Infusing Vital Employability Skills into Technical Programs

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This material is based upon work supported by the National Science Foundation under Grant DUE-1501990. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Infusing Vital Employability Skills into Technical Programs

FCPN 2018

www.NecessarySkillsNow.org

3NSF ATE DUE #1501990

Agenda

How NSN tackled the employability skills challenge in advanced manufacturing and cybersecurity

NSN process for engaging employers in content development

Replicating the NSN process to enhance employability skills in any sector

Leveraging resources and creating your own

Employability SkillsWho Cares?


Why We Care

•Past projects

• Employer partner concerns

•Problem increasingly acute


Why Employers Care

“We hire for

technical skills; we

fire for soft skills.”

“I’m losing time and money because my

employees can’t work as a team.”

“Send me

someone who

will show up

everyday, and

be on time.”

“If only they could fill out a report

that I could read and trust!”


Why You Care

Employability Skill Taxonomies Business Roundtable Common

Employability Skills

Dept. of Labor Necessary Skills (original SCANS report, 1991)

P21.org, Framework for 21st Century Learning

Employability Skill Taxonomies

Dept. of Education Employability Skills

9

Content Focus

1 2 3

4 5

skill category skill category skill category

skill category skill category

TEAMWORK PROBLEM SOLVING

VERBAL COMMUNICATION

WRITTEN COMMUNICATION

DEPENDABILITY/WORK ETHIC

6skill category

PLANNING AND ORGANIZING

NSF ATE DUE #1501990

NSF ATE DUE #1501990


1. Teamwork

• Sharing/teaching others your skills/roles• Constructive criticism/feedback among peers•Obstacles to team functioning (language, culture, age, gender,

job titles/roles, education, business acumen)• Leadership: practicing and changing roles• Team attitude/“spirit”• Company goals, policies, philosophy, etc.• Business mindset• Systems thinking: aware of the “big picture”

Feedback from NSN Industry Advisory Board


2. Problem Solving

• Practice critical thinking skills•Often requires applying knowledge from multiple disciplines•Awareness of financial impact (e.g., minimize down time)•Use “standard” problem-solving steps• Practice what we preach, e.g., collaboration is not cheating• Identify and treat root causes versus symptoms• Failure not always a bad thing—what did we learn?• Practice the brainstorm process (generate original thinking)• Collect and use data to understand/solve problem



3. Verbal Communications

• Speaking: What you say (choice of words) How you say it (non-verbal cues) To whom you say it (authority, cultural differences, etc.)• Social versus professional communications• Practice skills: listening, speaking, presenting, persuading•Use correct vocabulary•Appropriateness (timeliness, complexity, etc.)• Customer relations



4. Written Communications

•Writing: What you write (choice of words) How you write it (style) To whom you say it (know your reader)• Social media impacts (length, grammar, style)• Types of writing (email, correspondence, reports, proposals)• Proofreading before “send”•Use of tools: presentation, keyboarding, word processor• Reading skills (exec. summary, reports, index, glossary)



5. Dependability / Work Ethic

• Effects on business of punctuality, time management, contingency planning•Honesty and trustworthiness• Confidentiality• Code of ethics• Realistic goal-setting and promise to deliver• Self-control under duress and consequences of behaviors



6. Planning and Organizing

• Company goals and plans, process and deliverables• Break tasks into subtasks•Understand company legal requirements and restrictions• Efficiency (measuring and improving)•Understand organizational assets and resources• Risk management (potential consequences of choices)• Time management (schedules, lead time, delays)•Quality: impact on company reputation and safety



Breaking Down Essential Skills

•Variance in attributes of employability skills among companies: sectors, plant size, work environment, etc.

•Virtually every problem-solving situation is multi-discipline

•Understanding and respecting your role in helping the company keep customers happy and financial position strong

Industry Voices

Tom Miller CEO, Western Industrial Tooling

Donald McCoyPresident, Donald McCoy & Associates/Retired IBM Engineer

Matt Glover Chief Technology Officer, Le-Vel

Grace SuhManager & Educator, IBM

Tom MillerCEO, Western Industrial Tooling

The generation that is coming now into the workplace: “I'm here to give you 8 hours.”

Well, no, we’re here collectively to solve the problems that our customers provide to us.

It’s not about punching a clock. It’s about being available to participate in this collaborative effort we call “Western Industrial Tooling.”

If you can’t participate in that, or skiing is more important to you, well, thanks, but that’s not what we’re about. It starts with the customer. Without the customer there’s no job! We’re here to make money to deliver value-added services, not to enable you to go skiing on a moment’s notice because the sun’s up!

Donald McCoyPresident, Donald McCoy & Associates; Retired IBM Engineer

Timesheets. They’re legal documents.

When people don’t understand how the system actually operates, they take latitude with coming and going, not realizing the badge reader’s actually part of a time system that tracks them.

Then they are shocked when they get called on the carpet for falsely representing hours on a government contract. They don’t get it.

We need to communicate that that is a part of dependability. That is a part of work ethic.

Matt GloverChief Technology Officer, Le-Vel

When somebody writes me an email or text that infuriates me, I reread it with the BEST intentions, not the worst intentions. And then I answer the email with the BEST intention, not the worst intention.

I found that does two things. One, it largely deescalates the conversation quickly. “Oh, Matt’s coming at this positively.”

The other thing I found is that people start thinking, “Oh, *I’m* the evil guy because every time Matt responds to me, he’s saying nice things, focusing on what matters to the business, not what matters to him personally.”

So, pass along to your students: deescalate and keep yourself dispassionate. Focus on the value of your business, and not the value to your own or others’ careers; you will always be successful.

Grace SuhManager & Educator, IBM

At IBM, to be successful, our employees need a comprehensive set of skills that includes the highest technical, business, and employability—or workplace skills.

At one point, a software programmer used to work in the back office developing code. Today, a programmer likely resides on the client’s premises, and must understand the client’s business, its culture, its clients, and its requirements. A programmer needs to be market-facing, with excellent business, communication, and people skills.

So we need more than deep technologists. We need “T-shaped people,” who are both deep, with a broad command of a range of skills, that enable them to adapt, problem-solve, and think critically.


Employability Skills InstructionWhere Do We Begin?

• Teach as standalone module/course on discrete topics

•Require use of skills in capstone project or course

• Support through work-based learning

• Embed in technical instruction through projects built around workplace scenarios


Big Picture

• Evidence from both employers and researchers reveals a lack of employability skills in today’s technical workforce.

• Community college faculty understand the woes of employers but have no room in their curriculum to add content.

• The Necessary Skills Now (NSN) project brought together faculty and employers to develop curriculum thatintegrates technical content and employability skills.

• Two disciplines:

Advanced Manufacturing

Cybersecurity

Integrated

ContentEmployability

SkillsTechnical

Skills


Curriculum Development

Working group for each sector Development teams comprised of

an employer and a faculty member

Employers provide authentic industry scenarios to provide context for integrated project.

Faculty serve as instructional designers.

Sector Working Group

Development Team

EmployerFaculty

Member

DevelopmentTeam


Integrated Projects

Complete, workplace-relevant, classroom-ready materials

Address one or more employability skills

Aligned to content already taught

Built around industry scenarios



Faculty Development Workshops

How to...

1. Identify intersections of technical and employability content within a program of study

2. Partner with employers to develop industry scenarios for projects

3. Design an effective integrated project from a template


Begin with the End in Mind:Cybersecurity Projects

•Project 1: Product Analysis

•Project 2: Incident Response

•Project 3: Developing a Security Awareness Campaign

•Project 4: Security Policies

•Project 5: Physical Security

http://cordonline.net/necessary-skills-pilot-sites/Cyber-desc-1.php






Quick LookProject 2: Incident Response

• Employability Skills: Teamwork, Problem Solving, Written Communications

• The Scenario: The college CISO receives notice of a potential data breach, identifying credentials of several students recently spotted on a well-known black-hat website.

• Activity: Student teams 1) review the organization’s incident response policies, procedures, framework, and roles and responsibilities; 2) analyze the data and its impact, 3) develop an incident response questionnaire, and 4) complete an investigation report form documenting the breach.


A Closer Look

On your own, read Project 2 and identify:

•Which employability skills are taught?•How are they taught?

In pairs, discuss:

•What you found; how you would teach• Elements you might add or subtract• Idea starters for other projects


•Project 1: Batch Mix System for Polyisocyanurate Foam Insulation

•Project 2: Building a Drone

•Project 3: Statistical Quality Control with Focus on Building Necessary Work Skills

•Project 4: Design and Production of a Bicycle Pedal for BMX Bikes

Begin with the End in Mind:Adv. Manufacturing Projects

http://cordonline.net/necessary-skills-pilot-sites/Mfg-desc-1.php





Quick Look Mfg Project 2: Building a drone

• Employability Skills: Teamwork, Problem Solving, Verbal & Written Communications,Planning and Organizing

• The Scenario: An oil rig in the Gulf of Mexico needs real-time inspection of its pilings and decking. Technicians must build a quadcopter drone with a high-def camera to carry out the task.

•Activity: Student teams research, plan, design, propose to management, then construct and test a drone.


Developments Vary by Subject Area

Advanced Manufacturing• Equipment intensive• Safety is important• Content and certification

emphasis locally focused• Linked to tool availability• Projects often are lengthy

Cybersecurity• Software intensive• Confidentiality is important• Certification path is fixed,

uniform across country• Linked to software availability• Projects usually shorter


Lessons Learned

•One size doesn’t fit all•Variance between programs in organization of curriculum

and flexibility in instruction affects adoption•Many approaches valid – use the one that works for your

program and local workforce needs•Model good workplace practices; reinforce throughout

course/program


Implementation Feedback from Pilots

• John...


An integrated approach:

• Promotes both depth and transfer of knowledge.

• Capitalizes on natural relationships between subjects and disciplines, reinforcing knowledge and skills.

• Provides deeper and more meaningful instructional experiences through increased intersections.

• Provides more breadth of context, demonstrating to students a wider perspective of content relationships.


An integrated approach recognizes:

• Students don’t want to learn in a vacuum.

• Students are motivated by course relevance to future careers.

•Understanding real-world connections to course content increases engagement.


Comparing Approaches

• Traditional Approach Assigned project by instructor.

Develops a plan approved by

instructor (or not).

Obtains and processes raw

material, using required

equipment.

Assembles pieces.

Graded by instructor on

satisfactory completion.

• Integrated Approach (with ES) Define project goals through real-world

scenario.

Work in teams to develop and implement

a project strategy: raw materials,

machining, inspection, assembly, QC.

Teams complete their roles, with

interactions (even switching, cross-

training roles).

Schedule/deadlines met by each team.

Troubleshooting addressed by teams.

Results include presentation and docs.


Example: Machining a Puzzle

• Technical skills

Calculating slot and cutting specs

Fit, Form, and Function

Machining RPM and Feed calculations

Tolerance stack-up calculations

Measuring and deburring

• Student pairs (teams) develop and document a production plan.

• Each plan, then, assigned to another team! Discussion between

teams required to clarify and resolve questions, incomplete plans, etc.

• Production begins: time constraint and quality requirements required by

scenario, coordination with other teams

• Much more communication, pride of accomplishment, less time.Provided by Cyndi Johnson, Rockingham CC

THE INTEGRATED APPROACH:A STEP-BY-STEP PROCESS


Unpacking Project Development Steps

Before developing integrated projects, gather employer

feedback on key employability skills. Partner with employers to:

1. Identify technical and employability skills for integration

2. Group topics for possible projects

3. Prioritize topics into project ideas

4. Develop real-world/industry scenario and activity ideas

5. Draft integrated project using NSN template

6. Pilot with students and revise as needed


Using the Templates

• Synopsis/Scenario Template can guide brainstorming for Steps 1-4

• Integrated Project Template outlines the essential components when developing a comprehensive classroom-ready project in Step 5


Step 1: Skills Matrix/Topic Matching

• Identify technical and employability skill topics for possible integration; use skills matrix/topic matching tool to brainstorm points of intersection.

•Review and prioritize project topics based on relevance to industry needs and emerging trends.

Cyber Security TopicsTopic 1:

Cyber security management

principles “Confidentiality,

Integrity and Availability”

Topic 2Topic 3Topic 4Topic 5Topic 6Topic 7Topic 8

Employability Topics

Teamwork

Written Communication

Verbal Communication

Problem Solving

Dependability/Ethics

Planning and Organizing

Cybersecurity Skills Grouping

Cyber Security TopicsTopic 1Topic 2:

Managing cyber security

threats, vulnerabilities and risk

Topic 3Topic 4Topic 5Topic 6Topic 7Topic 8


Teamwork



Problem Solving



Cyber Security TopicsTopic 1Topic 2Topic 3:

Implementing cyber security

countermeasures and controls

Topic 4Topic 5Topic 6Topic 7Topic 8


Teamwork



Problem Solving



Cyber Security TopicsTopic 1Topic 2Topic 3Topic 4:

Implementing network security

including firewalls, host

hardening and IDS/IPS

Topic 5Topic 6Topic 7Topic 8


Teamwork



Problem Solving



Cyber Security TopicsTopic 1Topic 2Topic 3Topic 4Topic 5:

Implementing identification

and authentication systems

Topic 6Topic 7Topic 8


Teamwork



Problem Solving



Cyber Security TopicsTopic 1Topic 2Topic 3Topic 4Topic 5Topic 6:

Implementing and maintaining

cryptography and cryptanalysis

Topic 7Topic 8


Teamwork



Problem Solving



Cyber Security TopicsTopic 1Topic 2Topic 3Topic 4Topic 5Topic 6Topic 7:

Digital forensics and cyber

security investigations

Topic 8


Teamwork



Problem Solving



Cyber Security TopicsTopic 1Topic 2Topic 3Topic 4Topic 5Topic 6Topic 7Topic 8:

Information security management

frameworks and design


Teamwork



Problem Solving




Step 2: Skills Grouping

•Organize technical and employability topics into groups of skills that might logically be addressed by a project.

• Expect some concepts to be applicable to more than one project idea.


Step 3: Brainstorm Project Ideas

•Using the skills grouping from step 2, draft a list of project ideas.

•Employer will suggest workplace contexts for each project idea; faculty will support instructional design.

•Discuss pros and cons of each project idea; select one idea for development.


Step 4: Scenario Development

•Create a real-world/industry scenario and a short description of associated activities (project synopsis).

•Brainstorm ideas for activities that correlate to the scenario and the targeted technical and employability topics suggested in earlier steps.


Scenarios

•Contain fact-based stories—provided by local companies, modified from news headlines, or invented (must be plausible)

•Provide the real-world context in which the lesson/project takes place

•Prepare students to examine a complex situation

• Illustrate the need for using an integrated, multi-disciplinary instructional approach


Quick LookProject 3: Security Awareness Campaign• Employability Skills: Teamwork, Verbal Communication,

Dependability/Work Ethic, Planning and Organizing

• The Scenario: Recent security breaches at ACME Healthcare prompt the CISO to form a committee to develop a security awareness campaign, including a kickoff event, marketing materials, use of social media, training programs, assessment instruments, etc.

• Activity: Student teams 1) identify 10 security risks, 2) develop a survey instrument to assess existing awareness, and 3) plan/develop campaign materials to address the top vulnerabilities. A presentation to management will justify the campaign’s costs.


Quick LookProject 5: Physical Security• Employability Skills: Teamwork, Problem Solving, Verbal

Communication, Planning & Organizing

• The Scenario: Students at State College have permission to develop a student-run data center, but must address local and remote access, from both on- and off-campus, as well as physical security—addressing recent incidents of sabotage and minor equipment thefts.

• Activity: Student teams detail access procedures, and address one layer of physical security: design, control, detection, or identification. A presentation justifies the recommendations.


Step 5: Draft Project Using Template

• Build on the project scenario and synopsis to develop a draft of the complete, self-contained project.

• Use the NSN template to guide drafting each component of the project.o Project Overviewo Key Concepts Addressed/SLOso Equipment/Materials Listo Scenarioo Teaching Strategieso Activities o Faculty and Student Resourceso Assessment Tools


Step 6: Pilot and Revised as Needed


Using the Templates

• TEMPLATE ACTIVITY – DRAFT A SIMPLE PROJECT


Collaborating with Employers

• Identifying and prioritizing employability skills for instruction• Supporting integrated lesson development – industry scenarios• Sharing authentic materials for classroom use• Reviewing/assessing team projects• Serving as guest speakers

Power of hearing employers in their own words•Hosting students and faculty in work-based learning

experiences


Scenario Development Template

A starting point – customize as needed• Share with employers how scenarios will

be used to enhance student skills• Provide example scenario•Gather company info•Gather scenario description,

skills addressed, and desired outcomes• Thank industry partners


Strategies for Modifying a Course or Program

•Adopt a workplace lens• Start small – one lesson, one project, one course,

entire program• Skills matrix/topic matching process regardless of scope•Use tools available for self-assessment to identify where

you’re already teaching employability skills and opportunities to enhance instruction •Advocate for employability skills instruction among

colleagues


A Process for Embedding Employability Skill Development

1. Identify and prioritize essential employability skills your students need

2. Develop learning outcomes clearly stating what students will be able to do when they have these skills

3. Design/review authentic assessment tasks to develop and measure demonstration of these skills

4. Develop/review teaching and learning activities to enable development of these skills

Adapted from Employability Good Practice GuideCentre for Learning and Development, Edith Cowan University


Tools for Self-Assessment

• Illinois Essential Employability Skills Framework Collaborative statewide effort to define/clarify essential

employability skills and provide a standard Categorizes skills into four areas and describes attributes Offers a self-assessment tool for program alignment

• Integrating Employability Skills – A Framework for All Educators PD Module of Facilitator’s Guide, Slide Deck, and Workbook Built on OCTAE Employability Skills Framework Builds capacity to integrate/prioritize employability skills

at state and local levels

http://icsps.illinoisstate.edu/2017/07/illinois-essential-employability-skills-framework/

https://ccrscenter.org/implementation-tools/integrating-employability-skills

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Illinois Essential Employability SkillsFramework

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Integrating Employability Skills – A Framework for All Educators


Assessing Employability Skill Acquisition

• Strategy examples: demonstrations, rubrics, surveys, team member and instructor feedback, student self-assessment • Resource examples: VALUE Rubric – American Association of Colleges & Universitieso Learning outcome, definition, framing language, performance levels, dimensions,

performance descriptorso Available for Written Comm., Oral Comm., Teamwork, Problem Solving

Hamilton-Fulton-Montgomery (NY) BOCES’ Employability Profile/Rubrics

CATME – Comprehensive Assessment of Team Member Effectiveness; system of web-based tools for managing student teams

https://www.aacu.org/value/rubrics

https://info.catme.org/


Resources Abound

• Locating: Skills Commons, states (CTE Dept., Dept. of Labor/Workforce), professional associations, equipment vendors, training depts. at employer partner companies, others•Vetting•Using•One size does not fit all; local context is key


Teaching Resources

•NC-NET Employability Skills Resource Toolkit (NC)

•New World of Work Series (CA)

• IBM Workplace Learning Curriculum (P-Tech)

• 360 Center for Advanced Manufacturing (NSF-ATE) Career Success Skills learning modules

•MCCWDTA – contextual literacy (written communication) and math modules for IT, adv. manufacturing and healthcare; based on workplace scenarios

http://nc-net.info/employability-NSN.php

https://www.newworldofwork.org/

http://www.ptech.org/docs/tools/Workplace_Learning_Curriculum.pdf

http://www.360mn.org/action/skill-development/

http://mccwdta.etlo.org/


Pilot Testing

•Faculty teaching:

Advanced Manufacturing

Cybersecurity

•Expectations: Implement project/activities

Collect data

Report on experience

•Stipend: $250

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cordonline.net/necessary-skills-pilot-sites/

http://cordonline.net/necessary-skills-pilot-sites/


Contact Us

• John Chamberlain, CORD Senior AssociateProject PI, Cybersecurity Pilot [email protected]

• Hope Cotner, CORD Senior VPProject [email protected]

• John Sands, Director, CSSIACo-PI (Cybersecurity)[email protected]

• Rick Roberts, Asst. Director, SCATECo-PI (Advanced Manufacturing)[email protected]

• Marilyn Barger, Director, FLATEManufacturing [email protected]


http://www.necessaryskillsnow.org/

Infusing Vital Employability Skills into Technical Programs

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