Building a Better Future of Work

Transcription

1 L I N K E D L E A R N I N G C O N V E N T I O N A N A H E I M, C A F E B Building a Better Future of Work Kyle Hartung, EdD Director, Pathways to Prosperity Jobs for the # L i n k e d L e a r n i n g # L L C O N

2 JFF: BUILDING A FUTURE THAT WORKS Our Mission Jobs for the Future (JFF) works to ensure that all lower-income young people and workers have the skills and credentials needed to succeed in our economy Our Vision The promise of education and economic mobility in America is achieved for everyone

3 OUR GOALS To achieve our mission we focus on three goals 1. Preparing for college and career 2. Earning postsecondary credentials 3. Advancing careers and economic growth

4 JFF S PATHWAYS TO PROSPERITY NETWORK REGIONAL STATE

5 The work you do, the person you are. Toni Morrison

6 TRANSITIONS MATTER Between idea and outcome Between high school and college Between college and career I THINK YOU SHOULD BE MORE EXPLICIT HERE IN STEP TWO

7 CONTEXT EDUCATION, WORKFORCE, AND THE ECONOMY

8 MYSTERY DATA, PART I Sources: Recovery 2020, Georgetown Center on Education and the Workforce, 2013; and Complete College America

9 2020 EMPLOYMENT PROJECTIONS EDUCATION LEVEL Sources: Recovery 2020, Georgetown Center on Education and the Workforce, 2013; and Complete College America

10 2020 EMPLOYMENT PROJECTIONS EDUCATION LEVEL BA Degree or Higher 35% HS Diploma or Less 35% AA or Postsecondary Certificate 30% Sources: Recovery 2020, Georgetown Center on Education and the Workforce, 2013; and Complete College America

11 EDUCATION LEVEL OF U.S. LABOR FORCE, AGES % GAP: WE CAN AND MUST DO BETTER! Bachelor's Degree 20% Graduate Degree 11% No High School Diploma 12% High School Diploma/GED 26% Associate's Degree 9% (Certificates 5%) Source: Lumina Foundation, A Stronger Nation report, 2016 Some College, No Degree (including Certificates) 22%

12 CONCERNING THE YOUNG Economic Policy Institute, The Class of 2016: The labor market is still far from ideal for young graduates;

13 CONCERNING THE YOUNG Economic Policy Institute, The Class of 2016: The labor market is still far from ideal for young graduates;

14 CONCERNING THE YOUNG Economic Policy Institute, The Class of 2016: The labor market is still far from ideal for young graduates;

15 CONCERNING THE YOUNG Economic Policy Institute, The Class of 2016: The labor market is still far from ideal for young graduates;

16 A PERFECT PROBLEM STORM PROBLEM Economic Policy Institute, The Class of 2016: The labor market is still far from ideal for young graduates;

17 MYSTERY DATA, PART II

18 U.S. EMPLOYMENT, BY TYPE OF WORK

19 CHANGE: NATURE OF WORK; THE ECONOMY Disruption is coming Job loss Job change Hollowing out of the middle class Widening inequalities Long-term: Who knows?

20 TRENDS IN THE FUTURE OF WORK

21 TRENDS IN THE FUTURE OF WORK SHARE OF JOBS WITH HIGHLY AUTOMATABLE SKILLS, BY EDUCATION

22 MAJOR THEMES SHAPING THE FUTURE OF WORK Automation, Robotics, AI Employment Status Nature of Work Accelerating Change

23 WHAT IS YOUR PERSPECTIVE ON THE IMPACTS OF THE FUTURE OF WORK?

24 One Perspective: WE RE ALL DOOMED! U.S. factories are not disappearing; they simply aren't employing human workers. Moshe Vardi, Director of Rice s Ken Kennedy Institute for Information Technology

25 THE IMPACTS OF AUTOMATION Source: McKinsey (2016),

26 THE IMPACTS OF AUTOMATION Source: McKinsey (2016),

27 SUCEPTIBILTY OF AUTOMATION Telemarketers: 99% Cashiers: 97% Delivery Drivers: 98% Cooks/Food Prep: 96% Janitorial Staff: 94% Hotel Clerks: 94% Carpenters: 72% Machinists: 64% Clergy: 0.8%

28 THE 1099 ECONOMY A growing share of the economy Goes beyond the Gig Economy Growth rate is accelerating

29 ALTERNATIVE WORK ARRANGEMENTS EMPLOYERS BENEFIT On demand work Lower costs Easier to hire/fire EMPLOYEES DO NOT Loss of pension Loss of healthcare Loss of unemployment insurance Loss of retirement assistance No overtime, holiday or sick leave Other lost benefits

30 Another Perspective: UTOPIA, HERE WE COME!

31 ROBOTS WON T CAUSE UNEMPLOYMENT Technology has always created more jobs than it has lost Only humans can do certain jobs particularly ones requiring creativity and socialization, with changing and unexpected circumstances Social, legal and regulatory constraints will mitigate effects on Source: Pew (2014), the job market

32 AI CAN EMPOWER US TO DO MORE, BETTER Less drudgery and more leisure time expected in the future AI has replaced work, but not workers, who are freed up for higher-level tasks Choice in how we use technology Apple, Starbucks, and Uber/Lyft as examples Source: MIT (2015),

33 AUTOMATION: HARDER THAN WE THINK? OECD says DON T PANIC! : Only 9% of jobs automatable en.pdf?expires= &id=id&accname=guest&checksum=af9357bf5963f7939dc3e617525dfc8c

34 ROBOTIC APOCALYPSE IS NOT IMMINENT

35 WHAT WE KNOW SKILLS FOR THE FUTURE

36 FUTURE OF WORK: WHAT WE KNOW WHAT DO YOU NOTICE? WHAT IS THE PROBLEM?

37 FUTURE OF WORK: WHAT WE KNOW WHAT DO YOU NOTICE? WHAT IS THE PROBLEM?

38 FUTURE OF WORK: WHAT WE KNOW

39 TOP 10 SKILLS SOUGHT GLOBALLY

40 FOR DISCUSSION Does the future of work and education make you more anxious or excited? Why? What is one thing you see yourself doing differently as part of your work in the future?

41 THE IMPERATIVE OF WORK- BASED LEARNING WHY, WHAT, AND MAYBE ONE MORE THING

42 SOME WHYS

43 WHY? WIN:WIN SCENARIO PARTICIPANTS Develop professional and career-track skills Gain real-world work experience Earn postsecondary credentials that match employer expectations and needs EMPLOYERS Employees have the information and skills needed to make informed job and longterm career choices Reduced turnover Greater productivity Lower costs

44 WHY? EQUITY A lack of access to work-based learning limits the career prospects and economic mobility of millions of youth and adults, and prevents them from becoming part of the talent pipeline employers need to spur economic growth. 70% of employers offer some form of WBL to employees $177 Billion spent by employers on training annually 58% spent on employees with a BA or higher 25% spent on employees with some college (sub-ba) 17% spent on employees with a HS diploma or less

45 WHY? ACCESS Source of Mentoring Advice About College Major Gallup, Inc. (2017). Major Influence: Where Students Get Valued Advice on What to Study in College.

46 WHY? ACCESS Advice about major: Source and Helpfulness Gallup, Inc. (2017). Major Influence: Where Students Get Valued Advice on What to Study in College.

47 WHY? COGNITIVE SCIENCE SAYS SO Socioconstructivist Individuals develop in relation to social interaction (Extension of Piaget) Socio-cultural Individuals develop as a function of social interaction (Vygotsky) Socio-cognitive Individuals develop through interaction with social and physical environment (Lave & Wegner; Brown) Situated Learning

48 THE TRADITIONAL MODEL OF LEARNING learn about something learn to be something

49 SITUATED LEARNING POSITS AND INVERSTION through learning to be we begin to learn about (Thomas and Brown, 2009)

50 WHY? ITS PROMISE Academic Skills Dynamic Technical Skills Work- Based Learning Employability Skills Performative Education Industry Partnership

51 SOME WHATS (briefly)

52 ITERATIVE EXPERIENCES; INCREACING COMPLEXITY Apprenticeships; On-the-job Training Job Shadows; Company Tours Internships; Company Pre-Apprenticeship Career Fairs; Industry Projects

53 ACCOUNTS FOR THE EMPLOYER LENS

54 THAT ONE MORE THING

55 A WONDERING What are the key outcomes of work-based learning experiences? What do students develop by engaging in workbased learning?

56 THE USUAL SUSPECTS IN WBL Skills Knowledge

57 AN ENHANCED VISION FOR WBL Skills Knowledge Identity Values Epistemology

58 A MORE COMPLETE PICTURE? Academi c Skills Skills Knowledge Technica l Skills Work- Based Learning Employability Skills Identity Values Epistemology

59 MOVING THE NEEDLE THOUGHTS ON THE WORK AHEAD

60 MAJOR THEMES SHAPING THE FUTURE OF WORK Automation, Robotics, AI Employment Status Nature of Work Accelerating Change

61 EFFECTIVE STATE STRATEGIES FOR WBL Cultivate highly visible employer champions Champion and support local districts actively involved in career development education and WBL Disseminate effective practices to other districts/regions Align education programs of study with state labor market needs and economic development priorities Use bully pulpit to emphasize that ALL young people (in K12, community college, 4-year college, and beyond; liberal arts or technical studies) are headed for a career and work-based learning matters

62 DOUBLE DOWN ON KEY DESIGN FEATURES Career Pathways Ecosystems Co-designed with secondary, postsecondary, and industry/employers Leverage state and regional policy Regionally focused; Labor market aligned Clear secondary-postsecondary programs of study Stackable credentials Multiple on- and off-ramps Integrated AND EXPANDED work-based learning

63 REVERSE-ENGINEER PATHWAYS DESIGN EMPLOYERS Future Of Work Considerations Competency Mapping Sector Strategies Work-based Learning POSTSECONDARY Connection To Labor Market On-ramps and Offramps Seamless Transitions Partnership building SECONDARY Both College And Career For All High-impact Dual Enrollment Early, Ongoing Career Advising Foundational Skills

64 PREPARE YOUTH TO BE FUTURE READY Most youth get little advice about pathways from education to careers, and career possibilities Nobody talks about the critical role of productive work in human lives Teachers and parents typically have little experience of contemporary workplaces and know little about labor market data and shifts in education

65 IT TAKES A VILLAGE Cross-sector approach to building pathways with clear value proposition for each partner K-12 Schools Intermediaries Business & Industry Aligning grades policy and practice, braiding funding, creating effective WFD systems, leveraging partnerships Community - Based Organizations Government Agencies Colleges & Universities Workforce & Economic Development

66 SOME SHOULDS HOW WE SHOULD THINK ABOUT IT Proactive, not reactive Adapt, don t abandon Solutions, not just talk WHAT WE SHOULD FOCUS ON H u m a n Capital Emphasize employability skills Reinvent curriculum content Syste m s Align systems Keep leveraging data

67 FOR DISCUSSION How did your picture of the future of work and of education focus or change as part of this session? How do you envision your pathways system better supporting students for this future? How is this the same or different from what you do now? What can you be proactive about? What can you adapt? What solutions can you generate?

68 THE MOONSHOT OF OUR TIME A future in which automation, economic mobility, and dignified work are equal partners in the American dream. The work you do, the person you are. Toni Morrison

69 L I N K E D L E A R N I N G C O N V E N T I O N A N A H E I M, C A F E B CONTACT INFORMATION Kyle Hartung khartung@jff.org Jobs for the Future Linkedlearning.org # L i n k e d L e a r n i n g # L L C O N