bigotry. Apathy (+) low awareness of civics and issues (+) social disengagement (=) no community involvement.

A key enabler of economic and social stability is the process of norming and socialization, of simply “growing up”. The institutions of family, education and church have lost their influence on young people, there’s too much busyness to accumulate more “stuff”, to give kids a “better life” than what the parent had. We need to redefine “better”. We need, badly, to get to work stitching our social fabric back together. It was once a beautiful quilt, now it’s just a bunch of grease rags on the shop floor.

Tech giant Google studied the relative importance of hard skills and “soft” attributes. It found that “success” has little to do with algorithms, data crunching or search engine optimization. There is a whole arena of “soft” attributes that Google found are even more critical than technical skills. And research shows that priority should be onpeople needs” first: soft before hard skills. We’ve got it backwards! We can do better by at least balancing our attention on both people and process, but we need to acknowledge that people needs are the prerequisite to achieving optimal “thing” results.

Unspeakables (sure hope this doesn’t ruffle feathers, “let me explain….”)

  • The traditional education system is doing too much harm to too many young people. A top cause of the alarming increase in middle school suicide rate is academic pressure to perform and to conform. Add peer bullying to the mix. America sees alarming spike in middle school suicide rate
  • Young people who survive the education system are ill-equipped for college or the workplace, and unprepared emotionally for life. The traditional system isn’t delivering the goods, and the system isn’t designed to respond to pressures to adapt. (Or it won’t change….)
  • Kids cannot perform outside of standard, canned responses, memorized answers. Still, the US is not doing so well by global performance in standard testing.
  • Level of creativity and critical thinking among US youth is plummeting. Peter Gray examines this in As Children’s Freedom Has Declined, So Has Their Creativity, first posted Sep 17, 2012. It’s even more relevant today as the situation has worsened considerably. Creativity and critical thinking are the two most essential new workplace skills, and we’ve lost our edge. US competitiveness and productivity, and economic and social stability are at stake.
  • Our talent pool is shallow and muddy, our ability to compete globally is in serious danger. The private sector guy in me says that’s unacceptable. If it can be resolved why isn’t it a priority?
  • I love my grandkids. If I live long enough to meet them, I’m sure I’d feel the same about their kids. I want to do all I can to ensure they all have a decent world to call home, a safe and fulfilling life. We cannot get there going down the path we’re on. It’s that simple.

     If anything makes Americans stand tall internationally it is creativity.  “American ingenuity” is admired everywhere. We are not the richest country (at least not as measured by smallest percentage in poverty), nor the healthiest (far from it), nor the country whose kids score highest on standardized tests (despite our politicians’ misguided intentions to get us there), but we are the most inventive country.  We are the great innovators, specialists in figuring out new ways of doing things and new things to do.

In the business world as well as in academia and the arts and elsewhere, creativity is our number one asset.  In a recent IBM poll, 1,500 CEOs acknowledged this when they identified creativity as the best predictor of future success. It is sobering, therefore, to read Kyung Hee Kim’s recent research report documenting a continuous decline in creativity among American schoolchildren over the last two or three decades. (Gray blog–above)

(from Kids Bully, Big Kids Harass) Too many young people suffer irreversible long-term harm, even commit suicide because of pressures they can’t handle. Key triggers: education demands, bullying, growing up in a vacuum. Too many adults are in pain too, suffering from isolation, lack of purpose, workplace pressures, big kid bullying a.k.a harassment.

     Stress, anxiety, formally diagnosed mental / emotional illness, self-harm, and suicide are increasing across all ages. Hypothesis: we have no purpose or meaning in our own lives, and we’ve forgotten the importance of treating each other like human beings. We’re far too often killing ourselves and each other. We’ve devalued life. Harsh? Reality usually is.

Future Ready Iowa Alliance: Final Recommendations (Craig’s  comments too)

The most relevant section is #5: Develop a grassroots strategy to engage the business community, sector boards, regional workforce boards, STEM regions and other regional collaborations to align with Alliance recommendations.

A few recommendations have been deleted. (Parenths and italics = RWPS relevant element).

  1. Determine if gaps exist where guidance could be provided to a community or region to assist in the development of a collaborative approach toward workforce initiatives. (RWPS will be a benchmark for FRI participants on how to avoid gaps in the collaborative approach)
  2. (“Sector” focus is too broad)
  3. Ensure playbook includes models and best practices for rural businesses. (define “rural businesses”)
  4. Ensure playbook includes models of best practices to strengthen relationships between businesses and education and build new and expand existing career pathways. (Who “ensures”? Is this work-in-process? How long? RWPS is a benchmark for relationship-building among stakeholders. “Expand career pathways” is integral to RWPS design, and grads have much more flexibility in career capabilities, therefore choices)
  5. Design successful strategies, including:
  6. Identify challenges the business community has in attracting and retaining a qualified workforce, including “soft‐skill” challenges, and engage in collaborative solutions. (Needs analysis and flagging challenges are ongoing, real-time and integrated. RWPS is balanced between soft and hard skills, with emphasis on developing soft skills)

iii. Determine how to best leverage existing solutions such as career pathway development and training, work‐based learning experiences, internships, apprenticeships, and K‐12 career exposure opportunities. (All this is built into the RWPS model)

  1. Utilize local, state, and federal programs that already exist to support challenges identified. (of course! FRI is a valuable benchmarking and occasional as-needed consultation resource)
  2. Support successful work or operations of existing business‐community collaborative. Technical assistance for existing or future sector partnerships and other public private partnerships will be provided by the Department of Education, local workforce investment boards, and other relevant partners depending on the strategy selected. (Support from the FRI system and from RWPS back to FRI, truly symbiotic! The Alliance will be interested in the RWPS model once it starts proving itself!)

Potential types of technical assistance may include: providing private sector with necessary partner to “lead” board; conducting research on solutions/issues at request of sector group; marketing and sharing relevant labor‐market data including local occupational outlook data; recruiting the private sector to participate where gaps exist; inviting supporting entities to participate based on issues identified by employers; sharing statewide best practices and success stories; serving as catalyst or engage a catalyst where public‐private workforce partnerships do not exist. (an eventual endorsement of RWPS from the Alliance would lend credibility to the process. And FRI will benefit from collaborating with RWPS as well)

Where Future Ready Iowa (FRI) Misses the Mark

  1. 70% post-secondary education or training goal by 2025;
  2. Sector or region-based needs are not the most effective education and training design driver. There is a really big, convoluted mashup of agencies and players, yet there is minimal action and results! Culprits besides newness: complexity, overkill, programitis.
  3. STEM and high-paying, targeted industry position targets ignore entry-level jobs, which are the more realistic starting point for a young worker. And it’s dangerous to assume even an advanced degree is a reliable indicator of capability to succeed in a specific position;
  4. Employers are asked to contribute to a broad pool for scholarship / grant funding;
  5. FRI calls for collaboration, but it’s still too silo-oriented with minimal direct collaboration among stakeholders.

Re-calibrating Future Ready Iowa with the RWPS Model (numbers reference above list)

(one) By 2025 68% of Iowa jobs will require post-secondary of some kind. What is the 32%? Goal: 70% of all Iowans with some form of post-secondary academic / trades education / certification by 2025. Education or training in what, to meet which specific needs? College-for-all is too general, isn’t necessary. Too many people spend half a lifetime in debt but still miss the employability mark;

(two) RWPS is locally developed and controlled rather than a not-invented–here program. It’s human nature to more fully support something and commit to its success when you have had front-end input. Future Ready Iowa is a great resource to benchmark, not to blindly embrace and somehow make it fit.

(two) The need is for more local, tighter focus. The RWPS community-based model is scaled down from FRI. It is designed to meet specific needs and directly connects and involves the key players.

(two)  The arm swings the hammer, or thumbs get mashed! Too often, the tool controls the craftsman, if the process is sacred the customers’ and users’ needs become secondary. While it is a good resource, the FRI process / program is complex, and hard to fully embrace without significant assistance;

 

(three) FRI is skewed toward STEM careers in targeted industries. Community colleges are favorable toward trades careers. Iowa’s current core businesses, and greatest immediate and near-term needs, besides agricultural are finance, health, banking…service and information processing. The world economy is shifting. How relevant will mfg be in Iowa by 2025? Service and information may be bigger. STEM is essential to our future, but it isn’t the be-all and we can’t bet the farm on STEM alone.

(three) FRI’s heavy emphasis on post-secondary academic attainment locks learners into a specific area of study, and limits their career options. RWPS develops high-potential people who are socially, emotionally, intellectually prepared for success in a variety of fields.

(three) No academic curriculum can adequately provide job skills for a specific position. Specific job skills are better provided post-placement, by specific employers to meet their specific needs.

 

(four) Business leaders like ROI. FRI asks them to support scholarships / grants for unknown recipients to pursue unknown studies… pretty much throwing money into a dark hole. Contributors may or may not see a direct benefit. RWPS builds relationships with young people in the local community’s talent pool starting in middle school, including early introductions to high potentials. Early exposure increases the likelihood of a better employer-to-candidate cultural fit. Last, high potential learners know they are being “scouted” for a future job, a powerful motivator for learners!

(four) In addition to direct and early interface with their most likely future employees, employers need substantial input to the education / training curriculum and process, and more direct control over their own talent pool preparation. Ongoing input and re-design ensures that needs remain relevant;

 

(five) The workplace must align with coursework, so front-end employer input kick-starts RWPS: defining near-term position skills requirements and realistic expectations for degree attainment.

(five) Employers aren’t done once they provide a list of needs and contribute to funding. Involvement is in-depth and ongoing, from needs assessment to co-design, through co-delivery and determining placements, even internal employer-provided skills training: the handoff must be seamless from academics to workplace, from education to more specific internal training and development;

(five) Education is not well-versed in workplace concepts, tools and techniques. This is not a slam! It’s unrealistic to expect educators to become content and process experts. Easy remedy: Let the Rabbits Run. Leverage strengths, with education and employers collaborating on material design and delivery.

 

SF475 (Omnibus education bill–Iowa): Online Learning

House passed, Senate is assessing. I’m concerned about the online component (see 1 in the bill) There is no successful model to benchmark, even though there’s probably a multitude of vendors hawking their wares…let the buyer beware! Just a hunch from prior experience. See “Diploma Inflation”. 

What’s driving this legislation, why is this being considered? Are we actually headed down this path for HS coursework? From the bill’s language, it appears the legislation is relevant only when online is “the primary” material (?). Pretty gray, need to operationally define: how much is “primary”?

My view: online learning will require substantial up-front investment for system and coursework licensing. The greatest detractor: working online is efficient and convenient, but it eliminates interaction that is so critical to social-emotional development and deeper learning. We don’t need another handy check-box activity to hasten graduation, we need youth development and lasting results.

Efficiency without effectiveness is like straightening deck chairs on the Titanic. (S. Covey)

Defining Preparation and Qualifications

Employers scream and point fingers: “We need better prepared candidates!” But what exactly is “prepared”? System improvement must begin at the front end: what are employers’ real needs, we need better definition and more realistic application of the “degree required” hiring criteria and what learning is provided to whom and when. Goal: provide the right learning to the right people in the right way at the right place and time. Critical first step is to determine needs, at three levels:

  1. Pre-hire attributes and core capabilities: what kind of people are we looking for generally? May be legally touchy as hiring criteria / interviewing questions but should include “soft fit”… culture, vision, values;
  2. Foundational, broad workplace skills that can be provided and practiced pre-hire, in school;
  3. Position-specific skills Training that is much more tightly focused on real needs specific to the position must be provided post-hire and placement. It’s common sense: this type of training will not stick without immediate on-the-job application and reinforcement.

Closing Thoughts This project is my passion. It has evolved for over a decade, it still needs thoughtful, in-depth analysis, needs to make sense to others. It requires the right champions too. I’ve spent considerable time in both education and the workplace. I realize that marrying tradition-bound academians with pragmatic, results-driven managers is an unnatural partnership. I understand both worlds’ issues and needs, and speak both languages. I want to help ensure our sustainable productivity and ethical quality of life, as a shared resource for education, employers, community—a catalyst / liaison who brings the players together for the greater good.


References, Sources

These blogs and articles provide RWPS project background.

 

Bookends: Early Childhood Development and Diploma Inflation

(Preface)

I’ve been trying mightily to unravel the education -> workplace prep knot one thread at a time, not like any establishment experts will listen to an outsider. But it only takes a little common sense and experience in both sectors to see the disconnects. If you step back and look at the big mess it’s a massive, systemic Gordian Knot. Socio-economic issues, human development ….in my opinion, together these are survival issues as much as environmental concerns.

     This blog addresses the bookends of (1) secondary and post-secondary education and (2) early to middle childhood development. Not separate topics, because they are part of the same systemic mess. We have significant issues in between the bookends too. You have to start somewhere, right? If you’re in a hurry or are only mildly interested, you may not want to even start reading. But if you follow the roadmap of links, a few light bulbs may come on. Please comment: what do you think?

Current State: High School and Post-secondary Education. Young people leave high school woefully unprepared for what awaits them whether it’s college, the workplace or life in general. Employers sing the blues about the skills gap / inadequately prepared talent pool. A college degree is the new high school diploma, with “degree required” stipulated for even entry-level jobs. Young people pile up a lifetime’s worth of student loan debt to earn the ante to the workplace poker game. The kicker for me personally: the education system is proven to cause incredible levels of stress in young learners, leading to mental and emotional problems, drastically increasing levels of self-harm and suicide.

A recent NPR report started with a big “woo-hoo” but went downhill from there. HS graduation rates are nationally the highest they’ve ever been! But there’s a problem: diploma inflation, and it applies to both HS and post-secondary. Simply, a diploma is too easy to get and everybody wants one—employers and learners. A diploma’s real value is diluted, secondary education system upkeep and post-secondary diploma attainment costs are sky-high, and the cost is artificially inflated rather than market-driven, by true demand.

Check-the-Box. In the “good old days” if a student struggled they’d take the dreaded summer school or get extra tutoring. Now, failing students are pulled out of the regular class and are allowed to catch up online at their own pace, typically completing diluted coursework to pass the course and get full credit! It’s not just material issues but the method / system that are also the issue. And the kids know how to work the system.

Here’s a quick example of how online self-paced makeup work goes. Students must spend “x” time in each section before the online course allows them to take that section’s quiz, typically ten multiple-guess questions. More often than not, students can (and do!) goof off for the required time then click through the quiz. After a few rounds, I finally asked “don’t you need to study the material?” Response (laughing): “Why? When you miss a question, they show you the right answer and let you re-take the question.” Each chapter requires 50% to “pass”. Further, if the student has a good enough grade so far in the course some don’t even care if they get the 50% section minimum. Why bother? Just do the time, check the box and move on. No exaggeration, I’ve seen it over and over.

Confession: I’ve taken my share of online re-cert courses. Pricey but at the time it beat the commitment of time to attend the classroom alternative. They were set up the same way…lots of no-brainer material so I’d let the mandatory time clock run while doing more urgent stuff, then take the quiz when allowed. Moral of the story: a “bad” system will tempt good people who are under the gun to short-cut so they can check-the-box when that’s the only expectation that matters.

You get what you pay for…schools get evaluated based on graduation rates. So they’ll graduate people come hell or high water, pushing kids through and out of the system if necessary—we’re done with you, get outta here, ready or not. And under-motivated kids don’t mind the easy checkout express lane either.

You get what you pay for is an old expression in goal-setting and performance management. Measure grad rates, get graduates. I’m not an academically credentialed expert, but I’ve been around performance management most of my professional life. We need new education goals, new metrics, a new definition of “success” beyond Diplomas ‘r’ Us! A few example goals quickly come to mind from this non-expert. Input?

Upon graduation, learners demonstrate their preparedness for:

  1. A post-secondary education in a carefully chosen academic field based on the learner’s goals, which may include a trade or vocational field; or
  2. Entry into the workplace, with a solid foundation of appropriate workplace skills that ensures their employability, then success in an entry-level position where they have the ability to grow within the field.
  3. Most importantly, graduates possess the knowledge, skills and abilities to a make meaningful, positive contribution to society, and to live a successful and satisfying life by their own definition of “success”. Priority!

The real measure of success is assessed two and four years after high school graduation, by tracking:

  1. Enrollment in a post-secondary course of study, two or four year or trade school, with a “C” or better average. Or,
  2. Grads are gainfully employed, measuring ratio of total time / time employed, length of current employment, current hourly earnings and +/- earnings history.

When sufficient data history has been gathered (NOT ten years!), weak points are identified and resolved.

Plenty of Blame to Go Around

Educators and administrators are unintentionally part of the problem.  Most are fully committed to doing all they can and while they may see the issues (they’re living them!) they may be too close to and are swamped with unrealistic expectations, especially given their paltry resources. “But we do that…kind of” and “we do what we can” or other excuses from well-intentioned people, with an occasional admission that stuff is broken and needs fixed. No blame, that’s the reality of the environment.

Employers own a big chunk of the diploma inflation / workforce prep puzzle too–unrealistic “degree required” expectations, abdication of responsibility for the only way true job skills training can happen: at the time and place of need, in the workplace after placement when the skill needs are truly identified and can be immediately applied. Employers abdicating their role is not cost effective, not an efficient means to develop a workforce with the right skills. Alternative: hire high-potentials with the right skills foundation and work ethic. The education system must then shift its goals and efforts accordingly, to produce those outputs.

Diplomas ‘r’ Us. Wherever there’s need, something will fill it…if there’s money to be made. Enter education- for-profit. Lots of degrees wanted / allegedly needed = lots of providers. For a cost a degree can be obtained from the comfort of your home = more diploma inflation: low market value, high cost designer degrees.

Big Picture Impacts, Issues and Actions

Economic Issues: suboptimized productivity, weakened global competitiveness, overwhelming personal indebtedness for student loans used to purchase a worthless product. Social-emotional Issues: stress, anxiety, frustration, hopelessness, lack of purpose. All the above leads to mounting social issues, substance abuse, and harm to self and others from domestic abuse to suicide to mass murders.

 

Goals and Actions, to salt the mine. Comment with your thoughts, please!

Employers:

  • Set realistic “degree required” expectations, especially for entry level jobs.
  • Adjust hiring practices and criteria to value candidates with the right hard and soft foundational skills and who show potential for quickly learning specific skills on-the-job.
  • Assume ownership of fine-tuning your workforce’s capabilities with in-house training at the time and place of need.

Education:

  • Help students find the right fit for either continued education or entry into the workplace, based not just on learners’ aptitude but also based on individuals’ values-based interests.
  • Provide foundational skills development course work based on projected employer needs.
  • Do not side-step social-emotional development!
  • Last, change goals! Graduation rates are meaningless if students are not prepared to “pass” the next phase in their lives, where a failing grade is devastating!

Community: support and collaborate! Education, employers, parents, civic groups all have a vested interest.

Especially daunting is the challenges we face in social-emotional development that must be met with a community wide collaboration. Young people need serious preparation to do battle with life in general….it’s a survival issue for young and old. But for now, here’s a quick look at the other end of the spectrum: early childhood development. Systemic issues impact our economic prosperity and global competitiveness, and more importantly our overall social-emotional well-being.

While this is a huge topic that people are content to leave to educators and other “experts” to resolve, we can’t take a “wait and see” attitude. The need is to minimize noise and weirdness, boost awareness of benefits and minimize confusion, barriers, conflicts….make any effort accessible to John and Mary Everyman.

The Other Bookend: Early Childhood Development

There’s way too much to address in-depth here, so you’ll have to shift into self-discovery mode. Please click and read the links that follow, as I’ve provided only a very high level touch on critical subjects.

(CNN April 18: two links below) After 0-6 the mold is pretty much already cast for life. We are far behind other first world countries in our attentiveness to the needs of those critical years, and guaranteed our short-sighted neglect will catch up to us.

US education system needs help….What needs help the most? The whole system is in disarray. But early childhood development (0-6yrs) is critical.

“Many developed nations now have more than 90% enrollment in pre-K programs, surpassing the US with just 66% enrollment for 4-year-olds. Rising superpowers are making significant commitments to expand access to early education over the next few years, with China promising to have pre-K for every 4-year-old and most 3-year-olds by 2020.”

In the US we choose to mostly ignore early development and, like our STEM obsession, our focus is wrong.

In just a year, New York City had nearly tripled its number of full-day prekindergarten slots. And before they entered their classrooms, Mayor Bill de Blasio crowed about his signature initiative — a key part of a campaign promise to fight inequality, but a goal that has had more than its share of skeptics…one of de Blasio’s comments: The city was planning to use the Common Core curriculum in prekindergarten. A child who’s had the benefit of a full day of rigor, he assured us, would be imbued with a great love of learning.

Rigor for 4-year-olds? What about their social-emotional development, which goes hand-in-hand with cognitive skill-building? What about play, the primary engine of human development?

Unfortunately, it seems like we’re subjecting our young children to a misguided experiment.

See the many articles published in Psychology Today written by Dr. Peter Gray, a psychologist / education expert and long-time proponent of alternative, self-directed education. Here’s your starter: Biological Foundations for Self-Directed Education.

Stuck in the Middle Too

In between the bookends is a plethora of issues and opportunities. See Real-world Prep SchoolThe world is kicking our ass in creativity and critical thinking skills. What happened? It’s not only the how-to job “skills” but our ability to think that is tanked. Read it and weep. US youth’s level of creativity and critical thinking is plummeting as Peter Gray examines in As Children’s Freedom Has Declined, So Has Their Creativity, This was first posted Sep 17, 2012. It’s even more relevant today, and the gap is widening. But education has developed a 21st century skill set, and creativity and critical thinking are well-represented. It’s a start, but there’s a long way to go.

Students can be lost outside of providing canned responses, reciting memorized answers. Creativity and critical thinking are the two most essential new universal workplace skills and by global standards the US is not doing so well. We’ve lost our innovative and economic competitive edge, our ability to even keep up in the global marketplace is in serious danger. The private sector guy in me says that’s unacceptable, it can be resolved. The grandparent in me says it must be resolved.

(from Gray’s blog-above) If anything makes Americans stand tall internationally it is creativity.  “American ingenuity” is admired everywhere. We are not the richest country (at least not as measured by smallest percentage in poverty), nor the healthiest (far from it), nor the country whose kids score highest on standardized tests (despite our politicians’ misguided intentions to get us there), but we are the most inventive country.  We are the great innovators, specialists in figuring out new ways of doing things and new things to do.

In the business world as well as in academia and the arts and elsewhere, creativity is our number one asset.  In a recent IBM poll, 1,500 CEOs acknowledged this when they identified creativity as the best predictor of future success. It is sobering, therefore, to read Kyung Hee Kim’s recent research report documenting a continuous decline in creativity among American schoolchildren over the last two or three decades.

Education is aware of the need for real-world skills development, especially critical thinking, problem-solving and creativity. But those things are outside the academic wheelhouse. Education also seems to be more aware of the power of self-directed learning. Enter project-based learning (PBL). But there are a few hitches, most notably a lack of teamwork skills and project management, among teachers and learners alike. And there is a project management tools and techniques and methods gap between education and the work world. The easiest, most common-sense resolution: enlist subject matter experts from the workplace to work in the class room. Employers need to take ownership of developing their own future talent pool.

Again, reference Real-world Prep School

Early childhood development is a major socio-economic need. It will do no good to focus on secondary and post-secondary improvement without ensuring that our very young learners are being fully developed and are ready. The most important thing we can do is to ensure our children have a fighting chance to survive the challenges of what awaits them, not just workplace skills / employability but social-emotional strength and resilience.

(from Kids Bully, Big Kids Harass) Too many young people suffer irreversible long-term harm, even commit suicide because of pressures they can’t handle. Key triggers: education demands, bullying, growing up in a vacuum. Too many adults are in pain too, suffering from isolation, lack of purpose, workplace pressures, big kid bullying a.k.a harassment. Society is a mess, we’ve forgotten the importance of treating each other like human beings, human life itself is de-valued and there’s a huge void in ethical leadership to help pull us out of our funk. Current social-emotional development efforts in schools aren’t effective–not deep enough, not frequent enough, no ongoing adult coaching. Hit and miss at best. And we need to reach out to the adult population too, in the workplace and at home.

     Stress, anxiety, formally diagnosed mental / emotional illness, self-harm, and suicide are increasing across all ages. We have no purpose or meaning in our own lives,. We’re far too often killing ourselves and each other. Harsh? Reality usually is.

A related CNN story, Are we hurting kids at school?

https://www.cnn.com/2015/10/06/opinions/ochshorn-education-performance/index.html

Leave it to Peter Gray to provide a perfect closing statement:

OUR SCHOOLING SYSTEM was designed for a different age, a time when jobs required rote performance and unquestioning obedience, where innovative thinking was considered to be unnecessary or even a liability for the majority of people. Ironically and tragically, rather than adapt our educational system to the needs of our modern times we have doubled down on the old system, so it is harder today than ever before for young people to retain and build upon their natural curiosity and creativity. For the time being, I think, employers may be well advised to seek out those who have bucked the system rather than those who have kowtowed to it. More and more employers are beginning to do so.