WORKPLACE - SkillsCommons
Transcript of WORKPLACE - SkillsCommons
WORKPLACE EMPLOYABILITY SKILLS PROJECT
REPORT TO THE ARIZONA SKILL STANDARDS COMMISSION
“LISTENING TO THE VOICES OF ARIZONA BUSINESS & INDUSTRY”
MAY 24, 2011
Sponsored by Arizona Department of Education Career and Technical Education Division in partnership with ASU Workforce Education and Development Office
and Corporate //Education Consulting, Inc. in conjunction with Arizona Chamber of Commerce & Industry
and Arizona Joint Technological Education Districts
The New Workplace Skills were adopted by the Arizona Skill Standards Commission
July 17, 2011.
The contents of this publication were developed with funds allocated by the U.S. Department of Education under Carl D. Perkins Career and Technical Education
Act of 2006 P.L. 109-270. These contents do not necessarily represent the policy of the agency, nor should endorsement by the federal government be assumed.
ARIZONA SKILL STANDARDS COMMISSION
ARIZONA STATE WORKFORCE EDUCATION DEPARTMENT OF EDUCATION AND DEVELOPMENT OFFICE JULY 2011 JOHN HUPPENTHAL, Co-Chair Superintendent of Public Instruction
DON ADAMS Director, Human Resources Basha’s BRANDON AMES CEO ABLE Info. Technologies JESSE ARY Realtor HomeSmart, Inc. DEBORAH BATEMAN Exec. Vp, Specialty Banking & Mkting National Bank Of Arizona BETSEY BAYLESS CEO Maricopa Integrated Health Sys. ART BROOKS President & CEO AZ Broadcasters Assn. JIM CAMPBELL President QWest AZ SUSAN CARLSON Executive Director AZ Bus. & Educ. Coalition JON CHERRY V.P. Environ., Legal & External Rel. Resolution Copper MARK DOBBINS Senior V.P. SUMCO Phoenix KENNY EDWARDS Manager Learning & Dev. Salt River Project SCOTT ELLISON General Mgr., AZ. Operations Turner Construction Company SYBIL FRANCIS Executive Director Center For The Future Of Arizona JEFFREY FREEMAN Director, Bus. Partnerships Honeywell REBEKAH FRIEND Exec. Dir., Sec’y/Treasurer Arizona AFL-CIO ERNEST GARFIELD Interstate Bank Developers, Inc. RUFUS GLASPER Chancellor Maricopa Comm. Colleges MARYANN GUERRA President Catapult BioAccel GLENN HAMER President & CEO AZ Chamber of Commerce & Industry WILLIAM C. HARRIS President & CEO Science Foundation Arizona LINDA HUNT President St. Joseph’s Hosp. & Med. Center DEBBIE JOHNSON President & CEO AZ Hotel & Lodging Association
CAROLYN WARNER, Co-Chair President, Corporate//Education Consulting, Inc.
MAXINE M. JONES
President AIMCO Precision, Inc
Sec’y, AZ Tooling & Machining Assn
JIM KLINKER Chief Administrative Officer AZ Farm Bureau Federation
PAUL KOEHLER
Director, Policy Center WestEd
T.J. MARTIN
Commander Phoenix Police Dept.
BOB MAYO
Managing Partner Roy’s Marriott Desert Ridge
SHIRLEY L. MAYS
Dean Phoenix School of Law
CATHY MCKEE OLESEN
Senior V. P. ( Ret.) General Dynamics C4S
KARLA PHILLIPS
Educ. Policy Advisor Office of the Gov.
DOUG PRUITT President & CEO
Sundt Construction
PAT QUINN President (Ret.) QWest Arizona
KNOX RAMSEY
President Valley Auto Dealers Assn.
THOMAS REDICKS
Adv. Bd. Member, Pima Cnty JTED President, Tutorlink, LLC
OMAR SAYED
Former CEO
JOSEPH SHELLEY Commander
Mesa Police Department
DONALD G. SHROPSHIRE President Emeritus
Tucson Medical Center
MARTIN L. SHULTZ VP. Gov’t Affairs (Ret.)
Pinnacle West Capital Corp.
LEANN SWANSON VP. Educ. Serv.
AZ Hosp. & Healthcare Assn.
TOM TYREE Member, State Board of Ed
Superintendent, Yuma County Schools
MORRISON WARREN Senior V. P. Chase Bank
MARYANNE WEISS
President Gustare LTD.
JAMES ZAHARIS
V.P. For Educ Greater Phx. Leadership, Inc.
As Co-Chairs of the Arizona Skill Standards Commission, we are acutely aware of the inter-relationship between education and economic development in our state. We know that our schools cannot ultimately succeed without the support of our citizens, and the future of Arizona’s economy cannot ultimately succeed without a trained and literate workforce. This is the philosophical underpinning for the work of the Commission.
In a major step forward in accomplishing this goal, Career and Technical Education (CTE) students who complete CTE programs approved by the Arizona State Board of Education/ Vocational and Technical Education are now required to past an industry-validated assessment of the skills that are taught in these programs. At this point, we are well on our way toward full implementation of these assessments – statewide, on-line and in real time – in 51 CTE approved programs. Students who complete the approved programs and pass the assessments receive certificates of skill attainment and transcripts that reflect these skills.
But the Arizona employers who have validated the technical skills that are now being measured have told us loud and clear that, while an employee’s proven technical skills are essential, they are not enough. No matter how proficient in the technical skills of a job – regardless of the business or industry – an employee who lacks the ability to communicate, collaborate, think, and demonstrate a work ethic that supports the goals and culture of the organization is not likely to get or keep, let alone advance in, a job.
In order to best determine just what these “essential workplace employability skills” are in the real world workplaces of 21st century Arizona, we recently conducted eleven statewide forums in which Arizona employers – large and small – told us the employability skills that were most important to them. From these sessions – “Listening to the Voices of Arizona Business and Industry” – we have distilled what we learned into a set of nine standards and supporting skills, from which assessments will be developed and administered to students who complete Career and Technical Education programs. This report contains the summary of our findings as well as a complete compilation of responses from each of the Forums. We invite and encourage your review of this impressive report.
To the Arizona Chamber of Commerce and Industry, the superintendents of Arizona’s joint Technical Education Districts, and to participating employers, chambers of commerce, economic development organizations, workforce training providers and local and county government officials, we express our thanks and gratitude for their participation and support. We are all partners in helping to ensure a bright future for our state, and we are counting on your continued involvement as we go forward.
Sincerely,
John Huppenthal Carolyn Warner
i
WORKPLACE EMPLOYABILITY SKILLS PROJECT COLLABORATORS ARIZONA DEPARTMENT OF EDUCATION
The Honorable John Huppenthal, Superintendent of Public Instruction Dr. Lillie Sly, Associate Superintendent, Educational Services and Resources Barbara Border, Deputy Associate Superintendent, State Director Career & Technical Education
ARIZONA CHAMBER OF COMMERCE & INDUSTRY
Glenn Hamer, President and CEO
ARIZONA JOINT TECHNICAL EDUCATION DISTRICTS (JTED) (in chronological order of Focus Group Meetings)
WESTERN MARICOPA EDUCATION CENTER (WESTMEC) Greg Donovan, Superintendent Diane McCarthy, Director, Business Partnerships
PIMA COUNTY JOINT TECHNICAL EDUCATION DISTRICT (PCJTED) Dr. Alan Storm, Superintendent Curt Bertelsen, Director of Professional Development
EAST VALLEY INSTITUTE OF TECHNOLOGY & EAST VALLEY CTE DIRECTORS (EVIT) Dr. Sally Downey, Superintendent James Fisher, Principal Trisha Guerrero, Culinary Director
and Mark Hamilton, CTE Administrator, Gilbert Public Schools, representing East Valley CTE Directors
CENTRAL ARIZONA VALLEY INSTITUTE OF TECHNOLOGY (CAVIT) Mike Glover, Principal
COCONINO ASSOCIATION FOR VOCATIONS INDUSTRY & TECHNOLOGY (CAVIAT) Jac Heiss, Superintendent
MOUNTAIN INSTITUTE JOINT TECHNICAL EDUCATION DISTRICT (MIJTED) Dr. Ray Polvani, Superintendent
VALLEY ACADEMY FOR CAREER & TECHNICAL EDUCATION (VACTE) Dr. Marv Lamer, Superintendent
ii
WESTERN ARIZONA VOCATIONAL EDUCATION (WAVE) Betsy Parker, Superintendent and Mohave / La Paz Local Workforce Investment Board Youth Council
NORTHERN ARIZONA VOCATIONAL INSTITUTE OF TECHNOLOGY (NAVIT) Matt Weber, Superintendent
COBRE VALLEY INSTITUTE OF TECHNOLOGY (CVIT) Pete Guzman, Superintendent Dirl Cole, Program Coordinator Mike O’Neill, Globe Schools Melissa Rabago, Community Outreach Coordinator, Resolution Copper Mining
COCHISE TECHNOLOGY DISTRICT (CTD) Joel Todd, Superintendent
Supporting JTEDs
GILA INSTITUTE FOR TECHNOLOGY (GIFT) Troy Thygerson, Superintendent
NORTHEAST ARIZONA TECHNOLOGICAL INSTITUTE OF VOCATIONAL EDUCATION (NATIVE) Karen Lesher, Superintendent
YUMA COUNTY
Dr. Marcus Johnson, Dean, Arizona Western College CTE Division Tom Tyree, Superintendent, Yuma County Schools Julie Engel, President/CEO, Greater Yuma Economic Development Corp Ken Rosevear, Executive Director, Yuma County Chamber of Commerce
CITY OF PHOENIX – WORKFORCE CONNECTION DIVISION
Cynthia M. Spell Tweh, Deputy Director, Community and Economic Development
iii
WORKPLACE EMPLOYABILITY SKILLS PROJECT TEAM
DR. CAROLYN WARNER
Co-Chair, Arizona Skill Standards Commission President, Corporate Education Consulting, Inc.
DAVID BOLGER Partner/COO
Corporate Education Consulting, Inc.
DR. MELANIE OHM* Special Initiatives
Workforce Education and Development Office University College, Arizona State University
DR. MARGARET A. MANGINI*
Executive Director Workforce Education and Development Office
University College, Arizona State University
ARIZONA DEPARTMENT OF EDUCATION CAREER AND TECHNICAL EDUCATION AD HOC COLLABORATORS: DEFINITIONS AND STANDARDS
BARBARA BORDER
Deputy Associate Superintendent
HELEN BOOTSMA Education Program Director
DENNIS FISCUS Education Program Director
CONSULTANTS TO THE PROJECT
DR. JOYCE MALYN-SMITH AND JOSEPH IPPOLITO Education Consultants
*Report co-authored by Melanie Ohm and Maggie Mangini
v
ACKNOWLEDGMENTS
THE PROJECT TEAM is deeply indebted to the following collaborators without whom
the regional focus groups would not have been possible: the leadership of the Arizona Department of Education, the Arizona Chamber of Commerce and Industry, the Joint Technical Education Districts, Yuma County, and the City of Phoenix Workforce Connection Division.
THE PROJECT TEAM sincerely thanks the almost 250 Focus Group participants, noted
by name, title, and industry in Appendix 6, who generously shared perspectives on critical workplace skills needed for employment in the broad spectrum of Arizona business and industry. It is your “voices” that have given rise to this report regarding Arizona’s new workplace skills and the dynamics of Arizona’s new workplace.
THANK YOU for letting us listen.
vii
TABLE OF CONTENTS
Workplace Employability Skills Project Collaborators .............................................................................. i
Workplace Employability Skills Project Team ........................................................................................ iii
Acknowledgments ................................................................................................................................. v
Introduction .......................................................................................................................................... 1
Background ........................................................................................................................................... 1
Project Launch ....................................................................................................................................... 1
Arizona Statewide Focus Groups ........................................................................................................... 2
Critical Workplace Employability Skills ................................................................................................... 3
Documentation of Survey Results and Focus Group Dialogue ................................................................ 3
Quotes from our Notes .......................................................................................................................... 4
Prioritization of the Skills ..................................................................................................................... 12
Development of the Standards as Skill Sets.......................................................................................... 14
Arizona’s New Workplace Skill Conceptualization ................................................................................ 15
The Dynamics of Arizona’s New Workplace ......................................................................................... 16
Draft Standards and Measurement Criteria ......................................................................................... 16
Moving Forward .................................................................................................................................. 19
Conclusion ........................................................................................................................................... 19
Arizona Skill Standards Commission ....................................................................................... Appendix 1
Presentation and Facilitated Dialogue ................................................................................... Appendix 2
Emerging Critical Workplace Skills ......................................................................................... Appendix 3
Workplace Employability Skills Initiative ................................................................................ Appendix 4
Focus Group Schedule ........................................................................................................... Appendix 5
Focus Group Participants ....................................................................................................... Appendix 6
Critical Workplace Employability Skills ................................................................................... Appendix 7
Composite Survey Results...................................................................................................... Appendix 8
Qualitative Data Analysis of Focus Group Responses ............................................................. Appendix 9
Bibliography ........................................................................................................................ Appendix 10
INTRODUCTION
Workplace employability skills (“soft skills”) are critical to getting and keeping a job. While technical skills and “know how” are also critical, technical skills are almost always required by employers in combination with “soft skills” as they hire and keep employees on the job. The rapidly-changing world of work is prompting a new look at what employers expect for workplace employability.
This report recounts what was heard while “listening to the voices of Arizona business and industry.” The workplace employability skill definitions, conceptualization, and standards presented in this report are products of the dialogues with a broad spectrum of Arizona employers. BACKGROUND
The members of the Arizona Skill Standards Commission (APPENDIX 1), from its inception in 2007, have been committed to the establishment and ongoing development of the Arizona Career and Technical Education (CTE) Assessment System. Because of both federal and state mandates, the Arizona Department of Education (ADE) through the Career and Technical Education (CTE) unit must annually report student attainment of technical skills in accordance with the approved state plan. Therefore, the Commission’s initial focus has been on measuring technical skill attainment. In partnering with Arizona State University (ASU) / Workforce Education and Development Office (WEDO), ADE/CTE has, to date, criterion-referenced assessments of industry-validated technical skill standards in 51 CTE programs. Development is continuing to address technical skills in all Arizona CTE program areas.
The Arizona Career and Technical Education Assessment System was envisioned and designed to be comprehensive, flexible, and expandable as emerging programs were added, as additional modalities of assessment became feasible, and as new needs of the Arizona workplace were identified. Employability and workplace skills have historically been included in Arizona career and technical education programs. Gaining employment for entry-level workers and sustaining employment by proving worth in the workplace have been high priorities for Arizona CTE educators. Yet with the hue and cry across America for preparing a “highly skilled workforce” with “21st
century skills,” for “the new workplace,” much has been left undefined and ambiguous.
PROJECT LAUNCH
In July 2010, Dr. Joyce Malyn-Smith, a renowned consultant from the Education Development Center in Newton, MA, first spoke to the Commissioners in Tucson, AZ at the Annual Joint Meeting with the Stakeholders Committee. At that time, she shared new and ongoing research regarding new skills required in the workplace. She gave vivid examples of the need for employees to exhibit “deeper” expert thinking and to be able to work in teams, often online and even geographically distributed across the globe. Piquing the interest of the Commission, Dr. Malyn-Smith returned in October with her colleague Joe Ippolito for a presentation and facilitated dialogue with the Commission (APPENDIX 2).
WORKPLACE EMPLOYABILITY SKILLS PROJECT
REPORT TO THE ARIZONA SKILL STANDARDS COMMISSION
“LISTENING TO THE VOICES OF ARIZONA BUSINESS & INDUSTRY”
Arizona Workplace Employability Skills Project 2010-2011
2 May 24, 2011
This initial dialogue was captured and posted “on the walls” and later categorized into emerging skills categories. While there was expressed concern for retaining “basic skills,” there was also much dialogue regarding “new expectations” and “evolution” to the rapidly-changing world of “workplaces.” One Commissioner succinctly summed up the situation: “If we can’t DEFINE it, we can’t MEASURE it, and we can’t MANAGE it.” Another Commissioner quickly followed with the question, “How do we teach this?” The October session ended with the Commissioners completing a survey regarding “emerging, critical workplace skills” (APPENDIX 3). The compilation of Commissioners’ survey results quantified three dimensions: presence, importance, and frequency. Overall, on the basis of both the dialogue and the survey results, it appeared that the skills initially posited to the Commissioners as “emerging” were actually present, needed, and valuable to workers for both gaining and keeping employment and to employers for the future success of their enterprises. It was from this platform that the regional focus groups were conceived, designed, and implemented to ensure that the “voices” of a broad spectrum of Arizona Business and industry would be included in defining and developing standards for workplace employability skills for Arizona.
ARIZONA STATEWIDE FOCUS GROUPS
THE ARIZONA DEPARTMENT OF EDUCATION CAREER AND TECHNICAL EDUCATION DIVISION and ARIZONA STATE
UNIVERSITY WORKFORCE EDUCATION AND DEVELOPMENT OFFICE with CORPORATE EDUCATION CONSULTING, INC. (CECi) coordinated efforts with THE ARIZONA JOINT TECHNOLOGICAL EDUCATION DISTRICTS (JTEDs) and ARIZONA
CHAMBER OF COMMERCE & INDUSTRY to convene eleven regional focus groups over a 6-week period to identify workplace employability skills and collect information about their importance and frequency of use in the workplace from the perspective of Arizona business and industry leaders (APPENDIX 4). Nine meetings were hosted by eleven JTEDs and their local Chambers of Commerce, one by Arizona Western College, and a final meeting convened by City of Phoenix Economic Development Department (APPENDIX
5). While Carolyn Warner, former Arizona Superintendent of Public Instruction, business owner and co-chair of the Arizona Skill Standards Commission, presided over nine of the meetings, Glenn Hamer, President and CEO of the Arizona Chamber of Commerce & Industry and David Bolger, COO of CECi, each chaired a focus group. THE WORKPLACE EMPLOYABILITY SKILLS PROJECT FOCUS GROUPS included representation from approximately 100 Arizona businesses and industries in addition to education and workforce development sector participation for a total documented attendance of 246 (APPENDIX 6).
Total 246
Business/Industry 104
Workforce Development 40
Education/Other 102
Participation Statewide
Arizona Workplace Employability Skills Project 2010-2011
3 May 24, 2011
CRITICAL WORKPLACE EMPLOYABILITY SKILLS
The skills used to spark participation during the focus groups were identified at the October 20, 2011 meeting of the Arizona Skill Standards Commission (APPENDIX 7) as skills required for workplace/economic success in a global knowledge and innovation economy enabled by technology. Seven emerging skills were brought to the Commission in October, and an additional four skills were added to the focus group survey in response to the Commissioners’ comments: collaboration, legal and ethical practice, professionalism, and initiative and self direction.
THE ORIGINAL ELEVEN AS IDENTIFIED FOR THE FOCUS GROUPS
DIVERGENT AND CRITICAL THINKING, PROBLEM SOLVING, DECISION MAKING (Expert Thinking) COMPLEX COMMUNICATION (Person-to-person interaction, knowledge transfer) CREATIVITY AND INNOVATION (Generating/developing new ideas, products, processes) CULTURAL COMPETENCy (Interacting with diverse groups/individuals for common purposes) SOCIAL NETWORKING FOR BUSINESS (Social media tools for branding, networking, customer service) WORKING ONLINE IN GEOGRAPHICALLY DISTRIBUTED TEAMS (Global work in virtual spaces) VISUAL, PATTERN-BASED THINKING, INVOLVING MATH AND QUANTITATIVE PROCEDURES (Computational Thinking) COLLABORATION (Communicating, planning, and implementing activities cooperatively with others) LEGAL AND ETHICAL PRACTICE (Acting within the rules of conduct for business) PROFESSIONALISM (Standards of behavior in the workplace) INITIATIVE AND SELF DIRECTION (Controlling, guiding, and managing one’s own activities) DOCUMENTATION OF SURVEY RESULTS AND FOCUS GROUP DIALOGUE
The survey instrument (APPENDIX 7) was modified based on feedback from the Arizona Skill Standards Commission in October and enabled the project team to collect information in three areas: 1. Presence: To what degree are these skills present2.
in your workplace? Importance: How important are these skills to the future success
3. of your business/industry?
Frequency: Once adopted, how frequently
do you anticipate workers in your business/industry would use these skills?
A total of 148 surveys (73 Business/Industry, 25 Workforce Development, 50 Education), addressing the original eleven skills, were returned from all focus group. Data were tabulated separately for each regional focus group, as well as collectively. The composite results are expressed in charts and tables by skill set and sector (APPENDIX 8). For example, the results for Complex Communication bridge two
pages and provide responses to the questions noted above in a set of Composite graphs side by side with the segmented responses from Business & Industry, Workforce Development, and Education sector participants.
050
100150200
Total Business/Industry Workforce Development
Education/Other
Num
ber o
f Sur
veys
Sector
Surveys by Participating Sector
Arizona Workplace Employability Skills Project 2010-2011
4 May 24, 2011
Focus group dialogue notes were coded and tabulated by the project team using the original set of eleven skills plus those topics or themes that emerged during the focus groups, including flexibility/adaptability, financial literacy, generational culture, organizational culture, customer service, and issues of implementation (APPENDIX 9). Both survey and focus group dialogue data brought trends and patterns to light. This information, considered with other research nationally and globally (APPENDIX 10), resulted in a rich resource of concepts and ideas for drafting the workplace skill framework, standards, and performance objectives. QUOTES FROM OUR NOTES
Complex Communication Complex communication is important – transfer of knowledge is complexity, essential to a team.
Technology adds layers of complexity.
Person-to-person knowledge transfer
Communication is the foundation. If asking questions is encouraged, it improves the dialogue and builds relationships. It’s not just speaking – it’s INTERACTING. Complex is good. Looking at kids and generations, we need to allow them to use the tools they’re comfortable with
AND expect them to be on time, ask questions, etc. Kids communicate so well via texting and Facebook but not one on one. ..Maybe we should start
doing interviews with us texting!
Communication skills, when not engrained early enough, are difficult to transfer into other areas. It needs to be a part of them. INTEGRATED.
Time is money – ours and yours – an inability to measure and move materials properly and an inability to COMMUNICATE have consequences for time and profitability.
Communication is cultural and requires adaptation and research. Systems thinking “wisdom” ties into complex communication – timing, guiding, mentoring, looking to
the future. For example, hospitals – how will reforms affect them? and affect career development in nursing? The majority of nurses presently work in hospitals but will need to transition to outpatient care and community education. “Complex Care” will require collaboration with other services without “silos.”
We have 4 tribes in La Paz, as well as Hispanics and others – different languages are a challenge. Verbal and body language need to be understood.
Collaboration in this environment? Culture [understood] as generational and ethnicity. Includes technology, tension around practices for communication and styles.
Computational Thinking Computational thinking is an essential workplace skill – math overlaid with critical thinking. “How to
connect the dots.”
Pattern-based thinking for problem solving, innovation
Understanding systems is extremely important in healthcare – [recognizing] the heart as part of the body.
Critical thinking component – listening, analyzing, assessing, categorizing then problem solving and decision making. This is Systems Thinking – gathering a body of information and processing it to get to a solution.
An understanding of how their work impacts the system is needed. Conceptual and spatial skills are needed!
Creativity & Innovation [If they have] divergent and critical thinking skills with complex communication skills with creativity
and innovation skills – all the other bases are covered.
Generating/developing new ideas, products, processes
It’s important to be on time, be part of a team, to think critically and know how to think outside of the box.
Arizona Workplace Employability Skills Project 2010-2011
5 May 24, 2011
I’m consumed with my business surviving and a lack in this area among my employees. If employees recognize what it means to have their business on the line, it challenges them to express creativity and innovation.
Creativity and innovation can be negated in the workplace and students need to understand this, and that it [creativity] may stimulate other ideas. It requires persistence and takes time. Perhaps more important is enthusiasm.
Entrepreneurship is more than a movie; it’s the elemental things. Where do I get the supplies? What do I need? How do I pay for it?
As a community we collaborate, doing more with less money, and flexibility is a requirement. Creative ideas need to be acknowledged.
Cultural Competency Our generation and before, people kept jobs for a long time. The expectation now is 15 jobs in 25
years. They don’t
Interacting with diverse groups/individuals for common purposes
want to give and we (Boomers) will
When dealing with people, need to talk eyeball to eyeball first, then phone
not give. Requires cultural competency. Globally, too.
Need to consider that some people do NOT want interactivity. They want the transaction to move quickly, get it done.
Need to teach people across cultures how to relate/communicate with each other. Must recognize and respect differences.
Complex communication includes building in social acculturation and diversity. We now have 4 generations in the workplace. There are barriers within organizations that are in the
way of bringing people together to collaborate – age, race, etc. Probably based in perception. Leaders need to strike down myths, shoot for common goals. These are frequent problems among my clients.
Our company tests for the ability to work with other cultural groups. Our hires may speak French as their first language and need to work hard to communicate in English.
Cultural skills, crossing tribal boundaries. Youth don’t step up and ask until a relationship is developed. Need to be able to shift between home and work.
More emphasis needed on character. Character is not the same in different cultures. Tolerance for diversity has got to be a focus with competing value systems.
Expert Thinking We see a lack of analysis skills, an inability to build an argument.
Divergent and critical thinking, problem solving, decision making
If you think critically, you don’t waste product. Resource management/allocation is a THINKING task. Critical thinking includes knowing your limits. Texas Instruments interviewed 12 graduate students from ivy league schools – none of them got
through the 3 day process because of their lack of ability to TRY, to ask questions, maybe make a mistake.
We learned to apply thinking in a different way. We asked interviewees “How many barbers are there in LA?” The guy who “computed” it on the spot in the interview got the job.
What drove our Auto Industry technicians to be techs? 1. Need to solve problems 2. Need for appreciation 3. $$$
Employees have problems with this; afraid of making a WRONG decision so making NO decision; employees require directions at every step.
Need to let employees make mistakes or they will be afraid to make a decision. ►Need to do this in education. My example of making a decision, maybe not the best one, for the good of the company is as a young employee. I gave away a $1000 sofa to manage company mistakes with a customer.
Example of critical thinking, interacting with customers who have a need We use real world problems, examples: virtual football team, story problems (computational
thinking, problem solving, critical thinking). We need to get through elitism to change how we approach quantitative skills.
Arizona Workplace Employability Skills Project 2010-2011
6 May 24, 2011
Social Networking for Business I use it to communicate with clients in the workforce.
Social media tools for branding, networking, customer service
Texting, technology overlay of communication, NOT face to face. What fits the audience? I feel at a loss because I don’t use social media. When I bring in someone new, I’m looking for those
skills. Now kids communicate in 140 characters or less. Students can do this. They have no idea how to
TALK to a human being on a phone. We can’t stop the wheels from turning. How can we incorporate it into our workforce? How do we
USE those tools and skills? Economic development is 95% social media. We have to be able to get out the story. Have to stay on top of Social Media because it changes so quickly. People now are choosing where
they eat and go based on info online. Technology vs. face-to-face, skills must be taught. ADD behavior is rewarded. “Move fast and break things” is the Facebook motto. This is our younger
generation at work. Resumes are going to be useless since reputation is built online. Good – bad – none – what’s your online reputation? People that get what’s going on don’t make the decisions and vice versa.
Critical for branding and advertising – we need to keep up with the technology. Second Life is now being used as a virtual world to create business. Pulte is using it. This is the student’s world – they are designing apps for Apple. Youth are not using technology to their advantage at work – generally social use Use of social media is situational. Social networking is a TOOL, not a skill. Has to be directed at communication. It’s engrained in their beings. We have to embrace it because it draws, drives, creates a bigger
audience for us. It’s encouraged for a specific purpose.
Working Online in geographically Distributed Teams Geographically distributed teamwork may occur through open networks like Facebook.
Global work in virtual spaces
Collaboration
Collaboration MORE of a challenge with social media. Technology increases the barriers.
Communicating, planning, and implementing activities cooperatively with others
Example, “Can’t have these 3 people working together – they don’t get along.” ???! Model communication!!!
Collaboration skills are essential, an appreciation that I’m part of a bigger puzzle. The TEAM & COMPANY must show up and be shown.
Collaboration – work together toward common goals, respectful of strengths and weaknesses. All phases of society need this.
An entry level employee is a TEAM MEMBER – employer and employee need awareness. Example, McDonalds entry to ownership
More can be accomplished for the good of the WHOLE if all have their eyes on it. Example, “You are part of the healing process for one person
Teachers and students are being trained TOGETHER, creating collaboration between students and teachers (beyond apprehension to productivity).
[not just dealing with a disease or procedure].” Attitude is worked upon by TEAM.
Collaboration – may have a technical teamwork skill but lack the communicative ability that makes it work.
Team vs. dictatorial leadership – need to recognize value of people we deal with. We are all members of the community in which we live, NOT touch-feely but realistic assessment. This is a part of collaboration.
Legal & Ethical Practice Ethics [of social media] - “Appropriate” use impacts employability, social responsibility.
Acting within the rules of conduct for business
Things are innocently said [social media] that create a lot of problems. Kids don’t understand the ethics behind Facebook. Example, taunting other students electronically.
Arizona Workplace Employability Skills Project 2010-2011
7 May 24, 2011
Social networking needs restraints in place to be effective for business. Address managing public records, ethics.
Critical to have a conversation about expectations. Example, narcotics were missing and a nurse was identified. She said, “I need help.” You work with a person like that. However, failure to admit such a mistake may have a different result.
Employee honesty is important and changes the consequences for mistakes. Inability to pass a drug screening. We have a lot of training on this. Lack of self-control. Legal and ethical skills are a major issue. Ethics – putting in hours of WORK, finding something to do. Students like collaborating. The #1 issue is ethics. They have no problem stealing. It is socially
acceptable. Not business ethics, just plain ethics. Example, giving subs to friends for a total of $60K for the year – didn’t understand that it was wrong
because he wasn’t taking them himself. Legal and Ethical – this is basic. A job is a privilege. Ethics, values and religion were taught in my
school. [This gen says] “I expect to be treated the way I want to be treated.” Corporations/businesses have taken so much away from the employee that there is no loyalty any
longer, in either direction. Example, Wisconsin cutting pensions. Entitlement vs. Loss (loyalty and resources)
Professionalism(*asterisks indicate multiple comments about the same topic)
Standards of behavior in the workplace
Accountability***is missing from the list. Attitude** Be Present. Basic Skills: Character**, integrity, show up for work! Soft Skills: showing up on time, dependability, maturity, integrity*, communication Appearance: grooming and dressing* Pride in a job well done Separation of personal and professional life. I address dress code first in healthcare. Appearance supports patient trust in their care. Example, Fairchild engineers: VPs would come from NY to the plant. Engineers and workers would
watch drivers sitting out in the heat and decided something needed to change. They started their own company – Intel: dress as you want; work where you want; put in your 40 hours.
What is appropriate for DIFFERENT jobs? example, game store – a nose ring is appropriate. Business etiquette is missing. In testing/evaluating IT systems, Professionalism. They represent our company and first impression is
important. After that, Complex Communication – the ability to receive, digest, process and return communication is essential (our client’s are in Defense, from generals to CEOs).
Example, 24 year old, married with baby, had problem running off mouth. He said the wrong thing to the wrong person. Thought he should be treated special – lost his $50/hour job. We have a no tolerance policy for this kind of behavior. How do you teach Manners?
Appearance matters to a patient in healthcare. Their life is in your hands. This is #1! Professionalism – come to work on time. Because of the lack of discipline, we don’t hire kids
anymore, and the store used to be a training ground. Kids who got mad and walked off the job into the military came back and apologized. We have employees come in late and leave early. They’ve lost the drive of older workers.
Responsibility was something we learned from mothers/fathers. Now people see no consequence in letting other workers down.
We take for granted that kids have some kind of work ethic. Example, a young man did all of the work on his boss’s list, so he went home at 1:00 instead of 5:00.
Basics: speak to people, math, show up on time, dress properly, hygiene – the rest employers want to train.
The psyche of all people is affected by one who doesn’t engage on the job (lazy).
Arizona Workplace Employability Skills Project 2010-2011
8 May 24, 2011
Initiative & Self-Direction(*asterisks indicate multiple comments about the same topic)
Controlling, guiding, and managing one’s own activities
Timeliness (ability to manage self) Must learn to BE THERE. Initiative & Self-Direction? No. As an employer, I manage their activities.
Lead by example. Initiative and self-direction*, self-motivation Confidence** Respect of self and others** (given and received) Asking has to do with confidence, self-esteem, respect of self and others. Example, college student
went to another department to ask a question – did not ask me! In our organization we measure employees on initiative, to look past the job they’re doing to the next
job. If you don’t know something, go ASK. Can I? Should I? Don’t guess. Leadership is missing. Skills need to be LEARNED and TRAINED. Initiative and self direction. Example, In & Out Burger staff – no one stands over them. They do what
needs to be done when it needs to be done. They are told, “You have the power to do what needs to be done.”
I’m younger, have been in my job 15 years and like it. I see Initiative and Self Direction as a challenge. No one manages my time or schedule – I love it.
Kids need to compete for jobs in THEIR areas of interest. Try to find something that will prepare/lead them to their interest. Don’t disqualify yourself because of lack of training.
Re: lack of ability to take initiative and stay with it. We do a lot of cajoling and use incentives. Where’s the motivation gone? They don’t get that it’s THEIR responsibility.
Accountability needed, young people have entitlement, sense that employer is accountable to them. My bigger concern is students who aren’t driven toward a career. People taking what they can get. We program our students – what to learn and how to learn – and it’s difficult for them to take
initiative, have self-direction. Initiative & Self-Direction have to be the greatest areas lacking across industries. Still is a high
expectation that is not met here. May change 2 gens down the road – and not necessarily tied to a generation but is now a problem. We created/perpetuated entitlement. Job loss/sustainability of self could lead to greater responsibility for self with expectation.
Looking at kids and generations, we need to allow them to use the tools they’re comfortable with AND expect them to be on time, ask questions, etc.
Flexibility/Adaptability
Flexibility and open mindedness – employers with a willingness to work as a team In healthcare, we respect and value all these skills – adaptability, diversity with technology. About one employee – “How adaptable are you to change? Are you willing to learn a truck from one
end to the other and to track everything?” The company helped him transfer skills. National shortage of truck drivers now. Are drivers willing to learn and change to get the work? Cross training – need employees to be able to handle multiple jobs in the company. Flexibility/adaptability – evolution concept, ability to change and be part of change. People need to reconsider strong opinions. There’s a need for flexibility. Retooling, adaptation, flexibility – all skills the millennials are better at than older gens. There’s an
increased need here. Organizations need to create an environment for it. Includes the ability to change quickly and
effectively. It’s critical that employees think “There’s a better way to do this!” Adaptability of self to fulfill the mission of the organization. Flexibility – “that’s not my job.” We focus too much attention on the job description.
Financial industry needs skilled people as CLIENTS. Kids don’t know how to manage $. Financial Literacy
Launch in Life program includes: finances, interviewing techniques, resume writing, knowing individual skill sets, understanding connection between education and quality of life. Also percentages, counting change.
Arizona Workplace Employability Skills Project 2010-2011
9 May 24, 2011
I’m consumed with my business surviving and lack in this area among employees. If employees recognize what it means to have their business on the line, it challenges them to express Creativity and Innovation (C&I).
AZ Counts conversation: expecting kids to understand year 2 Algebra exponential functions but not showing the application to credit cards and personal finance.
Finances. Need a general business class that teaches the “system” including personal finances. Business is about profitability, and when I contribute, it passes along to me. This is “focused pride.”
How important is financial literacy? It impacts company value and productivity. If people can’t manage their own resources, how are they managing yours?
Can this be a course? There is a critical parental piece here as well. Financial literacy/economics – including personal
(*asterisks indicate multiple comments about the same topic) Generational Culture
Millennial learners – generation differences – respect for workplace and boss vs. working for an experience. Example, will give up a good job to go to Costa Rica and zip line. Difference in expectations.
“I don’t care what I’m going to LEARN. I care about what I’m going to DO.” Parenting is at issue. Generational differences are a form of culture. Example, “teenager” students/teens unreceptive to
ASKING – are we receptive to BEING asked? Our kids are moving into the unknown pull of the future, requiring that WE have a different approach
to their development. We need to be careful about appearance in determining a person’s abilities. Non judgmental. Relationship building* Intergenerational skills Hiring: May present well but does not possess the skills (good “camo”). Address the sense of entitlement Regarding millennials – we need to be cognizant of how WE have come up and not implicate them –
not filtering our perception onto them. Need to have THEIR values understood and recognized. Could a millennial teach me something? What can we learn from each other?
I’m a BABY BOOMER! I get caught up in being judgmental. This bothers me. Our generation and before, people kept jobs for a long time. The expectation now is 15 jobs in 25
years. They don’t want to give and we (Boomers) will not give. Entitlement – “I deserve that job.” Shouldn’t have to work for it/earn it. People re-entering have gone through transition, often undergone new training. They’re terrified of
making a mistake and losing their job. “World awareness” is lacking. Kids don’t know where they are and how they got there. Example of son not knowing where he was to tell Dad how to get there to pick him up. This is true with the young people at my company.
My daughter has “keyboarding” skills – we had “penmanship.” I had to back off of her bad penmanship when I realized that I don’t write very often myself.
The company Tenacity is a business based on expectations. Mutual expectations are set or we go our own ways. The easiest way to avoid a fight is to make a good hire. Better to walk away from an offer. Need to teach kids how to articulate THEIR expectations.
We can’t stop the wheels from turning. How can we incorporate it into our workforce? How do we USE those tools and skills?
This is the gap [technology]. Older gen doesn’t get this. Younger gen is tuned in. We need to hire people with these skills. My young staffer keeps me aware of these things.
It’s a middle management problem. MM does not know how to supervise the younger gen. “I’m bored” on the job. In construction, we modified equipment to be more like gaming, then created
a competition to simulate it. Still “I’m bored.” “Is this generational?” “Well, I did it 40 years ago…” (Laughter) What I heard today tells me that employers need to catch up on working with this next generation.
**VITALLY IMPORTANT**
Arizona Workplace Employability Skills Project 2010-2011
10 May 24, 2011
Most of us don’t even have a fundamental understanding of where our kids are and what they need to learn. Texting – we used to laugh and now it’s essential to us.
ADD behavior is rewarded. “Move fast and break things” is the Facebook motto. This is our younger generation at work.
We now have 4 generations in the workplace. There are barriers within organizations that are in the way of bringing people together to collaborate – age, race, etc. Probably based in perception. Leaders need to strike down myths, shoot for common goals.
I see this a lot between generations. They see that there are different expectations but they want others to value what they value. Example, younger with technology skills.
Gap due to age, value systems, upbringing, challenges we would not imagine in a previous time. Example, movies – there’s a desensitization of our ideas, a layer of callousness and apathy.
Basic skills for entry level jobs are missing. This is generational and economic. We’ve had to look to other countries to supplement our workforce. It takes a year to find a mining engineer.
Need to focus on what motivates the workforce. Our employees are most motivated by Recognition (which is what we sometimes perceive as entitlement). There are subtle nuances in how this is portrayed. They are motivated second by Giveback, third by $$. Example, a young man from Japan started a Give Back program “Socks for Japan.” A letter accompanied each pair of socks with an email address to enable a connection – a personal connection.
Retooling, adaptation, flexibility – all skills the millennials are better at than older gens. There’s an increased need here.
Technical skills not just the issue. Youth need to BE THANKED. What? They get a paycheck! This creates a problem with employer/employee relationship.
When does the employee get to decide how they communicate? Training on “formal” communication and protocols is needed cross-generationally. Relationships at work aren’t as important to them as those outside. This generation wants results now and will try to get them – over you. We have intergenerational workshops with supervisors or nurses at the hospital, covering how
differences in home life, technology have shaped the younger generation differently. Family might be less stable, jobs less stable, or “a better job around the corner.”
We set people up for failure if we don’t tell them our expectations. Organizational Culture
Cross training – need employees to be able to handle multiple jobs in the company. I remember when McDonald’s first opened. They hired all young men who were smiling and happy.
No more. Have we employers lowered our standards? It’s different depending on the business. We must let students understand OUR cultural norms. Employees need to know the history of the business. What are the “signs” of organizational culture? Is there a need to assimilate before change can be made in an organization? Culture includes business and personal (coworkers). Awareness, “leave self behind” to succeed. Young people need to understand an organization’s culture – assess, collect data, ask questions,
make decisions in context – Participation for Success. MTV is a large, global employer that uses technology. Needs are specific to the employer. Corporate culture starts at the top. Even corrections is a business – a city of businesses. I have to be
able to SELL my culture, to staff and inmates, in order for them to BUY it. BUY IN is important. I’ve had to learn to respond to questions. Need to take time to create the culture top down.
Professionalism. Organizational politics is one of the lowest areas of competency. They need to ask “How do things get done in MY organization?” “How do I navigate THIS system?” Need skills for asking questions.
They need to know the “jargon of the job.” It’s the Google effect, seeing how it is elsewhere and wanting to create it for one’s self. “Can I bring
my dog to work?”
Arizona Workplace Employability Skills Project 2010-2011
11 May 24, 2011
As a COMMUNITY we collaborate, doing more with less money, and flexibility is a requirement. Creative ideas need to be acknowledged.
Styles of administrative management/leadership give mixed signals. In team environments each person is responsible for success.
In management, when WE walk the walk, the attitude is better. It’s an important effort for us. WE pitch in.
At Mohave Correctional we employ 600. They CANNOT bring cell phones into the facility. Doing so may result in termination. FB and twitter are blocked.
Use of social media is situational. Some jobs the “look” is different. Example, Abercrombie & Fitch – flip flops and jeans. They don’t
understand why they can’t look the same in healthcare. Organizational issues Majority of our hires are associate level. We have online courses and employees say, “Who’s going to
pay me to spend time on this?” They want to do it on work time. The more diverse your skills, the more I can use you. They ask, “How much do you make? I want your job.”
(*asterisks indicate multiple comments about the same topic) Customer Service – In Person, Human to Human Interaction
Relationship building* Respect of self and others** (given and received) It’s not JUST speaking, it’s INTERACTING. One on one, one to room, a letter, email – all very different – complex. I understand small business wanting employees to improve in standards because of the CUSTOMER’s
judgment of us through that employee. Communication competency is huge – explanations to customers. In testing/evaluating IT systems, Professionalism. They represent our company and first impression is
important. Communication, personal interaction with customer. Walmart’s new hires are straight from HS. Example, clerk in auto parts store talking on the phone while “serving” me. Example, not answering the phone when talking to a customer. NOT interrupting someone talking on
the phone. Customer service needs to be taught. Example of customer service, a Chandler restaurant provides dark or light napkins to customers
depending on the color of their clothing so that the lint from the napkins won’t show up. Need to be able to have a normal conversation. Now kids communicate in 140 characters or less. Students can do this. They have no idea how to
TALK to a human being on a phone. Example, An auto tech was laid off for lack of people skills, even though he was the MOST productive
tech. We are graded better as a store if sales assistants offer to help find an item outside the store when
not available in the store. This is not the younger gen looking for this. Younger clerks like to go online and do this.
We need them to be thinking about a JOB as part of something larger. Your job is to make sure the customer is happy and the company profits.
Person to person skills – must be able to engage the customer. It’s on the employer to shoot for EXEMPLARY to get at “good” customer service. Technology vs. face-to-face, skills must be taught. Need awareness that people are still purchasing IN PERSON. Need to mix skill sets – employability in a
technical context. A Gallup poll showed that employee engagement led to customer engagement which led to profits
for the firm. Good customer service skills – regardless of all else – are universally important.
Arizona Workplace Employability Skills Project 2010-2011
12 May 24, 2011
PRIORITIZATION OF THE SKILLS
The next step was to rank the skills in order of importance based on the survey data for “essential,” “very important,” and “important” as is reflected in the following chart.
In addition to the original eleven skills, additional skills and topics were noted by participants in the survey and reappeared with regularity in the tabulated focus notes. These skills were roughly defined and prioritized to serve as a working document. The percentages in parentheses are for importance, as indicated by the percent of employers who consider this skill important, very important or essential, and frequency
, as indicated by the percent of employers who said this skill is used daily in their workplaces.
Employability Skills Definitions (3/2011 Project Team Workshop)
Professionalism (Importance - 100%; Daily – 79%): Standards of behavior in the workplace. Including traditionally recognized issues of: Appearance (dress/accessories, grooming); Time Management (punctuality); Work Ethic (commitment to the goals of the organization); Productivity (focus/time on task); Accountability (taking responsibility for getting the job done); and Attitude (enthusiasm, willingness to learn). It also includes issues that are challenging the traditional notion of professionalism as it affects the 21st Century workplace – such as Making judgments that distinguish between business and personal behaviors; Managing intergenerational communication, Business etiquette.
Initiative & Self-Direction [Importance -100%; Daily – 94%]: Controlling, guiding and managing one’s own activities. Including traditionally recognized expectations related to Motivation based on employer’s needs. It also includes issues that are challenging the traditional notion of initiative as it affects the 21st Century workplace. These focus on current expectations that employees develop ideas and contribute to the intellectual property of the company. Initiative
Arizona Workplace Employability Skills Project 2010-2011
13 May 24, 2011
and Self –Direction in this workplace includes: Exercising Judgment – when, where, how and to what degree an individual needs to act alone or collaboratively; Exercising Leadership – when, where, how and to what extent an individual takes a leadership role or chooses to serve as a member of a team.
Collaboration [Importance – 100%; Daily – 79%]: Communicating, planning and implementing work activities cooperatively with others in person and/or through the affordances of technology. This includes Recognizing one’s strengths and limits as an effective contributor to a team, complementing the strengths of other team members to achieve common goals. Exercising Cultural Competency (intergenerational/ethnic/gender), engaging in synergistic activities honoring the contributions and drawing on the strengths of all team members.
Complex Communication [Importance – 94%; Daily – 93%]: Exercising competent use of traditional communication skills (reading, writing, speaking, listening) often through new technology in a manner that demonstrates good judgment/sensitivity to various situations, audiences, cultures (Includes Social Networking).
Creativity and Innovation [Importance – 93%; Daily – 58%]: Generating/developing new ideas, associations, products, and processes. Using new technology to identify and solve problems in a manner that reflects an understanding of the business culture and its needs.
Cultural Competency [Importance – 86%; Daily – 66%]: Communicating and interacting (work on projects/tasks) effectively with individuals and groups of cultures different from one’s own, to achieve business/organizational mission, goals and objectives.
Legal and Ethical Practices [Importance – 94%; Daily – 85%]: Acting within the rules of conduct of business. Adheres to social and business boundaries, laws and codes of behavior.
Flexibility/ Adaptability (Emerged): Contributing to organizational productivity by demonstrating a willingness to adapt to changes in business operations and business culture. Demonstrating a willingness to learn new skills and to apply them in multiple job capacities.
Financial Literacy (Emerged): Applying a knowledge of global and personal economics, as well as a recognition of their relationship to each other, to a job.
Generational Culture (Emerged): Assimilating the values, protocols and behaviors that form the foundation of a specific employer (i.e. the business that employs them). Exercising appropriate judgment in terms of: the relationship between work and reward, the use of technology and the distinction between leadership and adherence to business rules.
Organizational Culture (Emerged): Assimilating oneself to a business environment by adhering to the practices a business has adopted to make it productive. Exercising curiosity about the values, mission, decision-making structure and specific jobs that define a business.
In-Person, Human-to-Human Interaction – Customer Service (Emerged): Responding to the needs of customers in a manner that demonstrates attentiveness, politeness and sensitivity.
Divergent and Critical Thinking, Problem Solving, Decision Making (Expert Thinking) [Importance – 96%; Daily – 87%]: Devising solutions to unanticipated job related issues. (I would place the remaining verbs- e.g. assessing, categorizing, recognizing limits- within the rubric for this skill.)
Social Networking for Business [Importance – 79%; Daily – 48%]: Employing social networking skills in a manner that supports business productivity and adheres to business ethics.
Visual Pattern-Based Thinking Involving Math/Quantitative Procedures (Computational Thinking) [Importance – 88%; Daily – 72 %]: Discerning systems of relationships between both spatial renditions and organizational entities.
Arizona Workplace Employability Skills Project 2010-2011
14 May 24, 2011
Working Online in Geographically Distributed Teams [Importance – 60%; Daily – 29%]: Planning, designing, manufacturing/developing products and services online with team members in different time zones and of varying cultures.
DEVELOPMENT OF THE STANDARDS AS SKILL SETS
All of the aforementioned became part of the draft standards offered in this report. With some reorganization of the concepts, nine standards resulted with a possible framework. The flow of dialogue suggested a couple of ideas to the project team. First, that these skills are interconnected; they occur in relationship to each other. Second, that certain skills are so fundamental as to be necessary for the development of other skills. The team began to conceive of the skills as sets. The draft standard statements reflect this perspective, with communication, collaboration, and thinking addressed as “Core Human Interaction Skills in the New Workplace.” The set of skills indicated as “Developing the New Worker” denote skills that the worker may develop in any work environment, while the “Redefining the New Workplace” skill set is focused on skills that are developed with particular attention to an industry or organization. The Draft Standards and the Conceptualization that follow are based on this framework.
Draft Standards Statements: Arizona’s New Workplace Skills
Core Human Interaction Skills in the New Workplace
1. Complex Communication: Employs complex communication skills in a manner that adds to organizational productivity.
2. Collaboration: Collaborates, in person and virtually, to complete tasks aimed at organizational goals.
3. Expert Thinking: Integrates a mastery of technical knowledge and skills with thinking strategies to create, to innovate, and to devise solutions.
Developing the New Worker
4. Professionalism: Conducts oneself in a professional manner appropriate to organizational expectations.
5. Initiative and Self-Direction: Exercises initiative and self-direction in the workplace.
6. Intergenerational and Cross-Cultural Competence: Interacts effectively with different cultures and generations to achieve organizational mission, goals, and objectives.
Redefining the New Workplace
7. Organizational Culture: Functions effectively within an organizational culture.
8. Legal and Ethical Practices: Observes laws, rules, and ethical practices in the workplace.
9. Financial Practices: Applies knowledge of finances for the profitability and viability of the organization.
Arizona Workplace Employability Skills Project 2010-2011
15 May 24, 2011
ARIZONA’S NEW WORKPLACE SKILL CONCEPTUALIZATION
The nine skills as sets with Core Human Interaction Skills as foundational to the development of other skills for the Worker in the New Workplace
Arizona Workplace Employability Skills Project 2010-2011
16 May 24, 2011
THE DYNAMICS OF ARIZONA’S NEW WORKPLACE
Additionally, the dialogue pointed toward the workplace as an increasingly dynamic space with a number of key drivers: rapid technological change, the interaction of multiple generations working side by side, and the pace of innovation, all of which place an increased demand for creativity and innovation on the workplace. This combination of factors constitutes Arizona’s “new” workplace and the need to address workplace skills within the context of these dynamics.
DRAFT STANDARDS AND MEASUREMENT CRITERIA are presented to the Commission for their consideration with this report. The standards and measurement criteria were developed based on the results of the regional focus groups and are open to Commission review in anticipation of Commission adoption in July 2011.
1. Complex Communication: Employs complex communication skills in a manner that adds to
organizational productivity.
• Demonstrates mastery of traditional communication skills in reading, writing, speaking, and listening within organizational contexts.
• Uses technologies and social media appropriately to engage various audiences. • Exchanges knowledge and processes among team members, colleagues, and clients. • Communicates effectively with people of different cultures, generations, and life/work
experiences in different situations.
Arizona Workplace Employability Skills Project 2010-2011
17 May 24, 2011
2. Collaboration: Collaborates, in person and virtually, to complete tasks aimed at organizational goals.
• Applies personal strengths to enhance the effectiveness of the team. • Builds on strengths and contributions of others to achieve common goals. • Works cooperatively with different cultures and generations. • Optimizes technology to collaborate with others. • Earns trust of partners and team members. • Exchanges essential information among collaborators. • Exercises shared leadership
3. Expert Thinking: Integrates a mastery of technical knowledge and skills with thinking
strategies to create, to innovate, and to devise solutions.
• Recognizes the existence of a problem despite evidence to the contrary. • Engages in continuous learning through inquiry and reflection. • Exhibits expertise by asking relevant questions and listening actively. • Uses multiple thinking strategies, such as critical thinking, divergent thinking, problem
solving, and decision making, to determine a course of action. • Takes action based on confidence in mastery. • Analyzes evidence based on mastery knowledge to solve problems. • Makes a well-reasoned case supported by evidence and mastery knowledge to explain
conclusions.
4. Intergenerational and Cross-Cultural Competence: Interacts effectively with different cultures and generations to achieve organizational mission, goals, and objectives.
• Uses relevant intergenerational and cross-cultural communication that acknowledges differences.
• Honors the contributions of diverse partners and team. • Exercises cultural sensitivity while working in the global marketplace. • Promotes intergenerational understanding through active listening and respectful
communication. • Contributes to an environment that enables different cultures and generations work
together successfully. • Respects generational differences regarding the use of technology at the workplace.
5. Professionalism: Conducts oneself in a professional manner appropriate to organizational
expectations.
• Adheres to organizational protocol, such as behavior, appearance, and communication. • Manages time in accordance with organizational expectations, including punctuality,
productivity, and time on task. • Represents the organization in a positive manner that reflects its mission and goals
accurately. • Performs assigned tasks with a “can do” attitude. • Makes appropriate distinctions between personal and work-related matters. • Produces work that reflects professional pride.
Arizona Workplace Employability Skills Project 2010-2011
18 May 24, 2011
6. Organizational Culture: Functions effectively within an organizational culture.
• Articulates organizational history, structure and underlying vision, mission, values, and goals. • Meets expectations of the hiring organization regarding time commitment, dress code,
communication protocols, jargon of the job, safety, and business procedures and practices. • Demonstrates skills needed to maintain organization’s expectations, such as teamwork,
positive attitude, interaction with others, chain of command, initiative, informal learning, adherence to safety requirements, and organizational policy and procedures.
• Integrates organizational values in performance of work. • Applies technology to benefit the organization’s culture. • Demonstrates etiquette and manners appropriate to the organizational culture. • Embodies organizational culture in customer service.
7. Legal and Ethical Practices: Observes laws, rules, and ethical practices in the workplace.
• Respects the organization’s physical and intellectual property. • Demonstrates loyalty to the organization, its mission, and its resources. • Reports to supervisor conditions and practices that are harmful to workers. • Adheres to the policies and procedures of the organization. • Follows all applicable local, state, and federal laws. • Takes responsibility for one’s actions in the workplace, such as disclosing personal mistakes
to supervisor. • Manages resources for the good of the organization. • Acts with integrity. • Interacts respectfully with co-workers and customers.
8. Financial Practices: Applies knowledge of finances for the profitability and viability of the
organization.
• Exhibits competence in personal and organizational financial management. • Articulates financial goals and strategies of the organization. • Contributes to organizational profitability. • Acts as a responsible steward of organizational resources.
9. Initiative and Self-Direction: Exercises initiative and self-direction in the workplace.
• Takes action without direction within the boundaries of one’s job. • Exercises leadership and self-direction within organizational structure. • Asks questions and seeks information as needed, exercising curiosity. • Pursues opportunities to learn new skills. • Seeks responsibilities beyond one’s scope of work. • Generates ideas, opportunities, and strategies for the organization, contributing to its
resources and goals, such as intellectual property and improved products and services. • Demonstrates focus and a drive for results. • Assesses consequences of potential actions. • Pursues career advancement opportunities within organization or field • Engages in informal on-the-job learning within the organization. • Adapts to changing conditions/situations and expectations. • Exercises judgment on when, where, how and to what degree one acts alone or
collaboratively.
Arizona Workplace Employability Skills Project 2010-2011
19 May 24, 2011
MOVING FORWARD
The Workplace Employability Skills Project Team work in the near future includes:
1. Continuing the employers’ role in the process in order to develop sample rubrics that manifest the skills indicated by the draft standards and measurement criteria;
2. Creating a format for contextualized scenarios based on the rubrics for a pilot assessment in spring 2012;
3. On July 17, returning to the Commission to request adoption of the standards, and at that time, providing a demonstration of an assessment rubric and scenarios for one or two skills.
CONCLUSION
“Listening to the Voices of Arizona Business and Industry” has afforded a fresh perspective on the critical skills needed for getting and keeping NOT just a job – but to finding oneself within the ever-changing world of work. In preparing Arizona Career and Technical Education students with a full array of technical AND workplace skills, Arizona, this nation, and, indeed, the world will be better served.
May 24, 2011
Arizona Department of Education and Arizona State University
Arizona Career and Technical Education Skill Standards Assessment System
Arizona Skill Standards Commission
2010-2011
Co-Chairs The Honorable John Huppenthal, State Superintendent of Public Instruction Carolyn Warner, President, Corporate Education, Inc.
Don Adams Director, Human Resources Bashas’ P.O. Box 488 Chandler, AZ 85224 480-855-2013 [email protected]
Jim Campbell President Qwest Arizona 20 E. Thomas Road, 1st
Phoenix, AZ 85012 Floor
602-630-1942 [email protected]
Brandon Ames CEO Able Information Technologies 2915 W. Fairview Chandler, AZ 85224 480-477-0101 [email protected]
Susan Carlson Executive Director Arizona Business & Education Coalition (ABEC) 2630 S. 20th
Phoenix, AZ 85034 Place
602-261-6700 [email protected]
Jesse Ary Realtor HomeSmart Inc. 2209 E. Lawrence Road Phoenix, AZ 85016 602-264-9280 (office) /602-743-4783 (cell) [email protected]
Jon Cherry Vice President Environmental, Legal, & External Relations Resolution Copper P.O. Box 1944 Superior, AZ 85273 520-689-3341 [email protected]
Deborah Bateman Executive VP, Specialty Banking and Marketing National Bank of Arizona 6001 N. 24th
Phoenix, AZ 85016 Street
602-212-5473 [email protected]
Mark Dobbins Senior Vice President Human Resources and General Affairs SUMCO Phoenix 19801 N. Tatum Boulevard Phoenix, AZ 85050 480-473-6000 [email protected]
Betsey Bayless CEO Maricopa Integrated Health System 2601 E. Roosevelt Phoenix, AZ 85008 602-344-5566 (office)/602-721-4218 (cell) [email protected]
Kenny Edwards Manager, Learning & Development Salt River Project P.O. Box 52025 Phoenix, AZ 85072 602-236-4570 [email protected]
Art Brooks President & CEO Arizona Broadcasters Association 426 N. 44th
Phoenix, AZ 85008 Street, Suite 310
602-252-4833 [email protected]
Scott Ellison General Manager, Southwest Operations Turner Construction Company 637 S. 48th Street, First Floor Tempe, AZ 85281 480-557-4700/602-723-2097 (cell) [email protected]
May 24, 2011
Dr. Sybil Francis Executive Director Center for The Future of Arizona 541 E. Van Buren, Suite B-5 Phoenix, AZ 85004 602-496-1360 480-335-8533 [email protected]
William C. Harris (Darcy Renfro) President & CEO Science Foundation of Arizona 400 E. Van Buren, Suite 230 Phoenix, AZ 85004 602-682-2800 (office) [email protected]/[email protected]
Jeffery Freeman Director, Business Partnerships Honeywell 1944 E. Sky Harbor Circle M/S 2102-114 Phoenix, AZ 85034 602-365-3786 [email protected]
Linda Hunt (Sharon Rayman) President St. Joseph’s Hospital & Medical Center 350 W. Thomas Road Phoenix, AZ 85013 602-406-3649 (office) [email protected]/[email protected]
Rebekah Friend Executive Director/Secretary Treasurer Arizona AFL-CIO 5818 N. 7th
Phoenix, AZ 85014 Street, #200
602-631-4488 x 225 [email protected]
John Huppenthal State Superintendent of Public Instruction Arizona Department of Education 1535 W. Jefferson, 4th
Phoenix, AZ 85007 Floor
602-542-5460 (office) 602-989-2100 (cell) [email protected]/[email protected]
Ernest Garfield Interstate Bank Developers, Inc. 8442 N. 72nd
Scottsdale, AZ 85258 Place
480-348-0404 [email protected]
Debbie Johnson CTA, President & CEO Arizona Hotel & Lodging Association 1240 E. Missouri Avenue Phoenix, AZ 85014 602-604-0729 X 107 [email protected]
Rufus Glasper (Dr. Maria Harper-Marinick) Chancellor Maricopa Community Colleges 2411 W. 14th
Tempe, AZ 85281 Street
480-731-8000 [email protected]
Maxine M. Jones President AIMCO Precision, Inc. Secretary, Arizona Tooling & Machining Assoc. 2362 W. Shangri La Road, Suite 100 Phoenix, AZ 85029 602-254-2187 [email protected]
Mary Ann Guerra CEO BioAccel 1850 N. Central Avenue, Suite 1050 Phoenix, AZ 85004 602-385-3210 (office) / 602-653-5375 (cell) [email protected]
Jim Klinker Chief Administrative Officer Arizona Farm Bureau Federation 325 S. Higley Road, Suite 210 Gilbert, AZ 85296 480-635-3600 [email protected]
Glenn Hamer President & CEO Arizona Chamber of Commerce & Industry 1850 N. Central Avenue, Suite 1433 Phoenix, AZ 85004 602-248-9172 X 115 [email protected]
Paul Koehler Director WestEd, Policy Center 2020 N. Central Avenue, Suite 660 Phoenix, AZ 85004 602-322-7004 – or Lydia 602-322-7005 [email protected]
May 24, 2011
T.J. Martin Commander Phoenix Police Department Elwood Site, Planning & Research 602-262-6166 [email protected]
Knox Ramsey (Mike McAfee) President Valley Auto Dealers Association 4701 N. 24th
Phoenix, AZ 85016 Street
602-468-0888 (office) /602-723-4060 (cell) [email protected]
Bob Mayo Managing Partner Roy’s Desert Ridge 5350 E. Marriott Drive Phoenix, AZ 85054 480-419-7697 (office) /602-793-8249 (cell) [email protected]
Thomas F. Redicks Pima County JTED President TutorLink, LLC P.O. Box 65713 Tucson, AZ 85728 317-281-3176 (best) / 520-749-0715 (direct) [email protected]
Shirley L. Mays Dean Phoenix School of Law 4041 N. Central Avenue, Suite 100 Phoenix, AZ 85012 602-682-6814 [email protected]
Pat Rourke President and CEO Bankers Trust Company 4742 N. 24th
Phoenix, AZ 85016 Street, Suite 165
602-224-2021 (office) /602-316-4223 (cell) [email protected]
Cathy McKee Olesen Senior Vice President (retired) General Dynamics C4S 5850 N. Echo Canyon Lane Phoenix, AZ 85018 602-522-9617 (home) /602-370-3914 (cell) [email protected]
Omar Sayed CEO Succeed Corporation 1201 S. Alma School Road, Suite 17000 Mesa, AZ 85210 480-707-3790 / 480-381-8577 [email protected]
Karla Phillips Education Policy Advisor Office of the Governor 1700 W. Washington Phoenix, AZ 85007 602-542-1462 [email protected]
Joseph Shelley Mesa Police Department 130 N. Robson Mesa, AZ 85201 480-644-2682 (office) / 480-862-5492 (cell) [email protected]
Doug Pruitt (Richard Condit) President & CEO Sundt Construction 2620 S. 55th
Tempe, AZ 85282 Street
480-293-3000 [email protected]
Donald G. Shropshire Tucson Medical Center Patio Building 5301 E. Grant Road Tucson, AZ 85712 [email protected]
Pat Quinn President (retired) Qwest Arizona 5521 E. Cholla Street Scottsdale, AZ 85254 602-579-1934 (cell) [email protected]
Martin L. Shultz Senior Policy Director Brownstein Hyatt Farber Schreck, LLP 40 N. Central Avenue, 14th
Phoenix, AZ 85004 Floor
602-382-4060 [email protected]
May 24, 2011
LeAnn Swanson Vice President, Education Services Arizona Hospital & Healthcare Association 2901 N. Central Avenue, Suite 900 Phoenix, AZ 85012-2729 602-445-4300, ext. 4344 [email protected]
Morrison Warren, Jr. Senior Vice President Chase Bank 4031 N. Scottsdale Road, 2nd
Scottsdale, AZ 85251 Floor
480-970-7028 (office) 480-220-2053 (cell) [email protected]
Honorable Thomas Tyree CTE Board Member Arizona State Board of Education Yuma County School Superintendent 210 South First Avenue Yuma, AZ 85364 928-373-1006 [email protected]
Maryanne Weiss President Gustare Ltd. President State of Arizona District - Arizona SCORE 480-419-0393 [email protected]
Carolyn Warner President Corporate Education Consulting, Inc. 2150 E. Highland Avenue, Suite 108 Phoenix, AZ 85016 602-957-7552 [email protected]
Dr. James Zaharis Vice President for Education Greater Phoenix Leadership, Inc. One Arizona Center 400 E. Van Buren, Suite 825 Phoenix, AZ 85004-2268 602-252-5667 [email protected]
May 24, 2011
FACILITATION TEAM Judy Balogh Program Manager Workforce Education & Development Office (WEDO) Arizona State University 411 N. Central Avenue, Suite 300 Phoenix, AZ 85004-2191 602-496-1454 [email protected]
Charles Losh Consultant Workforce Education & Development Office (WEDO) Arizona State University 411 N. Central Avenue, Suite 300 Phoenix, AZ 85004-2191 602-496-1451 [email protected]
David Bolger Partner/COO Corporate Education Consulting, Inc. 2150 E. Highland Avenue, Suite 108 Phoenix, AZ 85016 602-957-7552 [email protected]
Maggie Mangini Executive Director Workforce Education & Development Office (WEDO) Arizona State University 411 N. Central Avenue, Suite 300 Phoenix, AZ 85004-2191 602-496-1450 [email protected]
Helen Bootsma Education Program Director Career and Technical Education Arizona Department of Education 1535 W. Jefferson Street Phoenix, AZ 85007 602-542-5963 [email protected]
Melanie Ohm Special Projects Workforce Education & Development Office (WEDO) Arizona State University 411 N. Central Avenue, Suite 300 Phoenix, AZ 85004-2191 602-496-1456 [email protected]
Barbara Border Deputy Associate Superintendent & State Director, Career & Technical Education Career and Technical Education Arizona Department of Education 1535 W. Jefferson Street Phoenix, AZ 85007 602-542-5358 [email protected]
Lillie Sly Associate Superintendent, Educational Services and Resources Arizona Department of Education 1535 W. Jefferson Street Phoenix, AZ 85007 602-542-3813
Kathy Bowersock Webmaster and Database Career and Technical Education Arizona Department of Education 1535 W. Jefferson Street Phoenix, AZ 85007 602-542-5805 [email protected]
Lynne Bodman Storms Program Coordinator, Senior Workforce Education & Development Office (WEDO) Arizona State University 411 N. Central Avenue, Suite 300 Phoenix, AZ 85004-2191 602-496-1453 [email protected]
Jan Brite Education Program Director Career and Technical Education Arizona Department of Education 1535 W. Jefferson Street Phoenix, AZ 85007 602-542-4365 [email protected]
Evelyn Wiley Program and Project Specialist Career and Technical Education Division Arizona Department of Education 1535 W. Jefferson Street Phoenix, AZ 85007 602-542-2385 [email protected]
1
Arizona Career and Technical Education Skill Standards Assessment System
Meeting
of the Arizona Skill Standards Commission
Wednesday, October 20, 2010 8:30 a.m. – 11:30 a.m.
Board Room 444 ASU Cronkite School of Journalism and Mass Communication 555 N Central Avenue, Phoenix AZ
PRESENTATION AND FACILITATED DIALOGUE
Critical Workplace Skills: Sharing Perspectives
Joyce Malyn-Smith, Director and Joe Ippolito, Senior Project Director Strategic Initiatives in Workforce and Human Development
Education Development Center, Inc., Newton, MA JOYCE MALYN-SMITH PRESENTED a PowerPoint with definitions and examples of “Critical Emerging Workplace Skills” prior to turning the discussion over to Joe Ippolito for facilitation. GENERAL COMMENTS ABOUT INFORMATION PRESENTED
I’m concerned about leaving behind basic skills. A weakness in the young is the inability to interact with people rather than machines. New employees need general Business Etiquette. [Joe] The intent is NOT to lose traditional skills but to ALSO consider emerging skills. Application must be emphasized, must be translated into the real world. The abstraction level of these emerging
skills is high, the headings are academic. [Joe] If these skills are present, how do you see them applied? Young people are instructing managers in new applications. Application in BUSINESS LINGO is important. If we can’t DEFINE it, we can’t MEASURE it, and we can’t MANAGE it. How do we teach this – translating the concept to context? When doing this, what does it look like? There is great value in the collaboration of business and education. I’m disturbed that we’re talking about this as NEW. These are what senior positions are already doing. It’s just
that entry level now needs [these skills] also. [Joyce] The purpose today is to begin initial dialog. Is this list complete? Should something be removed? Are there new skills that will push Arizona to the forefront of skills nationally? Joe and I actually translate the standards into curriculum. Joyce recommended two books about the cultural use of language and space by Howard Hall: The Silent Language and The Hidden Culture. If we knew how to get kids competent with emerging skills, real estate would be in a much better condition. We’re talking about “evolution” not “revolution.” Work skills used to be all that was required in manufacturing –
now need these emerging skills. We need to consider generational patterns and cycles. A technician at a crime scene deals with many forms of technology: camera, gps, pictures and records being sent
by phone/pda at the scene. We’ve lost the Art of Talking, the ability to communicate directly with another human.
Empathy is missing. Technology is developing faster than our ability to adapt to it culturally. I’m a parent of three “technology
experts.” In medicine, residents are training the medical faculty in technology applications. We need examples from various industries in each of these “buckets” [emerging skills].
2
We have 650 hours to teach auto mechanics essential and the soft skills that are a part of Skills USA. We need to introduce this as a first year college course.
In the sciences, it’s about interdisciplinary thinking. ABOUT COMPLEX COMMUNICATION
Social context is important. Young people text rather than talk – “thinking in 140 characters.” Generational communication skills and comfort levels need to be considered. ABOUT EXPERT THINKING
What does “5 years of experience” mean? Knowledge has to be related to application and experience, leading to wisdom. A connected must be made. Just because you can FIND the knowledge doesn’t mean you get to sit in the “big chair.”
Example: purchasing a home – failure to use reasoning about lending No way to teach this IN A CLASSROOM. It comes through experience and is not bestowed by a piece of paper. Interdisciplinary thinking, out of the box, taking information across disciplines AND institutions, remotely
working with others for best diagnosis and treatment in medical community. Example: medication management – calling a team in another state to determine treatment. This is an integration of thinking, information [literacy] and working across disciplines. SOCIAL NETWORKING FOR BUSINESS
This is key today – the “new normal.” Contact with customer MUST BE a priority. A business doesn’t function without a device in the pocket. The key element is PERSONAL contact with a customer. CULTURAL COMPETENCY
Example: an education institution governed by a business – different cultures – demands emotional intelligence and an ability to manage conflict when individuals are being held to another cultural standard.
Business etiquette includes the basics and international concerns. Employees need to be able to shake hands and look another person in the eye.
There’s a difference in expectation from 30 years ago. Young people don’t seem to have an expectation of what a QUALITY answer/solution should be, no feeling of what it means to be “in the ballpark.”
WORKING ONLINE: GEOGRAPHICALLY DISTRIBUTED Example: architects and engineers design and build digitally (this building included by the way). For many of us, “working online” means the office next door! I disabled technology in my building for several
hours each day to force people to communicate.
Emerging Critical Workplace Skills
New skill sets required for workplace/economic success in a global knowledge/innovation economy enabled by technology. Expert Thinking: Solving problems for which there are no rule-based/procedural solutions;
rooted in deep learning experiences and pattern recognition. Complex Communication: Interacting with humans to acquire information, to explain it or
to persuade others of its implications for action. Creativity/Innovation: Mental and social process of generating original ideas, concepts and
associations; and develop new products/services that increase or make more efficient productivity at the workplace.
Cultural Competency: Ability to communicate and interact (work on projects/tasks)
effectively with individuals and groups of cultures different from one’s own, to achieve business/organizational mission, goals and objectives.
Social Networking for Business: Uses new social media tools/resources (blogs, micro-blogs,
video resources e.g. as Youtube..) to build professional, and/or corporate brands and networks; and to serve customers.
Working Online in Geographically Distributed Teams: Designing, developing and producing
products/services in virtual environments when team members (as well as producers/suppliers) are geographically separated.
Computational Thinking: Thinking like a computer scientist. The patterned thinking used to
create new information and solve problems that draws on the routines and procedures embedded in the design of computing tools.
Joyce Malyn-Smith and Joseph Ippolito October 20, 2010
Joyc
e M
alyn
-Sm
ith a
nd J
osep
h Ip
polit
o, O
ctob
er 2
0, 2
010
1
Emer
ging
Crit
ical
Wor
kpla
ce S
kills
Su
rvey
Tab
ulat
ion
1-
3. N
ame/
Posi
tion/
Year
s Ex
perie
nce
Pat
rick
Qui
nn, P
resi
dent
Qw
est A
rizon
a re
tired
, 32
Art
Broo
ks, P
resi
dent
/CEO
AZ
Bro
adca
ster
s As
soci
atio
n, T
reas
urer
/Ass
oc. f
or A
M R
adio
& T
elev
isio
n S
tatio
ns in
AZ,
38
(rad
io 1
7; A
BA
21)
Ken
ny E
dwar
ds, M
anag
er, L
earn
ing
& O
rgan
izat
iona
l Dev
elop
men
t, S
alt R
iver
Pro
ject
, 3rd
Mar
y A
nn G
uerr
a, C
EO S
cien
ce/E
cono
mic
Dev
elop
men
t thr
ough
new
com
pany
form
atio
n, 3
0 la
rges
t mun
icip
al w
ater
and
pow
er p
rovi
der,
34
Thom
as R
edic
ks, P
resi
dent
/Fou
nder
, Tut
orlin
k an
d N
atio
nal T
utor
ing
Res
ourc
e C
ente
r, 40
B
rand
on A
mes
, CEO
AB
LE In
form
atio
n Te
chno
logi
es, I
nc.,
20
Mar
yann
e W
eiss
, Pre
side
nt G
reat
er P
hoen
ix S
CO
RE
, Vic
e P
resi
dent
Ariz
ona
SC
OR
E, n
onpr
ofit
busi
ness
org
aniz
atio
n, 4
0
Sha
ron
Ray
man
, Adj
unct
Fac
ulty
Car
eer D
evel
opm
ent/H
ealth
Car
e, S
t. Jo
seph
’s H
ospi
tal,
40+
Mik
e M
cAfe
e, D
irect
or o
f Edu
catio
n, A
Z A
uto
Dea
lers
Ass
ocia
tion,
30+
M
artin
L. S
hultz
, VP
Gov
ernm
ent A
ffairs
, PN
W/A
PS,
32
Mar
k D
obbi
ns, S
enio
r VP/
Cha
ir el
ect A
Z C
ham
ber/H
igh
Tech
Ele
ctro
nics
, 40+
T.
J. M
artin
, Pol
ice
Com
man
der,
Pho
enix
Pol
ice
Dep
artm
ent,
28
Dav
id M
uehl
baue
r, D
irect
or o
f Lea
rnin
g, S
undt
Con
stru
ctio
n, 1
5 Le
Ann
Sw
anso
n, V
P E
duca
tion,
Hos
pita
l Ass
ocia
tion,
20
War
ren
Whi
tney
, Sen
ior V
P, M
aric
opa
Inte
grat
ed H
ealth
Sys
tem
, 5
Jon
Che
ery,
VP
Res
olut
ion
Cop
per,
21
Cat
hy M
cKee
Ole
sen,
Sen
ior V
P G
ener
al D
ynam
ics
retir
ed, 3
0 (m
ilitar
y, c
omm
unic
atio
ns, a
eros
pace
rese
arch
, dev
elop
men
t, m
anuf
, tec
h se
rvic
e)
Ric
hard
Ter
bush
, Sch
ool D
istri
ct S
uper
inte
nden
t ret
ired,
Sel
f-em
ploy
ed c
onsu
ltant
for T
urne
r Con
stru
ctio
n C
o, 2
9+/1
0 S
hand
rea
P S
olom
on (f
or S
hirle
y M
ays,
Dea
n), A
ssoc
. Dea
n A
cade
mic
Affa
irs, P
hoen
ix S
choo
l of L
aw, 1
6 D
avid
Sal
isbu
ry, P
resi
dent
/CEO
, Res
olut
ion
Cop
per M
inin
g, 3
5 M
axin
e Jo
nes,
Gen
eral
Man
ager
Pre
mie
r Pre
cisi
on G
roup
/AIM
CO
, Aer
ospa
ce P
reci
sion
Mac
hini
ng, 3
2 M
aria
Har
per-
Mar
inic
k, E
xecu
tive
Vic
e C
hanc
ello
r/Pro
vost
Mar
icop
a C
omm
unity
Col
lege
s, 2
0 Je
sse
Ary
, Pre
side
nt R
eal E
stat
e C
orpo
ratio
n, 4
0
Joyc
e M
alyn
-Sm
ith a
nd J
osep
h Ip
polit
o, O
ctob
er 2
0, 2
010
2
4. T
o w
hat d
egre
e ar
e th
ese
skill
s em
ergi
ng in
you
r wor
kpla
ce?
[Mel
anie
’s n
ote:
23
surv
eys
wer
e tu
rned
in. O
ccas
iona
lly s
omeo
ne c
heck
ed 2
box
es, s
o I i
nclu
ded
both
in th
e ta
bula
tion
for a
ll ch
arts
.]
Emer
ging
Crit
ical
W
orkp
lace
Ski
lls
Pres
ence
Not
Pre
sent
B
egin
ning
to
Emer
ge
Rou
tinel
y Pr
actic
ed
Antic
ipat
ed
(1-2
yrs
) An
ticip
ated
(3
-5 y
rs)
Not
An
ticip
ated
N
o R
espo
nse
Com
plex
Com
mun
icat
ion
2
20
1
Com
puta
tiona
l Thi
nkin
g
6 17
C
reat
ivity
/Inno
vatio
n
5 16
1
1 C
ultu
ral C
ompe
tenc
y
10
13
1
Exp
ert T
hink
ing
7
16
Soc
ial N
etw
orki
ng fo
r Bus
ines
s
11
12
1
Wor
king
onl
ine
in G
eogr
aphi
cally
D
istri
bute
d Te
ams
1 8
13
1
Bas
ic V
erba
l Com
mun
icat
ion
1
Em
otio
nal I
ntel
ligen
ce
1
1
Con
flict
Avo
idan
ce
1
In
tegr
atio
n of
Con
text
/Exp
erie
nce
In
duct
ive/
Ded
uctiv
e R
easo
ning
Trad
ition
al
In
terd
isci
plin
ary
Wor
k Te
ams
1
W
isdo
m/M
atur
ity
1
S
elf-A
war
enes
s
1
Col
labo
ratio
n w
/oth
er O
rgs
vita
lly im
porta
nt
V
isio
n/Le
ader
ship
de
sper
atel
y ne
eded
Com
men
ts:
H
IGH
em
erge
nce
of th
ese
skills
.
Cul
tura
l Com
pete
ncy
is V
ER
Y Im
porta
nt *
**
S
ocia
l net
wor
king
is m
ore
prev
alen
t. Th
e ch
alle
nge
is m
onito
ring
it.
Joyc
e M
alyn
-Sm
ith a
nd J
osep
h Ip
polit
o, O
ctob
er 2
0, 2
010
3
5. H
ow im
port
ant d
o yo
u en
visi
on th
ese
skill
s w
ill b
e to
the
futu
re s
ucce
ss o
f you
r bus
ines
s/in
dust
ry?
Emer
ging
Crit
ical
W
orkp
lace
Ski
lls
Impo
rtan
ce
Not
Im
port
ant
Som
ewha
t Im
port
ant
Impo
rtan
t Ve
ry
Impo
rtan
t Es
sent
ial
I Don
’t K
now
N
o R
espo
nse
Com
plex
Com
mun
icat
ion
1 2
20
Com
puta
tiona
l Thi
nkin
g
2
10
11
Cre
ativ
ity/In
nova
tion
2 8
13
Cul
tura
l Com
pete
ncy
4 4
15
Exp
ert T
hink
ing
2 5
16
Soc
ial N
etw
orki
ng fo
r Bus
ines
s
2
7 13
1
Wor
king
onl
ine
in G
eogr
aphi
cally
D
istri
bute
d Te
ams
5 6
10
Trad
ition
al
1
C
olla
bora
tion
E
mot
iona
l Int
ellig
ence
1
Inte
rdis
cipl
inar
y
1
Inte
grat
ion
of
Con
text
/Exp
erie
nce
1
Indu
ctiv
e/D
educ
tive
Rea
soni
ng
1
C
onfli
ct A
void
ance
1
Joyc
e M
alyn
-Sm
ith a
nd J
osep
h Ip
polit
o, O
ctob
er 2
0, 2
010
4
6. O
nce
adop
ted,
how
freq
uent
ly w
ould
you
ant
icip
ate
wor
kers
in y
our b
usin
ess/
indu
stry
to b
e us
ing
thes
e sk
ills?
Tr
aditi
onal
1
Em
otio
nal I
ntel
ligen
ce
1
In
terd
isci
plin
ary
1
In
tegr
atio
n of
C
onte
xt/E
xper
ienc
e 1
Indu
ctiv
e/D
educ
tive
Rea
soni
ng
1
C
onfli
ct A
void
ance
1
Emer
ging
Crit
ical
W
orkp
lace
Ski
lls
Freq
uenc
y
Dai
ly
Wee
kly
Mon
thly
R
arel
y N
ot
Appl
icab
le
I Don
’t K
now
N
o R
espo
nse
Com
plex
Com
mun
icat
ion
21
3 1
Com
puta
tiona
l Thi
nkin
g 16
6
2
C
reat
ivity
/Inno
vatio
n 17
5
1
C
ultu
ral C
ompe
tenc
y 20
3
E
xper
t Thi
nkin
g 19
4
1
S
ocia
l Net
wor
king
for B
usin
ess
20
3 1
Wor
king
onl
ine
in G
eogr
aphi
cally
D
istri
bute
d Te
ams
13
7 1
1
1 1
PURPOSE AND INTENTIONS ASU Workforce Education and Development Office and the Arizona Department of Education Career and Technical Education Division are sponsoring focus groups across the state means to identify workplace employability skills and collect information about their importance and frequency of use in the workplace from the perspective of Arizona business and industry leaders. Regional Joint Technical Education Districts and Chambers of Commerce, local and state, are hosting, and Carolyn Warner, former Arizona Superintendent of Public Instruction, business owner and co-chair of the Arizona Skill Standards Commission, is presiding over the meetings. Information gathered from the discussion will contribute to the development of workplace skill standards that are responsive to the needs of Arizona across all sectors. The most important voice in the room is the business and industry leader. LOCATIONS AND DATES Geographic segments across the state of Arizona have been identified for focus groups, drawing upon Joint Technical Education Districts (JTEDs) and area Chambers of Commerce as hosts, and positioning the events in such a way as to enable the broadest access for participation by Arizona business and industry. The focus groups are taking place across the state during February and early March 2011.
CONTACTS
DR. CAROLYN WARNER MS. BARBARA BORDER CO-CHAIR, ARIZONA SKILL STANDARDS COMMISSION DEPUTY ASSOCIATE SUPERINTENDENT AND PRESIDENT, CORPORATE EDUCATION CONSULTING, INC. STATE DIRECTOR OF CAREER & TECHNICAL EDUCATION (602) 957-7552; [email protected] ARIZONA DEPARTMENT OF EDUCATION (ADE)
(602) 542-5358; [email protected] DR. MARGARET A. MANGINI EXECUTIVE DIRECTOR WORKFORCE EDUCATION AND DEVELOPMENT OFFICE ARIZONA STATE UNIVERSITY (ASU) (602) 496-1450; [email protected] CONTINUED…
Sponsored by ASU Workforce Education and Development Office in partnership with Arizona Department of Education Career and Technical Education Division
and Corporate //Education Consulting, Inc.
WORKPLACE EMPLOYABILITY SKILLS INITIATIVE 2011 STATEWIDE FOCUS GROUP FACT SHEET
“LISTENING TO THE VOICES OF ARIZONA BUSINESS & INDUSTRY”
MR. DAVID BOLGER DR. MELANIE OHM PARTNER/COO SPECIAL INITIATIVES CORPORATE EDUCATION CONSULTING, INC. WORKFORCE EDUCATION AND DEVELOPMENT OFFICE (602) 957-7552; [email protected] ARIZONA STATE UNIVERSITY (ASU)
(602) 496-1456; [email protected]
OUTSIDE CONSULTANTS JOYCE MALYN-SMITH AND JOSEPH IPPOLITO EDUCATION DEVELOPMENT CENTER, INC.
INVITATION DRAFT
LISTENING TO THE VOICES OF ARIZONA BUSINESS & INDUSTRY ABOUT WORKPLACE EMPLOYABILITY SKILLS
What workplace skills are essential for your entry level employees?
Which skills do you expect them to develop to continue to be successful in your industry?
Date & Time Location Please join business and industry in your region for a conversation about the skills needed for employment in Arizona. The meetings are sponsored by the Arizona Department of Education Career and Technical Education Division in partnership with ASU Workforce Education and Development Office and hosted by regional Joint Technical Education Districts and Chambers of Commerce, local and state. Carolyn Warner, former Arizona Superintendent of Public Instruction, Arizona business owner and co-chair of the Arizona Skill Standards Commission, will preside over the meeting. Each focus group is 3 hours in length and offers multiple ways to engage the topic of Workplace Employability Skills. Information gathered from the discussion will contribute to the development of workplace skill standards that are responsive to the needs of Arizona across all sectors. As a business owner or industry professional, the most important voice in the room is yours. We look forward to learning from you. RSVP TO
Sponsored by Arizona Department of Education Career and Technical Education Division in partnership with ASU Workforce Education and Development Office
and Corporate //Education Consulting, Inc.
March 11, 2011
Arizona CTE Skill Standards and Assessment System
WORKPLACE EMPLOYABILITY SKILLS PROJECT FOCUS GROUP 2011 SCHEDULE
February 8, 8 – 9:30 a.m. Western Maricopa Education Center 5487 N 99th Avenue, Glendale
February 14, 1 – 4 p.m. Pima County JTED 2855 W Master Pieces Drive, Tucson
February 15, 8:30 – 11:30 a.m. East Valley Institute of Technology 1601 W Main Street, Building 2 (behind flags on entry), Mesa, AZ 85201-6910
February 22, 8:15 – 10:15 a.m. Central Arizona Valley Institute of Technology 1789 W. Coolidge Avenue, Coolidge
February 24, 9 a.m. – noon Combined meeting of Coconino Association for Vocations Industry & Technology Mountain Institute JTED and Valley Academy for CTE @ Cliff Castle Hotel and Conference Center in Verde Valley, Middle Verde Road
March 3, 4:00 – 5:30 p.m. Yuma County
@ Arizona Western College, Building 3C, Yuma
March 9, 9 a.m. – noon Western Arizona Vocational Education @ Mohave Community College, 1977 West Acoma Boulevard, Lake Havasu City
March 10, 11:30 a.m. - 2 p.m., Northern Arizona Vocational Institute of Technology @ Northland Pioneer College, 1001 W. Deuce of Clubs, Show Low
March 15, 5-8 p.m. Cobre Valley Institute of Technology (CVIT) @ Miami High School Library, 4739 E. Ragus Road, Miami
March 22, 8:30-11 a.m. City of Phoenix Economic Development
@ Phoenix Council Chambers Basement, 251 W. Washington, Phoenix
March 24, 1-3 p.m. Cochise Technology District (CTD) @ Cochise College Benson Center, 1025 State Route 90, Benson
Arizona Department of Education in partnership with Arizona State University
Workplace Employability Skills Project 1 May 15, 2011
Business & Industry Focus Group Participants David Mitchell, State Director, AARP Jean-Marc O'Connor, Executive Recruiter, Aegis Communications Group Don Schmitt, Executive Director, Affiliated Consultants Joe Alley, Owner/Partner, Alley’s Tire Lyndon Denton, Director of Resources, Apache Nitro Products Inc Vicki De Los Reyes, Area Program Supervisor, Arbor Education & Training Anita Payne, Prescott Design Section Leader, Arizona Public Service Co. Mary Jo Magaw, Branch Manager, Arizona State Credit Union Gina Gagen, Program Administrator, Arizona State Prison Kingman Becky Packer, Arizona State Prison Kingman Neil Turner, Warden, Arizona State Prison Kingman Mike McAfee, Director of Education, AZ Automobile Dealers Association Steve Greshem, Manager, Basha's Genti Basha, Branch Retail Executive, BBVA Compass Bank Margie Beach, Owner, Beach Front Communications Kirk Brimhall, General Manager, Brimhall Sand, Rock, & Bldg Jane Bristol, Owner, Bristol Consulting LLC Brenda Fagg, HR, Cascades Tissue Group Arizona Dan Fauth, President, Chicago Title Insurance Company Kenneth Benson, Area Training Manager, Chrysler Training Iris Dobler, HR Manager, City of Cottonwood Edward Farrell, Vice Mayor, City of Maricopa Anthony Smith, Mayor, City of Maricopa Jim Rives, President, City of Maricopa Economic Development Shelly Allen, Assistant Director of Economic Development, City of Mesa George Smith, Former Mayor and Superintendent of Schools, City of Mesa Claude Mattox, Councilman, City of Phoenix Cynthia Spell, Deputy Director, City of Phoenix Pat McCourt, City Manager, City of Willcox Dawn Trapp, Executive Director, Civitan Foundation Trish Lorenzen, Business Clerk, Classy Closets Barbara Hunter, Shelter Program Manager, Colorado River Regional Crisis Center Casey Rooney, President & CEO, Cottonwood Economic Development Council Mark Tufte, Branch Manager, Country Bank Cottonwood Branch Ken Colburn, CEO, Data Doctors Jan Grogan, Owner, Desert Dragons Silk Screen & Promotional Products Roc Arnett, Executive Director, East Valley Partnership Ellen Owens-Summo, Director of Health Education, Empowerment Systems/GVAHEC Ken Goodman, President, Environmental Strategies, Inc. Brian Forstall, General Manager, Forstall & Associates
Workplace Employability Skills Project 2 May 15, 2011
Anthony Ramirez, Recruiting Manager Freeport-McMoRan Copper & Gold Michael Pastor, Supervisor Dist II, Gila County Tom Norkiewicz, Engineering Group Manager, GM – Yuma Proving Ground Sylvia Hernandez-Moreno, Outreach/Eligibility Coordinator, Goodwill - MWC Julie Engel, Executive Director, Greater Yuma Economic Development (GYEDC) Sandi Reynolds, GV Properties Jason Hatch, Vice President, Hatch Construction Karolyn Ericson, President, InHouse Trainer Services John O'Connor, Service Manager, Inland Kenworth Kadeon Thomas, International Rescue Committee Rob Turnwall, Store Manager, JC Penney Ed Kromer, Engineering Manager, Johnson Controls, Inc Wallace Ricks, Vice President, Mantech Telecommunications Angela Barnes, Trainer, McDonalds (and Sub at San Carlos USD) Mike Mulcaire, Owner, Mike Mulcaire Excavating Don VanBrunt, Chair, Mohave County Youth Council Jerry Howell, Owner, Mountain Paint Center Cyndee Larson, Branch Manager, National Bank of Arizona Cynthia Ogle, VP Leadership Talent Development, National Bank of Arizona Kathy Sandoval, Branch Manager, National Bank of Arizona Tom Hull, O&M II Supervisor, Navajo Generating Station/SRP Jim Mineer, Navajo Generating Station/SRP Camille Smith, HR Manager, Navopache Electric Co-op Jennifer Beam, HR Assistant, Nestle Purina PetCare Company Donna Baker, District Manager, NPG Cable Inc of Lake Havasu City Mike Olsen, Owner, Olsen's Grain Inc. Tim Kanavel, Economic Development Program Manager, Pinal County Economic Development Mandy Labrie, Staffing Coordinator, Red Rock Care & Rehabilitation Monica Denogean, HR Director, Resolution Copper Melissa Rabago, Community Outreach Coordinator, Resolution Copper Gretchen Vorbeck, Owner, Roundtable Leadership Carol Rifon, HR Manager, Salt River Materials/Phoenix Cement Kenny Edwards Manager, Learning & Organizational Development, Salt River Project Darcy Renfro, VP, Director of Stem, Science Foundation of Arizona Brian Bickel, CEO/Administrator SE Arizona Medical Center Alison VanGorp, Pathways Job Developer, SEAGO Cindy Radamaker, Area Director HR, Sheraton Phoenix Downtown Hotel David Molina, Owner, Smart Solutions Dave Godfrey, Counselor/Owner, Snowflake High School/Dirtbuster Drycleaning & Laundry Sharon Rayman, Adjunct Faculty & Student Services, St. Joseph's Medical Center Fred Dorfman, State of Arizona DES Telly Stanger, Mgr of Eco Devel/Agriculture, Sulpher Springs Valley Electrical Coop.
Workplace Employability Skills Project 3 May 15, 2011
Richard Condit, President/CEO, Sundt Construction Lida Cubillos, CEO, Sunrise Home Facilities Brad Taft, President & Chief Career Strategist, Taft Resource Group Tim O'Malley, Project Manager, The O'Malley Group Nancy Love, Public Works Director, Town of Buckeye Eric Orsborn, Councilman District 6, Town of Buckeye Janet Perry, HR/Community Services Director, Town of Clarkdale Mayor Hing, Mayor, Town of Superior Michael Woodward, Councilman District 5, Town of Surprise Dr. Donald Shropshire, Retired Director, Tucson Medical Center Thomas Redicks, Owner, TutorLink, LLC Deborah Darby, Coordinator, Verde Valley United Way Lee Boettcher, Assistant Manager, Walmart Tracy Stevens, Area Director, WestCare Arizona I, Inc. Jackie Bessler, Yavapai Broadcasting Chip Davis, District 3 Supervisor, Yavapai County Laura Jones, HR Director, Yavapai-Apache Nation Courtney Scott, Yavapai-Apache Nation Mercedes Mendivil, Director, Yuma Private Industry Council Inc (YPIC) Armando Leon, Recruiter, Yuma Regional Medical Center Justin Cook, HR Manager, Yuma Sun Bill Feldmeier, Self-Employed Alex Jacome, Entrepreneur
Workplace Employability Skills Project 4 May 15, 2011
Education Focus Group Participants
Merle Bianchi, Chief of Staff, Arizona Department of Education Dennis Fiscus, Education Program Director, Arizona Department of Education Tyler Grandil, CTSO Specialist/FFA, Arizona Department of Education Ryan Hamilton, CTSO Specialist/FBLA, Arizona Department of Education John Huppenthal, Superintendent of Public Instruction, Arizona Department of Education Tracy Rexroat, Supervisor, Arizona Department of Education Oleg Schvets, CTSO Specialist, Arizona Department of Education DECA Kym Spitali, ADE CTSO Specialist, Arizona Department of Education FCCLA Jane Shovlin, CTSO Specialist, Arizona Department of Education HOSA Gerry Corcoran, CTSO Director, Arizona Department of Education FEA Carrie O'Grady, CTSO Specialist, Arizona Department of Education SkillsUSA Laure Endfield, CTE Director, Alchesay High School Ruth Solomon, President, Arizona Center for Afterschool Excellence Tanja Eiben, Administrative Assistant, Arizona Western College Marcus Johnson, Dean for CTE Division, Arizona Western College Lynn LaBrie, Dean for Business/Workforce Development, Arizona Western College Jan Snyder, Manager Education Outreach, ASU Engineering Charles Losh, Consultant, ASU Workforce Education and Development Office Bryan Bullington, Principal, Benson High School Michael Wiles, President, Build Up Purpose Jac Heiss, Superintendent, Coconino Association for Vocations, Industry & Technology Christine Mayer, CTE Program Coordinator, Coconino Association for Vocations, Industry & Technology Mike Glover, JTED Director, Central Arizona Valley Institute of Technology Michelle Martinez, CTE Coordinator, Central Arizona Valley Institute of Technology Elizabeth Turner, Educator, Central Arizona Valley Institute of Technology Marty Baca, Board Member, Central Arizona Valley Institute of Technology Alma Farrell, CTE Director Maricopa, Board Member, Central Arizona Valley Institute of Technology Tiffany Brown, MA Preceptor, Central Arizona College Georgia White, Dean, Central Arizona College Lisa Davis, Mesa Counts Director, City of Mesa Rhonda Douglas, Tech Prep Coordinator, Cochise College Joel Todd, CTE Coordinator, Cochise Technology District Lee Vadnais, Community/Corporate Learning Coordinator, Coconino Community College Alex Wright, Community/Corporate Learning Coordinator, Coconino Community College Cecelia Johnson, Superintendent, Coolidge Unified School District Polly Abraham, CTE/Tech Prep, Coolidge Unified School District Sophia Perkovich, Campus President, Cortiva Institute Brenda Tammarine, HR, Cottonwood-Oak Creek School District Cindy Barnes, CTE Director, Cobre Valley Institute of Technology Franceen Benton, Board Clerk, Cobre Valley Institute of Technology Dirl Cole, Program Coordinator, Cobre Valley Institute of Technology Pete Guzman, Superintendent, Cobre Valley Institute of Technology James Fisher, Principal, East Valley Institute of Technology Donna Davis, Outreach/Mobilization Manager, Expect More AZ Nicole Magnuson, Executive Director, Expect More AZ Tracey Celaya, CTE Director, Florence Unified School District Linda O'Dell, Superintendent of Schools, Gila County Mark Hamilton, CTE Administrator, Gilbert Public Schools D.R. Saunders, Marketing Teacher, Hayden High School
Workplace Employability Skills Project 5 May 15, 2011
Duane Tomlinson, CTE Director, Heber Overgaard Unified School District Shawna Schneikart, CTE Coordinator, Lake Havasu City Unified School District Wade McClean, Former Superintendent, Marana School District Don Covey, Superintendent, Maricopa County Education Service Agency Scott Bartle, Governing Board, Maricopa Unified School District Rick Neilson, Asst. Principal, Maricopa Unified School District Marlo Loria, CTE Director, Mesa Schools Linda Teague, Business Manager, Miami Unified School District Eric Aurand, CTE Academic Chair, Mohave Community College Richard Bettendorf, CTE Coordinator, Mohave Community College Anne Frazier, Admissions Counselor, Mohave Community College Robert Shupe, District Director, Mohave County Library Delores Crawford, Child/Family Therapist, Mohave Mental Health Clinic, Inc. Roger Harlow, Board Chair, Mountain Institute JTED Jeramy Plumb, Program Director, Mountain Institute JTED Ray Polvani, Superintendent, Mountain Institute JTED Linda Morrow, Superintendent of Schools, Navajo County Community Schools Betsyann Wilson, Consultant, Northland Pioneer College Wendell Stevens, CTE/NAVIT Coordinator, Payson Schools Curt Bertelsen, Director of Professional Development, Pima County JTED Tamara Nicolosi, CTE Instructor, Pima County JTED Alan Storm, Superintendent, Pima County JTED Patti Beltram, CTE Director, Peoria Unified School District Mary Jondrow, Director, Pima Santa Cruz Tech Prep Consortium Orlenda Roberts, County School Superintendent, Pinal County Schools Tammy Quetel, CTE Director, Round Valley High School Linda Lopeman, CTE Director, Show Low Unified District Alan Ramage, CTE Director, Snowflake High School Catherine Patterson, CTE Director, St. Johns High School Valerie Garcia, CTE Director, Superior Unified School District Sandy Breece, Superintendent/Founder, Telesis Center for Learning, Inc. Nori Cannell, CTE Director, Tempe Unified High School District Thomas Redicks, Owner, TutorLink, LLC Reyna Pisano, Outreach Coordinator, University of Arizona Pinal Leland Wiewech, Board Member, Valley Academy for CTE Steve Dockray, Board President, Valley Academy for CTE Lois Lamer, Program Director, Valley Academy for CTE Marv Lamer, Superintendent, Valley Academy for CTE Tom Moore, Business Owner, Board Member, Valley Academy for CTE Bobbi Firebush, Program Specialist, WACOG Head Start Betsy Parker, Superintendent, Western Arizona Vocational Education Diane McCarthy, Director, Business Partnerships, Western Maricopa Education Center Dean Petersen, Director of Student Services, Western Maricopa Education Center Stephen Weltsch, Director of Curriculum/Instruction, Western Maricopa Education Center Shelly Cunningham, CTE Director, Winslow High School Linda Buchanan, Community Education Coordinator, Yavapai College - Verde Campus Ginger Johnson, Director, Yavapai College Custom Training Solutions Marcia Jacobson, Grants Coordinator, Yavapai College Foundation Kim Ewing, Division Dean, Yavapai College Public Safety/Workforce Development Patricia Jacques
Workplace Employability Skills Project 6 May 15, 2011
Workforce Development Focus Group Participants Glenn Hamer, President/CEO, Arizona Chamber of Commerce Marc Jackson, Job Developer, Arizona Women’s Education & Employment, Inc. Lori Schneider, HR, City of Cottonwood Kathy Turner, JOBS Director, City of Flagstaff Kimberly Faust, Sr. Workforce Development Specialist, City of Phoenix Azur Priganica, Employment Specialist, International Rescue Committee Diane Stuart, Manager Employment/Economic Development, International Rescue Committee Tucson Pam Wilkinson, Executive Director, Kingman Chamber of Commerce Ramona Duran, WIA Program Manager, La Paz County Career Center Bonnie Thoi, Director, Maximus Lauren Farshler, WIA Representative, Mohave County Community Services Sherri Heidrich, WIA Program Coordinator, Mohave County Community Services Jen Miles, Workforce Development Manager, Mohave County Community Services Hannah Sagisi, COYOTE Youth Program Coordinator, Mohave County Community Services Dave Wolf, Manager, Mohave County Community Services Rebecca Smathers, Office Specialist, Mohave County Economic Development Mary Mendola, Coordinator, Mohave County One Stop Jen Smith, Director, Mohave Substance Abuse Treatment & Education Prevention Partnership Isabel Ruelas, Mohave Youth Program Deborah Slater, NACOG Jacqui Hedges, NACOG Community Services Leah Angst, Program Specialist NACOG-EWD Rose Toehe, WIA Director, Native Americans for Community Action, Inc. Ann Black, Employee Devel Specialist, North Country HealthCare Krista Menninger, System Recruiter, Northern Arizona Healthcare Elizabeth Flake, BIT Coordinator, NPC Business & Industry Training Philip Popovich, Phoenix Job Corp Mickey Ruxton, Manager, Phoenix Metro Manpower Debra Stevenson, Training Supervisor, Pima County One Stop Leah Hill, Clinical Coordinator, Scottsdale Healthcare Michael Dennis, Arizona Area Manager, SOS Staffing Services Rebecca Muniz, Branch Manager, SOS Staffing Services Leslie Keefer, Program Manager, Southwest Skill Center Loia Gray, Recruiter, Summit Healthcare Mila Lira, Board Member, Superior Chamber of Commerce Cheryl Covert, Coordinator, Town of Buckeye Lizet Torres, Business Development Manager, Tucson Chamber of Commerce Kathy Smith, Executive Director, Willcox Chamber of Commerce and Agriculture Lindsay Henning, Career Readiness Coordinator, Yavapai Office of Workforce Development Muriel Vaughn, WIA Manager, Yavapai-Apache Nation
Workplace Employability Skill Regional Focus Groups 2011 Joyce Malyn-Smith and Joseph Ippolito
CRITICAL WORKPLACE EMPLOYABILITY SKILLS
Skill sets required for workplace/economic success in a global knowledge/innovation economy enabled by technology.
DIVERGENT AND CRITICAL THINKING, PROBLEM SOLVING, DECISION MAKING (Expert Thinking) COMPLEX COMMUNICATION (Person-to-person interaction, knowledge transfer) CREATIVITY AND INNOVATION (Generating/developing new ideas, products, processes) CULTURAL COMPETENCy (Interacting with diverse groups/individuals for common purposes) SOCIAL NETWORKING FOR BUSINESS (Social media tools for branding, networking, customer service) WORKING ONLINE IN GEOGRAPHICALLY DISTRIBUTED TEAMS (Global work in virtual spaces) VISUAL, PATTERN-BASED THINKING, INVOLVING MATH AND QUANTITATIVE PROCEDURES (Computational Thinking)
COLLABORATION (Communicating, planning, and implementing activities cooperatively with others)
LEGAL AND ETHICAL PRACTICE (Acting within the rules of conduct for business)
PROFESSIONALISM (Standards of behavior in the workplace)
INITIATIVE AND SELF DIRECTION (Controlling, guiding, and managing one’s own activities)
Ariz
ona
Wor
kpla
ce E
mpl
oyab
ility
Ski
lls In
itiat
ive
2011
1
Crit
ical
Wor
kpla
ce E
mpl
oyab
ility
Ski
lls S
urve
y Th
e sk
ills li
sted
on
the
surv
ey a
re th
ings
that
hav
e be
en c
onsi
dere
d to
be
impo
rtant
by
othe
rs in
bus
ines
s/in
dust
ry in
Ariz
ona.
1. N
ame
and
job
title
:
2. F
unct
ion
in b
usin
ess/
indu
stry
:
3. T
o w
hat d
egre
e ar
e th
ese
skill
s pr
esen
t
in y
our w
orkp
lace
?
Pres
ence
N
ot P
rese
nt
Rou
tinel
y Pr
actic
ed
Beg
inni
ng
to E
mer
ge
Antic
ipat
ed
(1-2
yrs
) An
ticip
ated
(3
-5 y
rs)
Not
An
ticip
ated
CO
MP
LEX
CO
MM
UN
ICA
TIO
N
VIS
UA
L, P
ATT
ER
N-B
AS
ED
TH
INK
ING
INV
OLV
ING
MA
TH
/QU
AN
TITA
TIV
E P
RO
CE
DU
RE
S (C
ompu
tatio
nal T
hink
ing)
CR
EA
TIV
ITY
AN
D IN
NO
VA
TIO
N
CU
LTU
RA
L C
OM
PE
TEN
CY
DIV
ER
GE
NT
& C
RIT
ICA
L TH
INK
ING
, PR
OB
LEM
SO
LVIN
G,
DE
CIS
ION
MA
KIN
G (E
xper
t Thi
nkin
g)
SO
CIA
L N
ETW
OR
KIN
G F
OR
BU
SIN
ES
S
WO
RK
ING
ON
LIN
E IN
GE
OG
RA
PH
ICA
LLY
DIS
TRIB
UTE
D T
EA
MS
CO
LLA
BO
RA
TIO
N
LEG
AL
AN
D E
THIC
AL
PR
AC
TIC
E
PR
OFE
SS
ION
ALI
SM
INIT
IATI
VE
AN
D S
ELF
DIR
EC
TIO
N
4. H
ow im
port
ant a
re th
ese
skill
s to
the
futu
re s
ucce
ss
of y
our b
usin
ess/
indu
stry
?
Impo
rtan
ce
Not
Im
port
ant
Som
ewha
t Im
port
ant
Impo
rtan
t Ve
ry
Impo
rtan
t Es
sent
ial
I Don
’t K
now
CO
MP
LEX
CO
MM
UN
ICA
TIO
N
VIS
UA
L, P
ATT
ER
N-B
AS
ED
TH
INK
ING
INV
OLV
ING
MA
TH
/QU
AN
TITA
TIV
E P
RO
CE
DU
RE
S (C
ompu
tatio
nal T
hink
ing)
CR
EA
TIV
ITY
AN
D IN
NO
VA
TIO
N
CU
LTU
RA
L C
OM
PE
TEN
CY
Ariz
ona
Wor
kpla
ce E
mpl
oyab
ility
Ski
lls In
itiat
ive
2011
2
Impo
rtan
ce (c
ont.)
N
ot
Impo
rtan
t So
mew
hat
Impo
rtan
t Im
port
ant
Very
Im
port
ant
Esse
ntia
l I D
on’t
Kno
w
DIV
ER
GE
NT
& C
RIT
ICA
L TH
INK
ING
, PR
OB
LEM
SO
LVIN
G,
DE
CIS
ION
MA
KIN
G (E
xper
t Thi
nkin
g)
SO
CIA
L N
ETW
OR
KIN
G F
OR
BU
SIN
ES
S
WO
RK
ING
ON
LIN
E IN
GE
OG
RA
PH
ICA
LLY
DIS
TRIB
UTE
D T
EA
MS
CO
LLA
BO
RA
TIO
N
LEG
AL
AN
D E
THIC
AL
PR
AC
TIC
E
PR
OFE
SS
ION
ALI
SM
INIT
IATI
VE
AN
D S
ELF
DIR
EC
TIO
N
5. O
nce
adop
ted,
how
freq
uent
ly
do
you
antic
ipat
e w
orke
rs in
you
r bus
ines
s/in
dust
ry w
ould
use
thes
e sk
ills?
Freq
uenc
y D
aily
W
eekl
y M
onth
ly
Rar
ely
Not
Ap
plic
able
I D
on’t
Kno
w
CO
MP
LEX
CO
MM
UN
ICA
TIO
N
VIS
UA
L, P
ATT
ER
N-B
AS
ED
TH
INK
ING
INV
OLV
ING
MA
TH
/QU
AN
TITA
TIV
E P
RO
CE
DU
RE
S (C
ompu
tatio
nal T
hink
ing)
CR
EA
TIV
ITY
AN
D IN
NO
VA
TIO
N
CU
LTU
RA
L C
OM
PE
TEN
CY
DIV
ER
GE
NT
& C
RIT
ICA
L TH
INK
ING
, PR
OB
LEM
SO
LVIN
G,
DE
CIS
ION
MA
KIN
G (E
xper
t Thi
nkin
g)
SO
CIA
L N
ETW
OR
KIN
G F
OR
BU
SIN
ES
S
WO
RK
ING
ON
LIN
E IN
GE
OG
RA
PH
ICA
LLY
DIS
TRIB
UTE
D T
EA
MS
CO
LLA
BO
RA
TIO
N
LEG
AL
AN
D E
THIC
AL
PR
AC
TIC
E
PR
OFE
SS
ION
ALI
SM
INIT
IATI
VE
AN
D S
ELF
DIR
EC
TIO
N
6. Y
ears
exp
erie
nce
in th
is in
dust
ry:
7. S
ize
of o
rgan
izat
ion
(# e
mpl
oyee
s):
8.
A
dditi
onal
ski
lls n
ot m
entio
ned
abov
e:
WORKPLACE EMPLOYABILITY SKILLS PROJECT
COMPOSITE SURVEY RESULTS
“LISTENING TO THE VOICES OF ARIZONA BUSINESS & INDUSTRY”
SURVEY RESULTS A total of 148 surveys (73 Business/Industry, 25 Workforce Development, 50 Education), addressing the original 11 skills, were returned from all focus group. Data were tabulated separately for each regional focus group, as well as collectively. The survey instrument enabled the project team to collect information in three areas: 1. Presence: To what degree are these skills present in your workplace? 2. Importance: How important are these skills to the future success of your business/industry? 3. Frequency: Once adopted, how frequently do you anticipate workers in your business/industry would use these
skills? The composite results are laid out on the following pages by skill set and sector. For example, the results for Complex Communication on the next two pages provide responses to the questions noted above in a set of Composite graphs side by side with the segmented responses from Business & Industry, Workforce, and Education Sector participants.
020406080
100120140160
Total Business/Industry Workforce Development
Education/Other
Num
ber o
f Surveys
Sector
Surveys by Participating Sector
Composite Survey Results
COMPLEX COMMUNICATION Person‐to‐person knowledge transfer
2
Not Present 3 Not Important 1 Daily 129Routine 119 Somewhat 5 Weekly 10Emerging 18 Important 24 Monthly 4Anticipated 1‐2 yrs 6 Very Important 29 RarelyAnticipated 3‐5 yrs Essential 89 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 2 No Response No Response 5
Survey Count Survey Count Survey CountNot Present 3 Not Important 1 Daily 63Routine 52 Somewhat 3 Weekly 4Emerging 12 Important 11 Monthly 2Anticipated 1‐2 yrs 5 Very Important 18 RarelyAnticipated 3‐5 yrs Essential 40 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response No Response 4
Survey Count Survey CountSurvey Count
Composite Survey Results
3
OMPLEX COMMUNICATION C Person‐to‐person knowledge transfer
Not Present Not Important Daily 22Routine 21 Somewhat 1 Weekly 3Emerging 4 Important 4 Monthly
Anticipated 1‐2 yrs Very Important 4 RarelyAnticipated 3‐5 yrs Essential 16 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response
Survey Count Survey Count Survey CountNot Present Not Important Daily 44Routine 46 Somewhat 1 Weekly 3Emerging 2 Important 9 Monthly 2Anticipated 1‐2 yrs 1 Very Important 7 RarelyAnticipated 3‐5 yrs Essential 33 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response No Response 1
Survey Count Survey Count Survey Count
Composite Survey Results
4
OMPUTATIONAL THINKINGC Pattern‐based thinking for problem solving, innovation
Not Present 8 Not Important 4 Daily 93Routine 104 Somewhat 14 Weekly 34Emerging 25 Important 38 Monthly 5Anticipated 1‐2 yrs 2 Very Important 47 Rarely 8Anticipated 3‐5 yrs Essential 45 Not ApplicableNot Anticipated 3 I Don’t Know I Don't Know 2No Response 6 No Response No Response 6
Survey Count Survey Count Survey CountNot Present 3 Not Important 2 Daily 52Routine 53 Somewhat 6 Weekly 11Emerging 12 Important 17 Monthly 3Anticipated 1‐2 yrs 1 Very Important 24 Rarely 3Anticipated 3‐5 yrs Essential 24 Not ApplicableNot Anticipated 1 I Don’t Know I Don't KnowNo Response 3 No Response No Response 4
Survey Count Survey CountSurvey Count
Composite Survey Results
5
OMPUTATIONAL THINKINGC Pattern‐based thinking for problem solving, innovation
Not Present 1 Not Important Daily 1
4R ine 15 Somewhat 3 Weeklyout 8Emerging 6 Important 7 Monthly 1Anticipated 1‐2 yrs 1 Very Important 7 Rarely 1Anticipated 3‐5 yrs Essential 8 Not ApplicableNot Anticipated 1 I Don’t Know I Don't KnowNo Response 1 No Response No Response 1
Survey Count Survey Count Survey CountNot Present 4 Not Important 2 Daily 27Routine 36 Somewhat 5 Weekly 15Emerging 7 Important 14 Monthly 1Anticipated 1‐2 yrs Very Important 16 Rarely 4Anticipated 3‐5 yrs Essential 13 Not ApplicableNot Anticipated 1 I Don’t Know I Don't Know 2No Response 2 No Response No Response 1
Survey Count Survey Count Survey Count
Composite Survey Results
6
CREATIVITY & INNOVATION Generating/developing new ideas, products, processes
Not Present 8 Not Important 1 Daily 98Ro
utine 107 Somewhat 6 Weekly 3Emerging 28 Important 22 Monthly 9Anticipated 1‐2 yrs 2 Very Important 54 Rarely 1Anticipated 3‐5 yrs Essential 65 Not Applicable 1Not Anticipated I Don’t Know I Don't KnowNo Response 3 No Response No Response 5
Survey Count Survey Count Survey Count
4Not Present 6 Not Important 1 Daily 42Routine 49 Somewhat 4 Weekly 17Emerging 15 Important 13 Monthly 8Anticipated 1‐2 yrs 1 Very Important 30 Rarely 1Anticipated 3‐5 yrs Essential 25 Not Applicable 1Not Anticipated I Don’t Know I Don't KnowNo Response 2 No Response No Response 4
Survey Count Survey CountSurvey Count
Composite Survey Results
7
CREATIVITY & INNOVATION Generating/developing new ideas, products, processes
Not Present Not Important Daily 18R
outine 16 Somewhat 2 Weekly 6E erging 8 Important 2 Monthly 1Anticipated 1‐2 yrs 1 Very Important 6 RarelyAnticipated 3‐5 yrs Essential 15 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response
Survey Count Survey Count Survey Count
m
Not Present 2 Not Important Daily 38Routine 42 Somewhat Weekly 11Emerging 5 Important 6 MonthlyAnticipated 1‐2 yrs Very Important 19 RarelyAnticipated 3‐5 yrs Essential 25 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response No Response 1
Survey Count Survey Count Survey Count
Composite Survey Results
8
CULTURAL COMPETENCY Interacting with diverse groups/individuals for common purposes
Not Present 6 Not Important Daily 98Routine 102 Somewhat 14 Weekly 34Emerging 37 Important 29 Monthly 4Anticipated 1‐2 yrs 1 Very Important 35 Rarely 4Anticipated 3‐5 yrs 1 Essential 69 Not Applicable 1Not Anticipated I Don’t Know I Don't KnowNo Response 1 No Response 1 No Response 7
Survey Count Survey Count Survey CountNot Present 4 Not Important Daily 46Routine 47 Somewhat 10 Weekly 17Emerging 21 Important 14 Monthly 2Anticipated 1‐2 yrs 1 Very Important 19 Rarely 3Anticipated 3‐5 yrs Essential 30 Not Applicable 1Not Anticipated I Don’t Know I Don't KnowNo Response No Response No Response 4
Survey Count Survey CountSurvey Count
Composite Survey Results
9
CULTURAL COMPETENCY Interacting with diverse groups/individuals for common purposes
Not Present 2 Not Important Daily 19Routine 18 Somewhat 2 Weekly 3Emerging 5 Important 2 Monthly 1Anticipated 1‐2 yrs Very Important 6 Rarely 1Anticipated 3‐5 yrs Essential 15 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response 1
Survey Count Survey Count Survey CountNot Present Not Important Daily 33Routine 37 Somewhat 2 Weekly 14Emerging 11 Important 13 Monthly 1Anticipated 1‐2 yrs Very Important 10 RarelyAnticipated 3‐5 yrs 1 Essential 24 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response 1 No Response 2
Survey Count Survey Count Survey Count
Composite Survey Results
10
EXPERT HINKING T Divergent and critical thinking, problem solving, decision making
Not Present 6 Not Important Daily 120Routine 109 Somewhat 6 Weekly 17Emerging 27 Important 20 Monthly 4Anticipated 1‐2 yrs 4 Very Important 40 Rarely 1Anticipated 3‐5 yrs Essential 81 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 2 No Response 1 No Response 6
Survey Count Survey Count Survey CountNot Present 4 Not Important Daily 60Routine 55 Somewhat 3 Weekly 6Emerging 10 Important 8 Monthly 2Anticipated 1‐2 yrs 3 Very Important 19 Rarely 1Anticipated 3‐5 yrs Essential 42 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response 1 No Response 4
Survey Count Survey CountSurvey Count
Composite Survey Results
11
EXPERT HINKING T Divergent and critical thinking, problem solving, decision making
Not Present 1 Not Important Daily 21Routine 15 Somewhat 1 Weekly 3Emerging 8 Important 3 MonthlyAnticipated 1‐2 yrs 1 Very Important 8 RarelyAnticipated 3‐5 yrs Essential 13 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response 1
Survey Count Survey Count Survey CountNot Present 1 Not Important Daily 39Routine 39 Somewhat 2 Weekly 8Emerging 9 Important 9 Monthly 2Anticipated 1‐2 yrs Very Important 13 RarelyAnticipated 3‐5 yrs Essential 26 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response No Response 1
Survey Count Survey Count Survey Count
Composite Survey Results
12
SOCIAL ETWORKING FOR BUSINESS N Social media tools for branding, networking, customer service
Not Present 19 Not Important 12 Daily 77Routine 53 Somewhat 12 Weekly 26Emerging 56 Important 38 Monthly 17Anticipated 1‐2 yrs 9 Very Important 42 Rarely 14Anticipated 3‐5 yrs 1 Essential 43 Not Applicable 3Not Anticipated 5 I Don’t Know I Don't Know 4No Response 5 No Response 1 No Response 7
Survey Count Survey Count Survey CountNot Present 13 Not Important 10 Daily 32Routine 20 Somewhat 5 Weekly 15Emerging 29 Important 19 Monthly 10Anticipated 1‐2 yrs 4 Very Important 20 Rarely 9Anticipated 3‐5 yrs Essential 18 Not Applicable 2Not Anticipated 4 I Don’t Know I Don't Know 1No Response 3 No Response 1 No Response 4
Survey Count Survey CountSurvey Count
Composite Survey Results
13
SOCIAL NETWORKING FOR BUSINESS Social media tools for branding, networking, customer service
Not Present 1 Not Important Daily 17Routine 9 Somewhat 1 Weekly 4Emerging 12 Important 3 Monthly 2Anticipated 1‐2 yrs 2 Very Important 8 RarelyA
nticipated 3‐5 yrs Essential 13 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response No Response 2
Survey Count Survey Count Survey CountNot Present 5 Not Important 2 Daily 28Routine 24 Somewhat 6 Weekly 7Emerging 15 Important 13 Monthly 5Anticipated 1‐2 yrs 3 Very Important 15 Rarely 5Anticipated 3‐5 yrs 1 Essential 14 Not Applicable 1Not Anticipated 1 I Don’t Know I Don't Know 3No Response 1 No Response No Response 1
Survey Count Survey Count Survey Count
Composite Survey Results
14
WORKING ONLINE IN GEOGRAPHICALLY DISTRIBUTED TEAMS Global work in virtual spaces
Not Present 28 Not Important 22 Daily 49Routine 43 Somewhat 25 Weekly 26Emerging 48 Important 40 Monthly 23Anticipated 1‐2 yrs 13 Very Important 23 Rarely 19Anticipated 3‐5 yrs Essential 32 Not Applicable 10Not Anticipated 10 I Don’t Know 3 I Don't Know 12No Response 6 No Response 3 No Response 9
Survey Count Survey Count Survey CountNot Present 20 Not Important 17 Daily 20Routine 17 Somewhat 10 Weekly 13Emerging 20 Important 19 Monthly 8Anticipated 1‐2 yrs 3 Very Important 9 Rarely 12Anticipated 3‐5 yrs Essential 15 Not Applicable 7Not Anticipated 9 I Don’t Know 2 I Don't Know 7No Response 4 No Response 1 No Response 6
Survey Count Survey CountSurvey Count
Composite Survey Results
15
WORKING ONLINE IN GEOGRAPHICALLY DISTRIBUTED TEAMS Global work in virtual spaces
Not Present 2 Not Important Daily 12Routine 11 Somewhat 5 Weekly 3Emerging 6 Important 5 Monthly 3Anticipated 1‐2 yrs 5 Very Important 5 Rarely 4Anticipated 3‐5 yrs Essential 8 Not ApplicableNot Anticipated 1 I Don’t Know 1 I Don't Know 1N
o Response No Response 1 No Response 2
Survey Count Survey Count Survey CountNot Present 6 Not Important 5 Daily 17Routine 15 Somewhat 10 Weekly 10Emerging 22 Important 16 Monthly 12Anticipated 1‐2 yrs 5 Very Important 9 Rarely 3Anticipated 3‐5 yrs Essential 9 Not Applicable 3Not Anticipated I Don’t Know I Don't Know 4No Response 2 No Response 1 No Response 1
Survey Count Survey Count Survey Count
Composite Survey Results
COLLABORATION Communicating, planning, and implementing activities cooperatively with others
Not Present 2 Not Important Daily 112Routine 121 Somewhat Weekly 22Emerging 16 Important 22 Monthly 4Anticipated 1‐2 yrs 3 Very Important 35 RarelyAnticipated 3‐5 yrs 1 Essential 87 Not ApplicableNot Anticipated 1 I Don’t Know I Don't KnowNo Response 4 No Response 4 No Response 10
Survey Count Survey Count Survey CountNot Present 2 Not Important Daily 52Routine 56 Somewhat Weekly 11Emerging 9 Important 12 Monthly 2Anticipated 1‐2 yrs 3 Very Important 21 RarelyAnticipated 3‐5 yrs 1 Essential 37 Not ApplicableNot Anticipated 1 I Don’t Know I Don't KnowNo Response 1 No Response 3 No Response 8
Survey Count Survey CountSurvey Count
16
Composite Survey Results
17
COLLABORATION Communicating, planning, and implementing activities cooperatively with others
Not Present Not Important Daily 22Routine 19 Somewhat Weekly 1Emerging 5 Important 5 Monthly 1Anticipated 1‐2 yrs Very Important 2 RarelyAnticipated 3‐5 yrs Essential 18 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response No Response 1
Survey Count Survey Count Survey Count
Not Present Not Important Daily 38Routine 46 Somewhat Weekly 10Emerging 2 Important 5 Monthly 1Anticipated 1‐2 yrs Very Important 12 RarelyAnticipated 3‐5 yrs Essential 32 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 2 No Response 1 No Response 1
Survey Count Survey Count Survey Count
Composite Survey Results
18
LEGAL ETHICAL PRACTICE& Acting within the rules of conduct for business
Not Present 5 Not Important Daily 123R
outine 122 Somewhat 5 Weekly 9Emerging 14 Important 17 Monthly 6Anticipated 1‐2 yrs 2 Very Important 33 Rarely 3Anticipated 3‐5 yrs 2 Essential 92 Not ApplicableNot Anticipated 1 I Don’t Know I Don't KnowNo Response 2 No Response 1 No Response 7
Survey Count Survey Count Survey CountNot Present 3 Not Important Daily 58Routine 59 Somewhat 4 Weekly 4Emerging 7 Important 8 Monthly 4Anticipated 1‐2 yrs 1 Very Important 18 Rarely 2Anticipated 3‐5 yrs 2 Essential 42 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response 1 No Response 5
Survey Count Survey CountSurvey Count
Composite Survey Results
19
EGAL & ETHICAL PRACTICEL Acting within the rules of conduct for business
Not Present Not Important Daily 23Routi
ne 22 Somewhat Important Weekly 1Eme ng 2 Important 3 MonthlyAnticipated 1‐2 yrs 1 Very Important
rgi6 Rarely
Anticipated 3‐5 yrs Essential 16 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response 1
vey Count Survey Count Survey CountSurNot Present 2 Not Important Daily 42Routine 41 Somewhat Important 1 Weekly 4Emerging 5 Important 6 Monthly 2Anticipated 1‐2 yrs Very Important 9 Rarely 1Anticipated 3‐5 yrs Essential 34 Not ApplicableNot Anticipated 1 I Don’t Know I Don't KnowNo Response 1 No Response No Response 1
Survey Count Survey Count Survey Count
Composite Survey Results
20
PROFESSIONALISM Standards of behavior in the workplace
Not Present 2 Not Important Daily 138R
outine 129 Somewhat 1 Weekly 3Emerging 10 Important 13 MonthlyAnticipated 1‐2 yrs 3 Very Important 27 Rarely 1Anticipated 3‐5 yrs 2 Essential 103 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 2 No Response 4 No Response 6
Survey Count Survey Count Survey CountNot Present 1 Not Important Daily 67Routine 60 Somewhat 1 Weekly 1Emerging 8 Important 7 MonthlyAnticipated 1‐2 yrs 1 Very Important 14 RarelyAnticipated 3‐5 yrs 2 Essential 48 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response 3 No Response 5
Survey Count Survey CountSurvey Count
Composite Survey Results
21
PROFESSIONALISM Standards of behavior in the workplace
Not Present Not Important Daily 24Routine 21 Somewhat Important WeeklyEmerging 2 Important 1 MonthlyAnticipated 1‐2 yrs 2 Very Important 7 Rarely 1Anticipated 3‐5 yrs Essential 17 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response
Survey Count Survey Count Survey CountNot Present 1 Not Important Daily 47Routine 48 Somewhat Important Weekly 2Emerging Important 5 MonthlyAnticipated 1‐2 yrs Very Important 6 RarelyAnticipated 3‐5 yrs Essential 38 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response 1 No Response 1
Survey Count Survey Count Survey Count
Composite Survey Results
22
INITIATIVE & SELF‐DIRECTION Controlling, guiding, and managing one’s own activities
Not Present 5 Not Important Daily 136Routine 113 Somewhat Weekly 4Emerging 19 Important 20 Monthly 1Anticipated 1‐2 yrs 8 Very Important 35 Rarely 1Anticipated 3‐5 yrs Essential 92 Not Applicable 1Not Anticipated I Don’t Know I Don't KnowNo Response 3 No Response 1 No Response 5
Survey Count Survey Count Survey CountNot Present 3 Not Important Daily 64Routine 51 Somewhat Weekly 3Emerging 14 Important 10 Monthly 1Anticipated 1‐2 yrs 5 Very Important 22 RarelyAnticipated 3‐5 yrs Essential 40 Not Applicable 1Not Anticipated I Don’t Know I Don't KnowNo Response No Response 1 No Response 4
Survey Count Survey CountSurvey Count
Composite Survey Results
23
INITIATIVE & SELF‐DIRECTION Controlling, guiding, and managing one’s own activities
Not Present Not Important Daily 24Routine 21 Somewhat Important WeeklyEmerging 1 Important 3 MonthlyAnticipated 1‐2 yrs 3 Very Important 5 Rarely 1Anticipated 3‐5 yrs Essential 17 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response
Survey Count Survey Count Survey CountNot Present 2 Not Important Daily 48Routine 41 Somewhat Important Weekly 1Emerging 4 Important 7 MonthlyAnticipated 1‐2 yrs Very Important 8 RarelyAnticipated 3‐5 yrs Essential 35 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 3 No Response No Response 1
Survey Count Survey Count Survey Count
COM
PLEX
CO
MM
UN
ICA
TIO
NSt
atem
ent
Gro
up1
1D
iver
gent
/Cri
tical
thin
king
with
Com
plex
Com
mun
icat
ion
with
cre
ativ
ity a
nd In
nova
tion
– al
l the
oth
er b
ases
are
cov
ered
.CA
VIT
2Re
luct
ance
, sho
w a
lack
, but
it’s
ess
entia
l for
com
mun
icat
ion.
CAVI
T3
Com
plex
Com
mun
icat
ion
– la
ck o
f sof
t ski
lls p
reve
nted
stu
dent
s fr
om R
ETA
ININ
G jo
b.CA
VIT
4Co
mpl
ex C
omm
unic
atio
n is
impo
rtan
t – tr
ansf
er o
f kno
wle
dge
is c
ompl
exity
, ess
entia
l to
a te
am.
CAVI
T5
Tech
nolo
gy a
dds
laye
rs o
f com
plex
ity.
CAVI
T6
OLD
ski
lls: R
eadi
ng, w
ritin
g, s
peak
ing,
list
enin
g –
we
need
inte
grat
ion
of th
ese
skill
s w
ith te
chno
logy
.CA
VIT
7If
we
com
mun
icat
e ef
fect
ivel
y, w
e w
ill b
e m
ore
effic
ient
and
sav
e on
res
ourc
es/t
ime.
CAVI
T8
Exam
ple,
“Ca
n’t h
ave
thes
e 3
peop
le w
orki
ng to
geth
er –
they
don
’t g
et a
long
.” ?
! Mod
el c
omm
unic
atio
n!!!
CAVI
T9
Cultu
ral C
ompe
tenc
y. E
xam
ple,
a b
rilli
ant e
ngin
eer
leve
led
a pr
ojec
t bec
ause
he
had
no a
bilit
y to
com
mun
icat
e (p
erso
nalit
y pe
rhap
s).
CAVI
T10
Com
mun
icat
ion
is th
e fo
unda
tion
Com
bine
d11
Rela
tions
hip
build
ing*
Com
bine
d12
Inte
rgen
erat
iona
l ski
llsCo
mbi
ned
13N
eed
publ
ic s
peak
ing
and
read
ing
skill
sCo
mbi
ned
14If
aski
ng q
uest
ions
is e
ncou
rage
d, it
impr
oves
the
dial
og a
nd b
uild
s re
latio
nshi
ps.
Com
bine
d15
Toda
y’s
Wor
kpla
ce: c
ompl
ex c
omm
unic
atio
n m
ay in
clud
e co
llabo
ratio
n. D
oes
the
wor
d “c
ompl
ex”
chan
ge y
our
resp
onse
?Co
mbi
ned
16It
’s n
ot JU
ST s
peak
ing,
it’s
INTE
RACT
ING
. Com
plex
is g
ood
– it’
s m
ore
than
.Co
mbi
ned
17O
ne o
n on
e, o
ne to
roo
m, a
lett
er, e
mai
l – a
ll ve
ry d
iffer
ent –
com
plex
.Co
mbi
ned
18Te
xtin
g, te
chno
logy
ove
rlay
of c
omm
unic
atio
n, N
OT
face
to fa
ce. W
hat f
its th
e au
dien
ce?
Com
bine
d19
Don
’t th
ink
ther
e’s
a di
ffer
ence
in c
omm
unic
atio
n be
twee
n le
tter
and
em
ail.
It’s
non
face
to fa
ce c
omm
unic
atio
n. T
hese
are
tool
s. W
e us
e th
em. T
hey
don’
t use
us.
Com
bine
d20
In te
stin
g/ev
alua
ting
IT s
yste
ms,
Pro
fess
iona
lism
. The
y re
pres
ent o
ur c
ompa
ny a
nd fi
rst i
mpr
essi
on is
impo
rtan
t. A
fter
that
, Com
plex
Co
mm
unic
atio
n –
the
abili
ty to
rec
eive
, dig
est,
pro
cess
and
ret
urn
com
mun
icat
ion
is e
ssen
tial (
our
clie
nt’s
are
in D
efen
se, f
rom
gen
eral
s to
CE
Os)
.CT
D21
Com
mun
icat
ion
in h
ouse
bet
wee
n sh
ifts
is c
ritic
al (c
hem
ical
man
ufac
turi
ng),
then
Dec
isio
n m
akin
g an
d Pr
oble
m S
olvi
ng.
CTD
22Co
mm
unic
atio
n, p
erso
nal i
nter
actio
n w
ith c
usto
mer
. Wal
mar
t’s
new
hir
es a
re s
trai
ght f
rom
HS.
Tra
inin
g co
vers
a r
ange
of s
kills
. Ver
y fe
w n
ew
hire
s as
k an
y ki
nd o
f que
stio
n.CT
D23
Com
mun
icat
ion
com
pete
ncy
is h
uge
– ex
plan
atio
ns to
cus
tom
ers.
90%
of o
ur e
mpl
oyee
s ar
e lo
cal a
nd u
nder
the
age
of 2
6. E
xam
ple,
24
year
ol
d, m
arri
ed w
ith b
aby,
had
pro
blem
run
ning
off
mou
th. H
e sa
id th
e w
rong
thin
g to
the
wro
ng p
erso
n. T
houg
ht h
e sh
ould
be
trea
ted
spec
ial –
lo
st h
is $
50/h
our
job.
We
have
a n
o to
lera
nce
polic
y fo
r th
is k
ind
of b
ehav
ior.
How
do
you
teac
h M
anne
rs?
CTD
24So
cial
Net
wor
king
for
Biz
– is
it p
rese
nt in
you
r co
mpa
ny?
CTD
25Lo
okin
g at
kid
s an
d ge
nera
tions
, we
need
to a
llow
them
to u
se th
e to
ols
they
’re
com
fort
able
with
AN
D e
xpec
t the
m to
be
on ti
me,
ask
qu
estio
ns, e
tc.
CTD
26Co
mm
unic
atio
n is
an
issu
e.CV
IT27
Com
mon
thre
ad –
LIS
TEN
ING
ski
lls n
eede
d. N
ot e
noug
h D
ISCO
URS
E. In
abili
ty to
follo
w, u
nder
stan
d, w
eak
atte
ntio
n sp
an…
CVIT
28N
ow k
ids
com
mun
icat
e in
140
cha
ract
ers
or le
ss. S
tude
nts
can
do th
is. T
hey
have
no
idea
how
to T
ALK
to a
hum
an b
eing
on
a ph
one.
CVIT
29N
eed
to b
e ab
le to
hav
e a
norm
al c
onve
rsat
ion.
CVIT
30D
iver
gent
and
cri
tical
thin
king
ski
lls c
ombi
ned
WIT
H c
ompl
ex c
omm
unic
atio
n an
d th
e ca
paci
ty to
sol
ve p
robl
ems
and
mak
e de
cisi
ons.
The
se
are
criti
cal.
We
need
to b
e th
inki
ng th
roug
h th
ings
. As
I con
tem
plat
e st
uden
ts i
enga
ge w
ith th
is is
a m
issi
ng p
iece
alo
ng w
ith b
asic
lite
racy
sk
ills.
CVIT
31Co
mpl
ex C
omm
unic
atio
n. T
here
’s a
red
flag
whe
n st
uden
ts a
re n
ot a
skin
g qu
estio
ns fo
r m
ore
unde
rsta
ndin
g.EV
IT32
Incl
udes
ele
ctro
nic
disp
atch
– c
ompl
ex e
nvir
onm
ent
EVIT
33Ve
rbal
and
bod
y la
ngua
ge, w
hich
is s
omet
hing
like
80%
of c
omm
unic
atio
n.EV
IT34
Exam
ple,
Sun
s m
arke
ting
dire
ctor
ope
ning
, a H
arva
rd M
BA in
terv
iew
can
dida
te la
sted
onl
y 15
min
utes
bec
ause
he
coul
d no
t mar
ket,
cou
ld
not S
ELL,
him
self.
EVIT
35A
skin
g qu
estio
nsN
AVI
T36
Pers
on to
per
son
skill
s –
mus
t be
able
to e
ngag
e th
e cu
stom
erN
AVI
T37
Com
mun
icat
ion
is c
ritic
al.
NA
VIT
38El
ectr
onic
med
ia s
kills
– pe
rvas
ive
web
sur
fing,
Fac
eboo
k (F
B) n
eeds
to b
e ad
dres
sed.
NA
VIT
39Ki
ds c
omm
unic
ate
so w
ell v
ia te
xtin
g an
d FB
but
not
one
on
one.
► a
ffec
ts a
bilit
y to
com
mun
icat
e fa
ce to
face
with
a c
usto
mer
. ►sa
ying
“l
ike”
30
times
►m
aybe
we
shou
ld s
tart
doi
ng o
ur in
terv
iew
s w
ith U
S te
xtin
g.N
AVI
T40
Whe
n de
alin
g w
ith p
eopl
e, n
eed
to ta
lk e
ye b
all t
o ey
e ba
ll fir
st, t
hen
phon
eN
AVI
T41
Nee
d to
con
side
r th
at s
ome
peop
le d
o N
OT
wan
t int
erac
tivity
. The
y w
ant t
he tr
ansa
ctio
n to
mov
e qu
ickl
y, g
et it
don
e.N
AVI
T42
We
are
grad
ed b
ette
r as
a s
tore
if s
ales
ass
ista
nts
offe
r to
hel
p fin
d an
item
out
side
the
stor
e w
hen
not a
vaila
ble
in th
e st
ore.
Thi
s is
not
the
youn
ger
gen
look
ing
for
this
. You
nger
cle
rks
like
to g
o on
line
and
do th
is.
NA
VIT
43O
ur li
fe s
kills
cla
ss ta
ught
com
mun
icat
ing
on a
topi
c. K
ids
from
sin
gle
pare
nt/b
lend
ed h
omes
oft
en m
edia
ting
for
thei
r fa
mili
es. W
e pr
ovid
ed
this
trai
ning
that
was
not
nec
essa
rily
taug
ht a
t hom
e.N
AVI
T44
Com
mun
icat
ion
skill
s, w
hen
not e
ngra
ined
ear
ly e
noug
h, a
re d
iffic
ult t
o tr
ansf
er in
to o
ther
are
as. N
eeds
to b
e pa
rt o
f the
m. I
NTE
GRA
TED
.N
AVI
T45
Exam
ple,
com
plex
ities
of o
nsite
ope
ratio
n of
roa
d pa
ving
. Tim
e is
mon
ey –
our
s an
d yo
urs
– in
abili
ty to
mea
sure
and
mov
e m
ater
ial p
rope
rly
and
inab
ility
to C
OM
MU
NIC
ATE
hav
e co
nseq
uenc
es fo
r tim
e an
d pr
ofita
bilit
y. N
eede
d em
ploy
abili
ty s
kills
are
att
itude
and
teac
habi
lity.
NA
VIT
46Ba
nkin
g –
com
mun
icat
ion
and
tech
nica
lN
AVI
T47
Com
mun
icat
ion
is C
ULT
URA
L, r
equi
res
Ada
ptat
ion
and
Rese
arch
PCJT
ED48
Als
o co
ncer
ned
with
how
peo
ple
answ
er q
uest
ions
as
wel
l as
ask.
PCJT
ED49
Com
plex
Com
mun
icat
ion
incl
udes
ask
ing
and
resp
ondi
ng to
que
stio
ns.
PCJT
ED50
The
WA
Y kn
owle
dge
is tr
ansf
erre
d is
impo
rtan
t.PC
JTED
51Te
chno
logy
vs.
face
-to-
face
, ski
lls m
ust b
e ta
ught
.PC
JTED
52Pr
ofes
sion
alis
m, C
ompl
ex C
omm
unic
atio
n, D
iver
gent
& C
ritic
al T
hink
ing
Px C
ent.
53Ex
ampl
e, w
ith r
efug
ee p
lace
men
t we
have
a ti
me-
fram
e ch
alle
nge.
The
eco
nom
y ha
s fo
rced
us
to c
hang
e ho
w w
e do
thin
gs o
vern
ight
. We
have
to m
ake
our
clie
nts
self-
suff
icie
nt in
4 m
onth
s (a
fter
30
year
s in
a r
efug
ee c
amp)
. 70%
do
not s
peak
Eng
lish.
Cul
tura
l com
pete
ncy
unde
r st
ress
ful c
ondi
tions
(Int
ervi
ewin
g, la
ngua
ge, h
ow o
ne e
xpre
sses
one
self
– ev
en ta
lkin
g ab
out o
nese
lf m
ay b
e di
ffic
ult b
ecau
se o
f cul
tura
l ba
ckgr
ound
). Co
mpl
ex c
omm
unic
atio
n an
d de
cisi
on m
akin
g, p
robl
em s
olvi
ng is
nee
ded.
Px C
ent.
54Co
mpl
ex C
omm
unic
atio
n in
clud
es b
uild
ing
in s
ocia
l acc
ultu
ratio
n an
d di
vers
ity.
Px C
ent.
55Sy
stem
s Th
inki
ng “
Wis
dom
” tie
s in
to C
ompl
ex C
omm
unic
atio
n –
timin
g, g
uidi
ng, m
ento
ring
, loo
king
to th
e fu
ture
. Exa
mpl
e, h
ospi
tals
– h
ow
will
ref
orm
aff
ect t
hem
? af
fect
car
eer
deve
lopm
ent i
n nu
rsin
g? M
ajor
ity o
f nur
ses
pres
ently
wor
k in
hos
pita
ls b
ut w
ill n
eed
to tr
ansi
tion
to
outp
atie
nt c
are
and
com
mun
ity e
duca
tion.
“Co
mpl
ex C
are”
will
req
uire
col
labo
ratio
n w
ith o
ther
ser
vice
s w
ithou
t “si
los.
” ho
w d
o w
e de
velo
p th
is w
isdo
m?
Px C
ent.
56Co
mm
unic
atio
n. W
e ha
ve 4
trib
es in
La
Paz,
as
wel
l as
His
pani
cs a
nd o
ther
s –
diff
eren
t lan
guag
es a
re a
cha
lleng
e. V
erba
l and
bod
y la
ngua
ge
need
to b
e un
ders
tood
.W
AVE
57Co
llabo
ratio
n in
this
env
iron
men
t? C
ultu
re a
s ge
nera
tiona
l and
eth
nici
ty. I
nclu
des
tech
nolo
gy, t
ensi
on a
roun
d pr
actic
es fo
r co
mm
unic
atio
n an
d st
yles
. Em
ail n
ot b
eing
use
d an
ymor
e by
you
th –
they
’ve
mov
ed o
n (t
extin
g). N
eed
new
way
s to
bri
dge
old
gaps
.W
AVE
58Fr
om e
mpl
oyer
per
spec
tive,
it s
tart
s w
ith th
e em
ploy
ee –
cle
ar c
omm
unic
atio
n in
the
begi
nnin
g.W
AVE
59Pe
ople
nee
d to
rec
onsi
der
stro
ng o
pini
ons.
The
re’s
a n
eed
for
flexi
bilit
y.W
AVE
60Ca
nadi
an v
alue
s no
t the
sam
e as
oth
ers
in H
avas
u. O
ur c
ompa
ny te
sts
for
the
abili
ty to
wor
k w
ith o
ther
cul
tura
l gro
ups.
Our
hir
es m
ay s
peak
Fr
ench
as
thei
r fir
st la
ngua
ge a
nd n
eed
to w
ork
hard
to c
omm
unic
ate
in E
nglis
h.W
AVE
61Co
mpl
ex c
omm
unic
atio
n an
d so
cial
net
wor
king
. Wri
tten
AN
D s
poke
n co
mm
unic
atio
n.
Wes
tMEC
62O
verl
ayin
g te
chno
logy
on
com
mun
icat
ion
mak
es it
mor
e co
mpl
ex. W
e ar
e st
rugg
ling
with
term
inol
ogy.
Ele
ctro
nic
skill
s ne
ed to
be
incl
uded
her
e. V
erba
l ski
lls a
re n
eede
d in
this
gen
erat
ion.
W
estM
EC63
“Jar
gon
of th
e jo
b” –
peo
ple
do b
ette
r w
hen
they
spe
nd ti
me
on it
. W
estM
EC64
Soci
al n
etw
orki
ng is
a T
OO
L, n
ot a
ski
ll. H
as to
be
dire
cted
at c
omm
unic
atio
n.W
estM
EC65
Com
plex
com
mun
icat
ion
– no
whe
re to
sta
rt w
ithou
t thi
s. W
e as
sess
bas
ic a
bilit
ies
on e
ntry
[get
list
].YU
MA
66So
cial
ski
lls. W
hat d
oes
it ta
ke to
get
the
next
job?
YUM
A67
The
appl
icat
ion
give
s us
an
indi
catio
n. W
ritin
g an
d in
terv
iew
. Wri
tten
ski
lls a
re im
port
ant.
In a
ling
uist
ical
ly d
iver
se p
opul
atio
n, th
is is
a
chal
leng
e.YU
MA
68To
p 3:
div
erge
nt/c
ritic
al th
inki
ng; c
ompl
ex c
omm
unic
atio
n; s
elf-
dire
ctio
n/m
otiv
atio
nYU
MA
69A
bilit
y to
ask
que
stio
ns e
ssen
tial o
r w
on’t
be
able
to p
erfo
rm s
ucce
ssfu
lly –
it’s
obv
ious
YUM
A70
Criti
cal t
hink
ing
and
com
plex
com
mun
icat
ion
are
very
impo
rtan
t in
the
hosp
ital,
in d
iver
se jo
bs.
YUM
A71
Colla
bora
tion
– m
ay h
ave
a te
chni
cal t
eam
wor
k sk
ill b
ut la
ck th
e co
mm
unic
ativ
e ab
ility
that
mak
es it
wor
k.YU
MA
72Tr
aini
ng o
n “f
orm
al”
com
mun
icat
ion
and
prot
ocol
s is
nee
ded
cros
s-ge
nera
tiona
lly.
YUM
A73
We
need
att
itude
, acc
ount
abili
ty, c
omm
on s
ense
, kno
wle
dge
of h
ow to
trea
t a c
usto
mer
/pot
entia
l cus
tom
er, b
iling
ualis
mYU
MA
Stat
emen
tG
roup
21
Com
pute
r sk
ill h
elps
them
com
plet
e ta
sks
mor
e qu
ickl
yCo
mbi
ned
2Re
gard
ing
Com
puta
tiona
l Thi
nkin
g: it
’s s
yste
ms
desi
gn, p
roje
ct m
anag
emen
t, p
roce
ss d
esig
n (r
elat
ions
hip,
pro
port
ion)
, why
just
mat
h?
Cour
tney
Sco
tt @
Gre
y H
ills
Aca
dem
y H
.S. s
tart
ed c
ross
-cre
ditin
g m
ath
and
CTE.
He
saw
that
CTE
stu
dent
s w
ere
doin
g be
tter
in m
ath
than
no
n CT
E.Co
mbi
ned
3M
ath
can
teac
h fu
ndam
enta
l cri
tical
thin
king
ski
lls. T
he n
ew te
chno
logi
cal e
nvir
onm
ent d
oes
not n
eces
sari
ly p
rovi
de th
is.
Com
bine
d4
Com
puta
tiona
l thi
nkin
g is
an
esse
ntia
l wor
kpla
ce s
kill
– m
ath
over
laid
with
cri
tical
thin
king
. “H
ow to
con
nect
the
dots
.” M
aybe
we
need
to
step
aw
ay fr
om c
alcu
lato
rs.
Com
bine
d5
Com
puta
tiona
l Thi
nkin
g/Sy
stem
s Th
inki
ng –
is th
is a
nee
d?CT
D6
Aeg
is e
xam
ple,
We
“ram
p up
” to
500
peo
ple
in 9
0 da
ys. I
had
nev
er d
one
this
bef
ore.
It m
eant
60-
80 p
eopl
e ev
ery
coup
le w
eeks
. Nee
ded
to
test
850
in o
rder
to in
terv
iew
650
, so
that
mea
nt 1
200
appl
ican
ts u
p fr
ont.
The
res
ult w
as 2
57 n
ew h
ires
in 4
mon
ths.
By
look
ing
at w
hat w
as
expe
cted
, I w
as a
ble
to fi
gure
it o
ut.
CTD
7Sp
atia
l con
cept
s re
min
ds o
f the
test
s w
e to
ol lo
okin
g at
flat
dia
gram
s an
d de
term
inin
g sh
apes
.CT
D8
Exam
ple,
mak
ing
chan
ge a
t McD
onal
ds –
they
hav
e N
O ID
EA h
ow to
do
it. “
Coul
d yo
u pl
ease
teac
h ki
ds h
ow to
TH
INK
to c
ount
bac
k ch
ange
?”
and
how
to a
nsw
er th
e te
leph
one
– Co
mm
unic
atio
n.CT
D9
Mag
gie
Com
puta
tiona
l thi
nkin
g –
seei
ng r
elat
ions
hips
, und
erst
andi
ng p
ropo
rtio
n an
d sc
ale
– ar
e w
e go
ing
to g
et th
is th
e w
ay w
e’re
goi
ng?
CVIT
10M
aggi
e re
: com
puta
tion
thin
king
– s
yste
ms
thin
king
? H
ow p
arts
rel
ate
to th
e w
hole
. How
impo
rtan
t is
this
to y
ou?
Px C
ent.
11U
nder
stan
ding
sys
tem
s is
ext
rem
ely
impo
rtan
t in
heal
thca
re. E
xam
ple
med
icin
e, th
e he
art a
s pa
rt o
f the
bod
y.Px
Cen
t.12
Two
impo
rtan
t aut
hors
: Mar
gare
t Whe
atle
y Le
ader
ship
& th
e N
ew S
cien
ce a
nd S
teve
John
son
Whe
re d
o G
ood
Idea
s Co
me
from
? w
ho s
ays
that
“Ch
ance
favo
rs th
e co
nnec
ted
min
d.”
Syst
ems
thin
kers
.Px
Cen
t.13
Criti
cal t
hink
ing
com
pone
nt –
list
enin
g, a
naly
zing
, ass
essi
ng, c
ateg
oriz
ing
then
pro
blem
sol
ving
and
dec
isio
n m
akin
g. T
his
is S
yste
ms
Thin
king
–
gath
er a
bod
y of
info
rmat
ion
and
proc
essi
ng it
to g
et to
a s
olut
ion.
Px C
ent.
14A
rec
ent H
arva
rd B
usin
ess
Revi
ew a
rtic
le p
oint
ed o
ut th
at a
mis
take
oft
en m
ade
in b
uild
ing
a sy
stem
is n
ot to
incl
ude
all o
f the
sta
keho
lder
s.
An
unde
rsta
ndin
g of
how
thei
r w
ork
impa
cts
the
syst
em is
nee
ded.
Px C
ent.
15Le
t’s
talk
abo
ut c
ompu
tatio
nal t
hink
ing
[Mag
gie]
. One
com
mis
sion
er s
aid,
if w
e ca
n’t d
efin
e th
e sk
ill, w
e ca
n’t m
easu
re it
and
can
’t m
anag
e it.
W
e do
n’t n
eed
just
ano
ther
yea
r of
mat
h. C
ompu
tatio
nal t
hink
ing
is th
e ab
ility
to s
ee th
ings
pro
port
iona
lly, i
nclu
des
scal
abili
ty a
nd
rela
tions
hips
bet
wee
n th
ings
. An
exam
ple
mig
ht b
e pr
ojec
t man
agem
ent.
WA
VE16
AZ
Coun
ts c
onve
rsat
ion:
exp
ectin
g ki
ds to
und
erst
and
year
2 A
lgeb
ra e
xpon
entia
l fun
ctio
ns b
ut n
ot s
how
ing
the
appl
icat
ion
to c
redi
t car
ds
and
pers
onal
fina
nce.
WA
VE17
Com
puta
tiona
l thi
nkin
g –
not g
ener
al a
pplic
atio
n in
soc
ial s
ervi
ces
but I
see
wha
t you
des
crib
ed a
s I’m
wor
king
on
a gr
ant r
ight
now
.W
AVE
1891
1 ho
tline
– s
elf d
irec
tion
is e
ssen
tial,
no ti
me
to a
sk q
uest
ions
. Com
puta
tiona
l thi
nkin
g im
port
ant h
ere
too.
WA
VE19
Ther
e’s
liter
atur
e on
pro
blem
s w
ith fe
mal
es w
ith m
ath
and
fear
of m
ath
in g
ener
al. W
e ne
ed to
sta
rt S
TEM
at g
roun
d le
vel.
Mat
h el
itism
ne
eds
to b
e di
spel
led.
YUM
A20
Conc
eptu
al a
nd s
patia
l ski
lls a
re n
eede
d!YU
MA
21A
t thi
s co
llege
we’
ve c
hang
e th
e cu
rric
ulum
in th
e pa
st 2
yea
rs to
APP
LICA
TIO
N. W
e us
e re
al w
orld
pro
blem
s, e
xam
ples
: vir
tual
foot
ball
team
, st
ory
prob
lem
s (c
ompu
tatio
nal t
hink
ing,
pro
blem
sol
ving
, cri
tical
thin
king
). W
e ne
ed to
get
thro
ugh
eliti
sm to
cha
nge
how
we
appr
oach
qu
antit
ativ
e sk
ills.
YUM
A
VIS
UA
L, P
ATT
ERN
-BA
SED
TH
INKI
NG
INV
OLV
ING
MA
TH/Q
UA
NTI
TIV
E PR
OCE
DU
RES
(Com
puta
tion
al T
hink
ing)
Stat
emen
tG
roup
31
Div
erge
nt/C
ritic
al th
inki
ng w
ith C
ompl
ex C
omm
unic
atio
n w
ith c
reat
ivity
and
Inno
vatio
n –
all t
he o
ther
bas
es a
re c
over
ed.
CAVI
T2
Crea
tivity
and
inno
vatio
n: b
eing
cha
lleng
edCo
mbi
ned
3Lo
okin
g at
kid
s an
d ge
nera
tions
, we
need
to a
llow
them
to u
se th
e to
ols
they
’re
com
fort
able
with
AN
D e
xpec
t the
m to
be
on ti
me,
ask
qu
estio
ns, e
tc.
CTD
4In
nova
tiven
ess,
Pro
blem
Sol
ving
– th
e ab
ility
to id
entif
y pr
oble
ms.
CVIT
5I f
eel a
t a lo
ss b
ecau
se I
don’
t use
soc
ial m
edia
. Whe
n I b
ring
in s
omeo
ne n
ew, I
’m lo
okin
g fo
r th
ose
skill
s.CV
IT6
Impo
rtan
t to
be o
n tim
e, p
art o
f a te
am, t
o th
ink
criti
cally
and
kno
w h
ow to
thin
k ou
tsid
e of
the
box.
PCJT
ED7
I’m c
onsu
med
with
my
busi
ness
sur
vivi
ng a
nd la
ck in
this
are
a am
ong
empl
oyee
s. If
em
ploy
ees
reco
gniz
e w
hat i
t mea
ns to
hav
e th
eir
busi
ness
on
the
line,
it c
halle
nges
them
to e
xpre
ss C
reat
ivity
and
Inno
vatio
n (C
&I).
PCJT
ED8
C&I c
an b
e ne
gate
d in
the
wor
kpla
ce a
nd s
tude
nts
need
to u
nder
stan
d th
is a
nd th
at it
may
stim
ulat
e ot
her
idea
s. It
req
uire
s pe
rsis
tenc
e an
d ta
kes
time.
Per
haps
mor
e im
port
ant i
s en
thus
iasm
.PC
JTED
9En
trep
rene
ursh
ip –
mor
e th
an a
mov
ie, i
t’s
the
elem
enta
l thi
ngs:
Whe
re d
o I g
et th
e su
pplie
s? W
hat d
o I n
eed?
How
do
I pay
for
it?PC
JTED
10G
ladw
ell’s
Out
liers
. 40%
of t
each
ers
have
less
than
3 y
ears
exp
erie
nce
in th
e cl
assr
oom
. Cre
ativ
ity a
nd In
nova
tion
are
requ
ired
to m
ake
the
tran
sitio
ns n
eede
d to
day
. How
do
we
get t
he n
ew g
en te
ache
r ab
le to
mak
e th
e tr
ansi
tion?
Mas
sive
cul
tura
l cha
nge
abou
t how
we
prep
pe
ople
for
wor
kfor
ce. W
e ne
ed to
hel
p th
e ad
ults
/tea
cher
s un
ders
tand
wha
t’s
happ
enin
g in
biz
/ind
ustr
y. T
hey
need
an
EXPE
RIEN
CE o
f it.
Px C
ent.
11
Crea
tivity
/Inn
ovat
ion.
Tec
hnol
ogy
and
info
del
iver
y en
able
s us
to e
xpre
ss a
nd b
uild
upo
n cr
eativ
ity a
nd in
nova
tion.
Hug
e is
sue.
W
estM
EC12
As
a CO
MM
UN
ITY
we
colla
bora
te, d
oing
mor
e w
ith le
ss m
oney
, and
flex
ibili
ty is
a r
equi
rem
ent.
Cre
ativ
e id
eas
need
to b
e ac
know
ledg
ed.
YUM
A
CREA
TIV
ITY
AN
D IN
NO
VA
TIO
N
Stat
emen
tG
roup
41
Cultu
ral C
ompe
tenc
y. E
xam
ple,
a b
rilli
ant e
ngin
eer
leve
led
a pr
ojec
t bec
ause
he
had
no a
bilit
y to
com
mun
icat
e (p
erso
nalit
y pe
rhap
s).
CAVI
T2
Yes,
incl
udes
Cul
tura
l Com
pete
ncy.
Exa
mpl
e, N
ativ
e A
mer
ican
stu
dent
s in
terv
iew
ing
outs
ide
of th
e re
serv
atio
n ne
ed a
diff
eren
t lev
el o
f in
tera
ctio
n. E
xam
ple,
com
petit
ions
hel
p ra
ise
the
bar.
Exa
mpl
e, la
w s
choo
l, to
pro
mot
e th
roug
h ra
nk, n
eed
to s
it fo
r an
inte
rvie
w.
CAVI
T3
Rela
tions
hip
build
ing*
Com
bine
d4
Cultu
ral*
Com
bine
d5
Our
gen
erat
ion
and
befo
re, p
eopl
e ke
pt jo
bs fo
r a
long
tim
e. T
he e
xpec
tatio
n no
w is
15
jobs
in 2
5 ye
ars.
The
y do
n’t w
ant t
o gi
ve a
nd w
e (B
oom
ers)
will
not
giv
e. R
equi
res
Cultu
ral C
ompe
tenc
y. G
loba
lly, t
oo.
CTD
6Ey
e co
ntac
t is
esse
ntia
l. W
e’ve
faile
d to
mak
e th
is a
pri
ority
.EV
IT7
Whe
n de
alin
g w
ith p
eopl
e, n
eed
to ta
lk e
ye b
all t
o ey
e ba
ll fir
st, t
hen
phon
eN
AVI
T8
Nee
d to
con
side
r th
at s
ome
peop
le d
o N
OT
wan
t int
erac
tivity
. The
y w
ant t
he tr
ansa
ctio
n to
mov
e qu
ickl
y, g
et it
don
e.N
AVI
T9
We
are
grad
ed b
ette
r as
a s
tore
if s
ales
ass
ista
nts
offe
r to
hel
p fin
d an
item
out
side
the
stor
e w
hen
not a
vaila
ble
in th
e st
ore.
Thi
s is
not
the
youn
ger
gen
look
ing
for
this
. You
nger
cle
rks
like
to g
o on
line
and
do th
is.
NA
VIT
10W
hat a
bout
cul
tura
l com
pete
ncy?
Nee
d to
teac
h pe
ople
acr
oss
cultu
res
how
to r
elat
e/co
mm
unic
ate
with
eac
h ot
her.
Mus
t rec
ogni
ze a
nd
resp
ect d
iffer
ence
s.N
AVI
T11
Com
mun
icat
ion
is C
ULT
URA
L, r
equi
res
Ada
ptat
ion
and
Rese
arch
PCJT
ED12
Cultu
ral C
ompe
tenc
y. E
xam
ple,
“Ro
deo?
! Thi
s is
NO
T lik
e N
Y!”
PCJT
ED13
We
are
not m
akin
g bo
xes
but a
pro
cess
that
hap
pens
in th
e en
viro
nmen
tPC
JTED
14Ex
ampl
e, w
ith r
efug
ee p
lace
men
t we
have
a ti
me-
fram
e ch
alle
nge.
The
eco
nom
y ha
s fo
rced
us
to c
hang
e ho
w w
e do
thin
gs o
vern
ight
. We
have
to m
ake
our
clie
nts
self-
suff
icie
nt in
4 m
onth
s (a
fter
30
year
s in
a r
efug
ee c
amp)
. 70%
do
not s
peak
Eng
lish.
Cul
tura
l com
pete
ncy
unde
r st
ress
ful c
ondi
tions
(Int
ervi
ewin
g, la
ngua
ge, h
ow o
ne e
xpre
sses
one
self
– ev
en ta
lkin
g ab
out o
nese
lf m
ay b
e di
ffic
ult b
ecau
se o
f cul
tura
l ba
ckgr
ound
). Co
mpl
ex c
omm
unic
atio
n an
d de
cisi
on m
akin
g, p
robl
em s
olvi
ng is
nee
ded.
Px C
ent.
15Co
mpl
ex C
omm
unic
atio
n in
clud
es b
uild
ing
in s
ocia
l acc
ultu
ratio
n an
d di
vers
ity.
Px C
ent.
16Cu
ltura
l Com
pete
ncy
is a
t the
top
also
. I d
o In
terg
ener
atio
nal T
rain
ing.
We
now
hav
e 4
gene
ratio
ns in
the
wor
kpla
ce. T
here
are
bar
rier
s w
ithin
or
gani
zatio
ns th
at a
re in
the
way
of b
ring
ing
peop
le to
geth
er to
col
labo
rate
– a
ge, r
ace,
etc
. Pro
babl
y ba
sed
in p
erce
ptio
n. L
eade
rs n
eed
to
stri
ke d
own
myt
hs, s
hoot
for
com
mon
goa
ls. T
hese
are
freq
uent
pro
blem
s am
ong
my
clie
nts.
Px C
ent.
17Cu
ltura
l Com
pete
ncy
is g
oing
to b
e ne
eded
with
ret
urni
ng m
ilita
ry –
und
erst
andi
ng is
bec
omin
g in
crea
sing
ly im
port
ant.
Px C
ent.
18Ca
nadi
an v
alue
s no
t the
sam
e as
oth
ers
in H
avas
u. O
ur c
ompa
ny te
sts
for
the
abili
ty to
wor
k w
ith o
ther
cul
tura
l gro
ups.
Our
hir
es m
ay s
peak
Fr
ench
as
thei
r fir
st la
ngua
ge a
nd n
eed
to w
ork
hard
to c
omm
unic
ate
in E
nglis
h.W
AVE
19Cu
ltura
l ski
lls, c
ross
ing
trib
al b
ound
arie
s. Y
outh
don
’t s
tep
up a
nd a
sk u
ntil
a re
latio
n is
dev
elop
ed. N
eed
to b
e ab
le to
shi
ft b
etw
een
hom
e an
d w
ork.
WA
VE20
Fam
iliar
ity w
ith c
ultu
ral b
ackg
roun
ds a
nd r
esou
rces
is E
SSEN
TIA
L he
re.
WA
VE21
We
also
hav
e co
ntac
t with
peo
ple
from
trib
al c
omm
uniti
es in
oth
er s
tate
s.W
AVE
CULT
URA
L CO
MPE
TEN
CY
22M
ore
emph
asis
nee
ded
on c
hara
cter
- ►
How
do
you
keep
up
with
that
, man
age
that
? ►
It’s
an
issu
es o
f div
ersi
ty. C
hara
cter
is n
ot th
e sa
me
in d
iffer
ent c
ultu
res.
►D
oes
this
hav
e to
do
with
pro
fess
iona
lism
?W
AVE
23N
eed
to b
e ca
refu
l not
to s
ingl
e ou
t peo
ple
WA
VE24
Tole
ranc
e fo
r di
vers
ity h
as g
ot to
be
a fo
cus
with
com
petin
g va
lue
syst
ems.
WA
VE25
We
need
att
itude
, acc
ount
abili
ty, c
omm
on s
ense
, kno
wle
dge
of h
ow to
trea
t a c
usto
mer
/pot
entia
l cus
tom
er, b
iling
ualis
mYU
MA
26Cu
ltura
l com
pete
ncy
is im
port
ant b
ecau
se o
f glo
bal n
atur
e of
bus
ines
s.YU
MA
27A
n ex
ampl
e of
cul
tura
l com
pete
ncy
is th
e “a
-oka
y” s
ign.
It m
eans
sig
nific
antly
diff
eren
t thi
ngs
in d
iffer
ent c
ount
ries
.YU
MA
Stat
emen
tG
roup
51
Div
erge
nt/C
ritic
al th
inki
ng w
ith C
ompl
ex C
omm
unic
atio
n w
ith c
reat
ivity
and
Inno
vatio
n –
all t
he o
ther
bas
es a
re c
over
ed.
CAVI
T2
Div
erge
nt &
Cri
tical
Thi
nkin
g ca
tego
ry. W
e se
e a
lack
of a
naly
sis
skill
s, a
n in
abili
ty to
bui
ld a
n ar
gum
ent.
CAVI
T3
If yo
u th
ink
criti
cally
, you
don
’t w
aste
pro
duct
. Exa
mpl
e, in
abili
ty to
rea
d a
tape
mea
sure
led
to r
edes
ign
of th
e ta
pe m
easu
re (n
ow r
eads
1/4
, 1/
8 in
ch m
arks
).CA
VIT
4Re
sour
ce/w
aste
man
agem
ent/
allo
catio
n is
a T
HIN
KIN
G ta
sk.
CAVI
T5
Mat
h ca
n te
ach
fund
amen
tal c
ritic
al th
inki
ng s
kills
. The
new
tech
nolo
gica
l env
iron
men
t doe
s no
t nec
essa
rily
pro
vide
this
.Co
mbi
ned
6Co
mpu
tatio
nal t
hink
ing
is a
n es
sent
ial w
orkp
lace
ski
ll –
mat
h ov
erla
id w
ith c
ritic
al th
inki
ng. “
How
to c
onne
ct th
e do
ts.”
May
be w
e ne
ed to
st
ep a
way
from
cal
cula
tors
.Co
mbi
ned
7D
iver
gent
thin
king
Com
bine
d8
Prob
lem
sol
ving
, Sol
utio
n-or
ient
ed*
Com
bine
d9
Criti
cal t
hink
ing
Com
bine
d10
Ther
e ar
e tim
es w
hen
it’s
impo
rtan
t NO
T to
go
beyo
nd w
hat I
’m a
sked
to d
o. It
may
cre
ate
prob
lem
s. E
xam
ple,
inju
ry. C
ritic
al T
hink
ing
incl
udes
kno
win
g yo
ur li
mits
.Co
mbi
ned
11Co
mm
unic
atio
n in
hou
se b
etw
een
shift
s is
cri
tical
(che
mic
al m
anuf
actu
ring
), th
en D
ecis
ion
mak
ing
and
Prob
lem
Sol
ving
.CT
D12
Texa
s In
stru
men
ts in
terv
iew
ed 1
2 gr
adua
te s
tude
nts
from
ivy
leag
ue s
choo
ls –
non
e of
them
got
thro
ugh
the
3 da
y pr
oces
s be
caus
e of
thei
r la
ck o
f abi
lity
to T
RY, t
o as
k qu
estio
ns, m
aybe
mak
e a
mis
take
.CT
D13
We
lear
ned
to a
pply
thin
king
in a
diff
eren
t way
. We
aske
d in
terv
iew
ees
“How
man
y ba
rber
s ar
e th
ere
in L
A?”
The
guy
who
“co
mpu
ted”
it o
n th
e sp
ot in
the
inte
rvie
w g
ot th
e jo
b.CT
D14
Inno
vativ
enes
s, P
robl
em S
olvi
ng –
the
abili
ty to
iden
tify
prob
lem
s.CV
IT15
Div
erge
nt a
nd c
ritic
al th
inki
ng s
kills
com
bine
d W
ITH
com
plex
com
mun
icat
ion
and
the
capa
city
to s
olve
pro
blem
s an
d m
ake
deci
sion
s. T
hese
ar
e cr
itica
l. W
e ne
ed to
be
thin
king
thro
ugh
thin
gs. A
s I c
onte
mpl
ate
stud
ents
i en
gage
with
this
is a
mis
sing
pie
ce a
long
with
bas
ic li
tera
cy
skill
s.CV
IT16
Wha
t dro
ve o
ur A
uto
Indu
stry
tech
nici
ans
to b
e te
chs?
1. N
eed
to s
olve
pro
blem
s 2.
Nee
d fo
r ap
prec
iatio
n 3.
$$$
EVIT
17Pr
oble
m s
olvi
ng/d
ecis
ion
mak
ing:
num
erou
s em
ploy
ees
have
pro
blem
s w
ith th
is; a
frai
d of
mak
ing
a W
RON
G d
ecis
ion
so m
akin
g N
O d
ecis
ion;
em
ploy
ees
requ
ire
dire
ctio
ns a
t eve
ry s
tep.
NA
VIT
18N
eed
to le
t em
ploy
ees
mak
e m
ista
kes
or th
ey w
ill b
e af
raid
to m
ake
a de
cisi
on. ►
Nee
d to
do
this
in e
duca
tion,
exa
mpl
e, a
s an
em
ploy
ee I
gave
aw
ay $
1000
sof
a to
man
age
com
pany
mis
take
s fo
r cu
stom
erN
AVI
T19
Impo
rtan
t to
be o
n tim
e, p
art o
f a te
am, t
o th
ink
criti
cally
and
kno
w h
ow to
thin
k ou
tsid
e of
the
box.
PCJT
ED20
They
nee
d to
lear
n to
Obs
erve
and
Dra
w C
oncl
usio
ns to
war
d co
nfor
min
g fo
r su
cces
s.PC
JTED
21Ex
ampl
e, w
ith r
efug
ee p
lace
men
t we
have
a ti
me-
fram
e ch
alle
nge.
The
eco
nom
y ha
s fo
rced
us
to c
hang
e ho
w w
e do
thin
gs o
vern
ight
. We
have
to m
ake
our
clie
nts
self-
suff
icie
nt in
4 m
onth
s (a
fter
30
year
s in
a r
efug
ee c
amp)
. 70%
do
not s
peak
Eng
lish.
Cul
tura
l com
pete
ncy
unde
r st
ress
ful c
ondi
tions
(Int
ervi
ewin
g, la
ngua
ge, h
ow o
ne e
xpre
sses
one
self
– ev
en ta
lkin
g ab
out o
nese
lf m
ay b
e di
ffic
ult b
ecau
se o
f cul
tura
l ba
ckgr
ound
). Co
mpl
ex c
omm
unic
atio
n an
d de
cisi
on m
akin
g, p
robl
em s
olvi
ng is
nee
ded.
Px C
ent.
22Cr
itica
l thi
nkin
g co
mpo
nent
– li
sten
ing,
ana
lyzi
ng, a
sses
sing
, cat
egor
izin
g th
en p
robl
em s
olvi
ng a
nd d
ecis
ion
mak
ing.
Thi
s is
Sys
tem
s Th
inki
ng
– ga
ther
a b
ody
of in
form
atio
n an
d pr
oces
sing
it to
get
to a
sol
utio
n.Px
Cen
t.23
Prof
essi
onal
ism
, Com
plex
Com
mun
icat
ion,
Div
erge
nt &
Cri
tical
Thi
nkin
gPx
Cen
t.
DIV
ERG
ENT
& C
RITI
CAL
THIN
KIN
G, P
ROBL
EM S
OLV
ING
, DEC
ISIO
N M
AKI
NG
(Exp
ert T
hink
ing)
24Ex
ampl
e of
Cri
tical
thin
king
, int
erac
ting
with
cus
tom
ers
who
hav
e a
need
Px C
ent.
25Yo
uth
beco
me
pass
ive
in li
fe e
xper
ienc
es b
ecau
se o
f the
DRA
MA
aro
und
them
. We
inco
rpor
ate
life
skill
s, e
ndin
g th
e dr
ama,
dev
elop
ing
an
abili
ty to
cho
ose.
We
see
they
’re
caug
ht in
a g
ener
atio
nal c
ycle
. Nee
d to
em
pow
er th
em to
mak
e de
cisi
ons
to k
eep
them
saf
e.W
AVE
26Ex
pert
thin
king
is h
igh
leve
l. W
hat l
evel
are
we
disc
ussi
ng?
Wes
tMEC
27Th
ink:
Ent
ry L
evel
, fir
st jo
b. N
eed
peop
le to
dem
onst
rate
cer
tain
asp
ects
of t
hese
ski
lls d
epen
ding
on
the
job.
W
estM
EC28
At t
his
colle
ge w
e’ve
cha
nge
the
curr
icul
um in
the
past
2 y
ears
to A
PPLI
CATI
ON
. We
use
real
wor
ld p
robl
ems,
exa
mpl
es: v
irtu
al fo
otba
ll te
am,
stor
y pr
oble
ms
(com
puta
tiona
l thi
nkin
g, p
robl
em s
olvi
ng, c
ritic
al th
inki
ng).
We
need
to g
et th
roug
h el
itism
to c
hang
e ho
w w
e ap
proa
ch
quan
titat
ive
skill
s.YU
MA
29To
p 3:
div
erge
nt/c
ritic
al th
inki
ng; c
ompl
ex c
omm
unic
atio
n; s
elf-
dire
ctio
n/m
otiv
atio
nYU
MA
30Cr
itica
l thi
nkin
g an
d co
mpl
ex c
omm
unic
atio
n ar
e ve
ry im
port
ant i
n th
e ho
spita
l, in
div
erse
jobs
.YU
MA
Stat
emen
tG
roup
61
Colla
bora
tion
MO
RE o
f a c
halle
nge
with
soc
ial m
edia
. Tec
hnol
ogy
incr
ease
s th
e ba
rrie
rs.
CAVI
T2
Tech
nolo
gy a
dds
laye
rs o
f com
plex
ity.
CAVI
T3
OLD
ski
lls: R
eadi
ng, w
ritin
g, s
peak
ing,
list
enin
g –
we
need
inte
grat
ion
of th
ese
skill
s w
ith te
chno
logy
.CA
VIT
4A
ppro
pria
te u
se o
f soc
ial m
edia
Com
bine
d5
App
ropr
iate
use
of s
ocia
l med
ia**
Com
bine
d6
Com
pute
r sk
ill h
elps
them
com
plet
e ta
sks
mor
e qu
ickl
yCo
mbi
ned
7Te
xtin
g, te
chno
logy
ove
rlay
of c
omm
unic
atio
n, N
OT
face
to fa
ce. W
hat f
its th
e au
dien
ce?
Com
bine
d8
Don
’t th
ink
ther
e’s
a di
ffer
ence
in c
omm
unic
atio
n be
twee
n le
tter
and
em
ail.
It’s
non
face
to fa
ce c
omm
unic
atio
n. T
hese
are
tool
s. W
e us
e th
em. T
hey
don’
t use
us.
Com
bine
d9
Soci
al N
etw
orki
ng fo
r Bi
z –
is it
pre
sent
in y
our
com
pany
?CT
D10
We
allo
w te
lew
orki
ng w
hen
poss
ible
. Thi
s ge
nera
tion
is d
iffer
ent.
How
ever
, you
don
’t g
et o
ut th
ere
stra
ight
from
hig
h sc
hool
.CT
D11
I use
it to
com
mun
icat
e w
ith c
lient
s in
wor
kfor
ce.
CTD
12Fa
cebo
ok –
we
have
to to
lera
te th
ese
tool
s bu
t the
y ha
ve to
be
appr
opri
ate
with
them
.CT
D13
Thin
gs a
re in
noce
ntly
sai
d th
at c
reat
e a
lot o
f pro
blem
s. A
t Cou
nty
we
can’
t get
on
soci
al m
edia
, but
peo
ple
brin
g ph
ones
in. T
o th
em [y
oung
] it’
s no
t a b
reac
h of
eth
ics
– w
e ta
lk a
bout
it.
CVIT
14In
cla
ss w
e do
pod
cas
ts. K
ids
don’
t und
erst
and
the
ethi
cs b
ehin
d Fa
cebo
ok. E
xam
ple,
taun
ting
othe
r st
uden
ts e
lect
roni
cally
.CV
IT15
Or
kids
pos
ting
thin
gs th
at a
pot
entia
l em
ploy
er c
an fi
nd o
n th
e w
eb. L
oud
ring
tone
s. T
extin
g al
l the
tim
e.CV
IT16
Exam
ple,
a p
ictu
re o
f a s
tude
nt d
rink
ing
ruin
ed h
er a
pplic
atio
n fo
r a
scho
lars
hip.
We
need
to e
mph
asiz
e th
ese
stor
ies.
CVIT
17Th
ey’r
e no
t bei
ng ta
ught
the
ethi
cs o
f Soc
ial M
edia
use
.CV
IT18
I fee
l at a
loss
bec
ause
I do
n’t u
se s
ocia
l med
ia. W
hen
I bri
ng in
som
eone
new
, I’m
look
ing
for
thos
e sk
ills.
CVIT
19N
ow k
ids
com
mun
icat
e in
140
cha
ract
ers
or le
ss. S
tude
nts
can
do th
is. T
hey
have
no
idea
how
to T
ALK
to a
hum
an b
eing
on
a ph
one.
CVIT
20Is
ther
e a
role
for
soci
al m
edia
in y
our
wor
kpla
ce?
CVIT
21W
e ca
n’t s
top
the
whe
els
from
turn
ing.
How
can
we
inco
rpor
ate
it in
to o
ur w
orkf
orce
? H
ow d
o w
e U
SE th
ose
tool
s an
d sk
ills?
CVIT
22Ec
onom
ic d
evel
opm
ent i
s 95
% s
ocia
l med
ia. W
e ha
ve to
be
able
to g
et o
ut th
e st
ory.
CVIT
23W
e ha
ve tw
itter
, Fac
eboo
k, b
log@
Reso
lutio
n Co
pper
. We
have
onl
y a
coup
le w
ho k
now
how
.CV
IT24
Face
book
is s
tand
ing
in fo
r a
web
pag
e no
w.
CVIT
25H
ave
to s
tay
on to
p of
Soc
ial M
edia
bec
ause
it c
hang
es s
o qu
ickl
y. P
eopl
e no
w a
re c
hoos
ing
whe
re th
ey e
at a
nd g
o ba
sed
on in
fo o
nlin
e.CV
IT26
They
’re
“GPS
ing”
– m
eetin
g @
coo
rdin
ates
CVIT
27In
clud
es e
lect
roni
c di
spat
ch –
com
plex
env
iron
men
tEV
IT28
Soci
al N
etw
orki
ng fo
r Bi
z –
conn
ectio
n to
Eth
ics.
“A
ppro
pria
te”
use
impa
cts
empl
oyab
ility
, soc
ial r
espo
nsib
ility
.EV
IT29
They
mus
t kno
w th
ese
– tw
itter
, tex
ting,
Fac
eboo
kEV
IT30
Exam
ple,
less
than
10%
twee
t, m
ost c
onsi
der
Face
book
to b
e th
e so
cial
net
wor
k.EV
IT
SOCI
AL
NET
WO
RKIN
G F
OR
BUSI
NES
S
31Th
ey’r
e te
ch s
avvy
and
can
figu
re it
out
.EV
IT32
Soci
al m
edia
has
sup
ersi
zed
our
abili
ty to
bro
adca
st in
form
atio
n.EV
IT33
Elec
tron
ic m
edia
ski
lls–
perv
asiv
e w
eb s
urfin
g, F
aceb
ook
(FB)
nee
ds to
be
addr
esse
d.N
AVI
T34
We
are
grad
ed b
ette
r as
a s
tore
if s
ales
ass
ista
nts
offe
r to
hel
p fin
d an
item
out
side
the
stor
e w
hen
not a
vaila
ble
in th
e st
ore.
Thi
s is
not
the
youn
ger
gen
look
ing
for
this
. You
nger
cle
rks
like
to g
o on
line
and
do th
is.
NA
VIT
35Ki
ds c
omm
unic
ate
so w
ell v
ia te
xtin
g an
d FB
but
not
one
on
one.
► a
ffec
ts a
bilit
y to
com
mun
icat
e fa
ce to
face
with
a c
usto
mer
. ►sa
ying
“l
ike”
30
times
►m
aybe
we
shou
ld s
tart
doi
ng o
ur in
terv
iew
s w
ith U
S te
xtin
g.N
AVI
T36
Exam
ple,
pro
fess
iona
l em
ail a
ccou
nts,
not
cra
zyso
ccer
chic
99@
....
PCJT
ED37
Nee
d to
kno
w w
hat i
s ap
prop
riat
e on
Fac
eboo
k an
d m
ySpa
ce (e
tique
tte)
PCJT
ED38
Tech
nolo
gy v
s. fa
ce-t
o-fa
ce, s
kills
mus
t be
taug
ht.
PCJT
ED39
Soci
al N
etw
orki
ng fo
r Bu
sine
ss d
oesn
’t y
et fi
t in
the
busi
ness
mod
el fo
r co
nstr
uctio
n.PC
JTED
40Cr
itica
l for
Bra
ndin
g an
d ad
vert
isin
g –
we
need
to k
eep
up w
ith th
e te
chno
logy
.PC
JTED
41Se
cond
Life
is n
ow b
eing
use
d as
a v
irtu
al w
orld
to c
reat
e bu
sine
ss. P
ulte
is u
sing
it.
PCJT
ED42
This
is th
e st
uden
t’s
wor
ld –
they
are
des
igni
ng a
pps
for
App
le.
PCJT
ED43
Polit
ics
of th
e la
st w
eek
give
s us
an
indi
cato
r of
the
impo
rtan
ce o
f the
se to
ols.
Thi
s is
NO
W!
PCJT
ED44
Tech
nolo
gy a
nd th
e sp
eed
of c
hang
e –
incl
udes
face
to fa
ce. S
ee M
icro
busi
ness
Adv
ance
men
t Cen
ter
http
://m
ac-s
a.or
g/.
PCJT
ED45
Mos
t of u
s do
n’t e
ven
have
a fu
ndam
enta
l und
erst
andi
ng o
f whe
re o
ur k
ids
are
and
wha
t the
y ne
ed to
lear
n. T
extin
g –
we
used
to la
ugh
and
now
it’s
ess
entia
l to
us.
Px C
ent.
46A
DD
beh
avio
r is
rew
arde
d. “
Mov
e fa
st a
nd b
reak
thin
gs”
is th
e fa
cebo
ok m
otto
. Thi
s is
our
you
nger
gen
erat
ion
at w
ork.
Res
umes
are
goi
ng to
be
use
less
sin
ce r
eput
atio
n is
bui
lt on
line.
Goo
d –
bad
– no
ne –
wha
t’s
your
onl
ine
repu
tatio
n? P
eopl
e th
at g
et w
hat’
s go
ing
on d
on’t
mak
e th
e de
cisi
ons
and
vice
ver
sa.
Px C
ent.
47Co
llabo
ratio
n in
this
env
iron
men
t? C
ultu
re a
s ge
nera
tiona
l and
eth
nici
ty. I
nclu
des
tech
nolo
gy, t
ensi
on a
roun
d pr
actic
es fo
r co
mm
unic
atio
n an
d st
yles
. Em
ail n
ot b
eing
use
d an
ymor
e by
you
th –
they
’ve
mov
ed o
n (t
extin
g). N
eed
new
way
s to
bri
dge
old
gaps
.W
AVE
48Po
licie
s an
d pr
oced
ures
at a
ll le
vels
with
my
com
pany
say
NO
text
ing,
NO
FB.
WA
VE49
Yout
h as
sum
e te
xtin
g is
app
ropr
iate
.W
AVE
50Yo
uth
are
not u
sing
tech
nolo
gy to
thei
r ad
vant
age
at w
ork
– ge
nera
lly s
ocia
l use
WA
VE51
At M
ohav
e Co
rrec
tiona
l we
empl
oy 6
00. T
hey
CAN
NO
T br
ing
cell
phon
es in
to th
e fa
cilit
y. D
oing
so
may
res
ult i
n te
rmin
atio
n. F
B an
d tw
itter
ar
e bl
ocke
d.W
AVE
52U
se o
f soc
ial m
edia
is s
ituat
iona
l.W
AVE
53Co
mpl
ex c
omm
unic
atio
n an
d so
cial
net
wor
king
. Wri
tten
AN
D s
poke
n co
mm
unic
atio
n.
Wes
tMEC
54O
verl
ayin
g te
chno
logy
on
com
mun
icat
ion
mak
es it
mor
e co
mpl
ex. W
e ar
e st
rugg
ling
with
term
inol
ogy.
Ele
ctro
nic
skill
s ne
ed to
be
incl
uded
he
re. V
erba
l ski
lls a
re n
eede
d in
this
gen
erat
ion.
W
estM
EC55
Soci
al n
etw
orki
ng is
a T
OO
L, n
ot a
ski
ll. H
as to
be
dire
cted
at c
omm
unic
atio
n.W
estM
EC56
Shou
ld s
ocia
l net
wor
king
be
incl
uded
her
e? [M
ost p
eopl
e in
the
room
indi
cate
d th
ey u
se F
aceb
ook
for
NO
Nso
cial
pur
pose
s.]
Wes
tMEC
57W
e ha
ve d
igita
l mar
ketin
g te
ams
in p
lace
. W
estM
EC58
Soci
al n
etw
orki
ng n
eeds
res
trai
nts
in p
lace
to b
e ef
fect
ive
for
busi
ness
. Add
ress
man
agin
g pu
blic
rec
ords
, eth
ics.
W
estM
EC59
Nee
d aw
aren
ess
that
peo
ple
are
still
pur
chas
ing
IN P
ERSO
N. N
eed
to m
ix s
kill
sets
– e
mpl
oyab
ility
in a
tech
nica
l con
text
. W
estM
EC
60G
eogr
aphi
cally
dis
trib
uted
team
wor
k m
ay o
ccur
thro
ugh
open
net
wor
ks li
ke fa
cebo
ok.
Wes
tMEC
61W
e ne
ed a
ttitu
de, a
ccou
ntab
ility
, com
mon
sen
se, k
now
ledg
e of
how
to tr
eat a
cus
tom
er/p
oten
tial c
usto
mer
, bili
ngua
lism
YUM
A62
Ther
e ar
e pr
ofes
sion
al c
onfli
cts
with
soc
ial n
etw
orki
ng (S
N).
It’s
not
an
inte
rrup
tion
in th
eir
min
ds, b
ut it
sho
ws
up th
at w
ay.
YUM
A63
In h
ospi
tal,
onlin
e ap
plic
atio
ns a
re o
ften
com
plet
ed a
s if
text
ing
a fr
iend
rat
her
than
“2”
the
empl
oyer
. Thi
s is
FRE
QU
ENT.
It’s
diff
icul
t to
scre
en q
ualif
ied
appl
ican
ts.
YUM
A64
“You
sai
d W
HA
T on
Fac
eboo
k?!”
Wha
t is
the
dist
inct
ion
betw
een
wor
k an
d pe
rson
al li
fe?
Som
e pe
ople
are
ver
y go
od a
t use
of t
echn
olog
y –
exam
ple,
vid
eo g
ame
trai
ning
.YU
MA
65SN
is G
ENER
ATI
ON
AL.
It’s
OK!
Wha
t’s
the
real
pro
blem
? W
e fin
d it’
s ea
sy fo
r so
meo
ne to
com
e in
and
look
goo
d at
firs
t [no
t goo
d ov
er lo
ng
haul
].YU
MA
66SN
for
Busi
ness
– S
N is
eng
rain
ed in
thei
r be
ings
. We
have
to e
mbr
ace
it be
caus
e it
draw
s, d
rive
s, c
reat
es a
big
ger
audi
ence
for
us. I
t’s
YUM
A67
We
don’
t hav
e a
chal
leng
e w
ith e
ntry
leve
l but
sim
ply
findi
ng s
kille
d la
bor
and
reta
inin
g it.
[Is
this
a c
hang
ing
indu
stry
req
uiri
ng d
iffer
ent s
ets
of s
kills
?] Y
es, w
e sp
ent 5
mon
ths
look
ing
for
an o
nlin
e co
nten
t man
ager
.YU
MA
Stat
emen
tG
roup
7G
eogr
aphi
cally
dis
trib
uted
team
wor
k m
ay o
ccur
thro
ugh
open
net
wor
ks li
ke fa
cebo
ok.
Wes
tMEC
WO
RKIN
G O
NLI
NE
IN G
EOG
RAPH
ICA
LLY
DIS
TRIB
UTE
D T
EAM
S
Stat
emen
tG
roup
81
Com
plex
Com
mun
icat
ion
is im
port
ant –
tran
sfer
of k
now
ledg
e is
com
plex
ity, e
ssen
tial t
o a
team
.CA
VIT
2Ex
ampl
e, “
Can’
t hav
e th
ese
3 pe
ople
wor
king
toge
ther
– th
ey d
on’t
get
alo
ng.”
?! M
odel
com
mun
icat
ion!
!!CA
VIT
3Co
llabo
ratio
ns s
kills
are
ess
entia
l, an
app
reci
atio
n th
at I’
m p
art o
f a b
igge
r pu
zzle
. The
TEA
M &
CO
MPA
NY
mus
t sho
w u
p an
d be
sho
wn.
CAVI
T4
Colla
bora
tion
MO
RE o
f a c
halle
nge
with
soc
ial m
edia
. Tec
hnol
ogy
incr
ease
s th
e ba
rrie
rs.
CAVI
T5
Toda
y’s
Wor
kpla
ce: c
ompl
ex c
omm
unic
atio
n m
ay in
clud
e co
llabo
ratio
n. D
oes
the
wor
d “c
ompl
ex”
chan
ge y
our
resp
onse
?Co
mbi
ned
6Pa
rt o
f the
team
Com
bine
d7
Colla
bora
tion
Com
bine
d8
Colla
bora
tion
– w
ork
toge
ther
tow
ard
com
mon
goa
ls, r
espe
ctfu
l of s
tren
gths
and
wea
knes
ses.
All
phas
es o
f soc
iety
nee
d th
is.
Com
bine
d9
Impo
rtan
t to
be o
n tim
e, p
art o
f a te
am, t
o th
ink
criti
cally
and
kno
w h
ow to
thin
k ou
tsid
e of
the
box.
PCJT
ED10
An
entr
y le
vel e
mpl
oyee
is a
TEA
M M
EMBE
R –
empl
oyer
and
em
ploy
ee n
eed
awar
enes
s. E
xam
ple,
McD
onal
ds e
ntry
to o
wne
rshi
pPC
JTED
11M
ore
can
be a
ccom
plis
hed
for
the
good
of t
he W
HO
LE if
all
have
thei
r ey
es o
n it.
Exa
mpl
e, “
You
are
part
of t
he h
ealin
g pr
oces
s fo
r on
e pe
rson
.” A
ttitu
de is
wor
ked
upon
by
TEA
M.
PCJT
ED12
Colla
bora
tion
and
Initi
ativ
e/Se
lf-D
irec
tion
are
need
ed b
oth
in th
e ed
ucat
ion
envi
ronm
ent A
ND
in th
e w
orkp
lace
, but
they
look
diff
eren
t. H
ow
does
this
tie
into
my
job
in a
com
pany
? W
hat’
s m
y pa
rt?
Px C
ent.
13Cu
ltura
l Com
pete
ncy
is a
t the
top
also
. I d
o In
terg
ener
atio
nal T
rain
ing.
We
now
hav
e 4
gene
ratio
ns in
the
wor
kpla
ce. T
here
are
bar
rier
s w
ithin
or
gani
zatio
ns th
at a
re in
the
way
of b
ring
ing
peop
le to
geth
er to
col
labo
rate
– a
ge, r
ace,
etc
. Pro
babl
y ba
sed
in p
erce
ptio
n. L
eade
rs n
eed
to
stri
ke d
own
myt
hs, s
hoot
for
com
mon
goa
ls. T
hese
are
freq
uent
pro
blem
s am
ong
my
clie
nts.
Px C
ent.
14N
SF g
rant
thro
’ MCC
C. T
each
ers
and
stud
ents
are
bei
ng tr
aine
d TO
GET
HER
, cre
atin
g co
llabo
ratio
n be
twee
n st
uden
ts a
nd te
ache
rs (b
eyon
d ap
preh
ensi
on to
pro
duct
ivity
).Px
Cen
t.15
We
have
a c
olla
bora
tive
CS e
ffor
t in
hosp
italit
y –
UM
OM
, Hum
ane
Soci
ety
Px C
ent.
16Co
llabo
ratio
n in
this
env
iron
men
t? C
ultu
re a
s ge
nera
tiona
l and
eth
nici
ty. I
nclu
des
tech
nolo
gy, t
ensi
on a
roun
d pr
actic
es fo
r co
mm
unic
atio
n an
d st
yles
. Em
ail n
ot b
eing
use
d an
ymor
e by
you
th –
they
’ve
mov
ed o
n (t
extin
g). N
eed
new
way
s to
bri
dge
old
gaps
.W
AVE
17A
s a
COM
MU
NIT
Y w
e co
llabo
rate
, doi
ng m
ore
with
less
mon
ey, a
nd fl
exib
ility
is a
req
uire
men
t. C
reat
ive
idea
s ne
ed to
be
ackn
owle
dged
.YU
MA
18Co
llabo
ratio
n –
may
hav
e a
tech
nica
l tea
mw
ork
skill
but
lack
the
com
mun
icat
ive
abili
ty th
at m
akes
it w
ork.
YUM
A19
Team
vs.
dic
tato
rial
lead
ersh
ip –
nee
d to
rec
ogni
ze v
alue
of p
eopl
e w
e de
al w
ith. W
e ar
e al
l mem
bers
of t
he c
omm
unity
in w
hich
we
live,
N
OT
touc
h-fe
ely
but r
ealis
tic a
sses
smen
t. T
his
is a
par
t of c
olla
bora
tion.
YUM
A
COLL
ABO
RATI
ON
Stat
emen
tG
roup
91
Lega
l and
Eth
ical
Pra
ctic
e***
and
Pro
fess
iona
lism
– ½
of e
ach
sess
ion/
less
on is
on
thes
e 2
CAVI
T1
2H
ones
t, e
xpec
ting
peop
le to
be
hone
st a
nd o
pen
Com
bine
d1
3Le
gal a
nd e
thic
al c
once
rns
Com
bine
d1
4H
ones
tyCo
mbi
ned
15
Criti
cal t
o ha
ve a
con
vers
atio
n ab
out e
xpec
tatio
ns. E
xam
ple,
nar
cotic
s w
e m
issi
ng a
nd a
nur
se w
as id
entif
ied.
She
sai
d “I
nee
d he
lp.”
You
wor
k w
ith a
per
son
like
that
. How
ever
, fai
lure
to a
dmit
such
a m
ista
ke m
ay h
ave
a di
ffer
ent r
esul
t.CT
D1
6Re
: Pen
alty
of P
erju
ry d
ocum
ent s
igne
d. W
e te
ll ne
w h
ires
that
we
are
a Ty
pe A
Com
pany
– d
o w
hat y
ou s
igne
d up
to d
o! “
One
of y
ou is
goi
ng
to g
et fi
red
this
wee
k be
caus
e yo
u’ll
deci
de n
ot to
sho
w u
p.”
CTD
17
Empl
oyee
hon
esty
is im
port
ant a
nd c
hang
es th
e co
nseq
uenc
es fo
r m
ista
kes.
CTD
18
Nee
d to
und
erst
and
that
ther
e ar
e co
nseq
uenc
es fo
r la
ck o
f aw
aren
ess.
CTD
19
Thin
gs a
re in
noce
ntly
sai
d th
at c
reat
e a
lot o
f pro
blem
s. A
t Cou
nty
we
can’
t get
on
soci
al m
edia
, but
peo
ple
brin
g ph
ones
in. T
o th
em [y
oung
] it’
s no
t a b
reac
h of
eth
ics
– w
e ta
lk a
bout
it.
CVIT
110
They
’re
not b
eing
taug
ht th
e et
hics
of S
ocia
l Med
ia u
se.
CVIT
111
Inab
ility
to p
ass
a dr
ug s
cree
ning
. We
have
a lo
t of t
rain
ing
on th
is. D
rug
test
s be
fore
hir
e, th
en r
ando
mly
onc
e hi
red.
CVIT
112
San
Carl
os is
bui
ldin
g a
huge
hos
pita
l, hi
ring
nat
ive
first
. By
the
time
31 p
eopl
e go
t thr
ough
thet
dru
g te
stin
g, o
nly
11 w
ere
left
.CV
IT1
13Le
gal a
nd e
thic
al s
kills
are
a m
ajor
issu
e.CV
IT1
14La
ck o
f sel
f-co
ntro
l.CV
IT1
15“Y
our
kids
che
atin
g.”
“Nah
, not
my
kid.
”CV
IT1
16Ef
fect
on
bott
om li
ne. E
xam
ple,
giv
ing
away
sub
s on
the
job
as c
omm
unity
ser
vice
.CV
IT1
17So
cial
Net
wor
king
for
Biz
– co
nnec
tion
to E
thic
s. “
App
ropr
iate
” us
e im
pact
s em
ploy
abili
ty, s
ocia
l res
pons
ibili
ty.
EVIT
118
Ethi
cs –
put
ting
in h
ours
of W
ORK
, fin
ding
som
ethi
ng to
do.
EVIT
119
Stud
ents
like
col
labo
ratin
g. T
he #
1 is
sue
is e
thic
s. T
hey
have
no
prob
lem
ste
alin
g. It
is s
ocia
lly a
ccep
tabl
e. N
ot b
usin
ess
ethi
cs, j
ust p
lain
et
hics
. Exa
mpl
e, c
loth
ing,
giv
ing
subs
to fr
iend
s fo
r a
tota
l of $
60K
for
the
year
– d
idn’
t und
erst
and
that
it w
as w
rong
bec
ause
he
was
n’t t
akin
g th
em h
imse
lf.EV
IT1
20St
uden
ts a
re h
ighl
y cr
eativ
e ab
out w
orki
ng a
roun
d et
hica
l con
cern
s th
ey d
on’t
like
.EV
IT1
21Le
gal a
nd E
thic
al –
this
is b
asic
. A jo
b is
a p
rivi
lege
. Thi
s is
not
taug
ht in
our
sch
ools
. Eth
ics,
val
ues
and
relig
ion
wer
e ta
ught
in m
y sc
hool
. [Th
is
gen
says
] “I e
xpec
t to
be tr
eate
d th
e w
ay I
wan
t to
be tr
eate
d.”
Px C
ent.
122
Corp
orat
ions
/bus
ines
ses
have
take
n so
muc
h aw
ay fr
om th
e em
ploy
ee th
at th
ere
is n
o lo
yalty
any
long
er, i
n ei
ther
dir
ectio
n. E
xam
ple,
W
isco
nsin
cut
ting
pens
ions
. Ent
itlem
ent v
s. L
oss
(loya
lty a
nd r
esou
rces
)Px
Cen
t.1
23W
e ar
e lo
okin
g fo
r: p
eopl
e w
ho s
how
up
on ti
me,
kno
w w
ho th
e bo
ss is
, are
ser
ious
abo
ut s
afet
y on
the
job
site
, and
don
’t r
ip o
ff th
e bu
sine
ss.
YUM
A1
LEG
AL
AN
D E
THIC
AL
PRA
CTIC
E
Stat
emen
tG
roup
101
Lega
l and
Eth
ical
Pra
ctic
e***
and
Pro
fess
iona
lism
– ½
of e
ach
sess
ion/
less
on is
on
thes
e 2
CAVI
T2
Tim
elin
ess
(abi
lity
to m
anag
e se
lf) –
Pro
fess
iona
lism
? M
ust l
earn
to B
E TH
ERE.
Initi
ativ
e &
Sel
f-D
irec
tion?
No.
As
an e
mpl
oyer
, I m
anag
e th
eir
activ
ities
.CA
VIT
3La
zine
ss is
evi
dent
in c
lass
room
s, in
em
ploy
ees.
“I d
on’t
wan
t to
wor
k th
at h
ard.
“ T
he la
men
t.CA
VIT
4M
y w
ork
ethi
c de
velo
ped
as a
CTE
alu
mna
with
a P
hD, n
ow a
sup
erin
tend
ent.
CAVI
T5
Acc
ount
abili
ty**
*is
mis
sing
from
the
list.
Pro
fess
iona
l sta
ndar
d of
beh
avio
r?CA
VIT
6Ti
mel
ines
s an
d su
ch b
ehav
iors
sho
uld
be p
ract
iced
in r
elat
ions
hip
to c
lass
es. E
xam
ple,
allo
win
g ex
tra
cred
it in
pla
ce o
f tim
ely
subm
issi
on o
f w
ork.
BU
T su
peri
nten
dent
s ge
t cal
ls fr
om p
aren
ts w
ho w
ant t
heir
chi
ld o
ff th
e ho
ok. P
aren
ts a
ctua
lly e
nabl
e it
and
wea
r te
ache
rs d
own.
CAVI
T7
Prof
essi
onal
ism
not
nec
essa
rily
see
n as
app
licab
le a
cros
s pr
ofes
sion
s/bu
sine
ss/i
ndus
try.
Acc
ount
abili
ty m
aybe
inst
ead.
CAVI
T8
Att
itude
**Co
mbi
ned
9Pr
ofes
sion
alis
m**
**Co
mbi
ned
10Be
Pre
sent
Com
bine
d11
Basi
c Sk
ills:
Cha
ract
er**
, int
egri
ty, s
how
up
for
wor
k!Co
mbi
ned
12So
ft S
kills
: sho
win
g up
on
time,
dep
enda
bilit
y, m
atur
ity, i
nteg
rity
*, c
omm
unic
atio
nCo
mbi
ned
13A
ppro
pria
te u
se o
f soc
ial m
edia
Com
bine
d14
Wor
k et
hic
Com
bine
d15
App
eara
nce:
gro
omin
g an
d dr
essi
ng*
Com
bine
d16
App
ropr
iate
use
of s
ocia
l med
ia**
Com
bine
d17
Prid
e in
a jo
b w
ell d
one
Com
bine
d18
Lead
by
exam
ple
Com
bine
d19
Sepa
ratio
n of
per
sona
l and
pro
fess
iona
l life
Com
bine
d20
Hon
est,
exp
ectin
g pe
ople
to b
e ho
nest
and
ope
nCo
mbi
ned
21Pr
ofes
sion
al d
ress
– n
eed
to im
pres
s M
E, n
ot th
eir
frie
nds
Com
bine
d22
We
need
to b
e ca
refu
l abo
ut a
ppea
ranc
e in
det
erm
inin
g a
pers
on’s
abi
litie
s. N
on ju
dgm
enta
l.Co
mbi
ned
23I a
ddre
ss d
ress
cod
e fir
st in
hea
lthca
re. A
ppea
ranc
e su
ppor
ts p
atie
nt tr
ust i
n th
eir
care
.Co
mbi
ned
24Ex
ampl
e, s
hoe
stor
e jo
b in
the
past
, we
dres
sed
in a
full
suit
and
whi
te s
hirt
.Co
mbi
ned
25Ex
ampl
e, F
airc
hild
eng
inee
rs: V
Ps w
ould
com
e fr
om N
Y to
the
plan
t. E
ngin
eers
and
wor
kers
wou
ld w
atch
dri
vers
sitt
ing
out i
n th
e he
at a
nd
deci
ded
som
ethi
ng n
eede
d to
cha
nge.
The
y st
arte
d th
eir
own
com
pany
– In
tel:
dres
s as
you
wan
t; w
ork
whe
re y
ou w
ant;
put
in y
our
40
hour
s.Co
mbi
ned
26W
hat i
s ap
prop
riat
e fo
r D
IFFE
REN
T jo
bs?
exam
ple,
gam
e st
ore
– a
nose
rin
g is
app
ropr
iate
.Co
mbi
ned
27Bu
sine
ss e
tique
tte
si m
issi
ng.
Com
bine
d28
In te
stin
g/ev
alua
ting
IT s
yste
ms,
Pro
fess
iona
lism
. The
y re
pres
ent o
ur c
ompa
ny a
nd fi
rst i
mpr
essi
on is
impo
rtan
t. A
fter
that
, Com
plex
Co
mm
unic
atio
n –
the
abili
ty to
rec
eive
, dig
est,
pro
cess
and
ret
urn
com
mun
icat
ion
is e
ssen
tial (
our
clie
nt’s
are
in D
efen
se, f
rom
gen
eral
s to
CE
Os)
.CT
D
PRO
FESS
ION
ALI
SM
29Co
mm
unic
atio
n co
mpe
tenc
y is
hug
e –
expl
anat
ions
to c
usto
mer
s. 9
0% o
f our
em
ploy
ees
are
loca
l and
und
er th
e ag
e of
26.
Exa
mpl
e, 2
4 ye
ar
old,
mar
ried
with
bab
y, h
ad p
robl
em r
unni
ng o
ff m
outh
. He
said
the
wro
ng th
ing
to th
e w
rong
per
son.
Tho
ught
he
shou
ld b
e tr
eate
d sp
ecia
l –
lost
his
$50
/hou
r jo
b. W
e ha
ve a
no
tole
ranc
e po
licy
for
this
kin
d of
beh
avio
r. H
ow d
o yo
u te
ach
Man
ners
?CT
D30
In m
y fie
ld a
nd w
ith s
ocie
ties
char
acte
rist
ics,
Pro
fess
iona
lism
. App
eara
nce
mat
ters
to a
pat
ient
in h
ealth
care
. The
ir li
fe is
in y
our
hand
s. T
his
is
#1!
CTD
31Im
port
ant t
o be
on
time,
dep
enda
ble,
acc
ount
able
, ask
ing
ques
tions
, dre
ss fo
r ot
hers
not
sel
f. Ex
ampl
e, e
ntre
pren
eurs
hip
prog
ram
cre
ated
a
fictit
ious
bus
ines
s an
d pe
ople
in fi
eld
judg
ed a
nd c
ritiq
ued
ever
ythi
ng a
bout
it.
CTD
32La
unch
in L
ife p
rogr
am in
clud
es: f
inan
ces,
inte
rvie
win
g te
chni
ques
, res
ume
wri
ting,
kno
win
g in
divi
dual
ski
ll se
ts, u
nder
stan
ding
con
nect
ion
betw
een
educ
atio
n an
d qu
ality
of l
ife. 4
H is
taki
ng th
e cu
rric
ulum
to U
of A
for
peer
rev
iew
in o
rder
to p
repa
re fo
r a
stat
ewid
e la
unch
.CT
D33
Maj
ority
of o
ur h
ires
are
ass
ocia
te le
vel.
We
have
onl
ine
cour
ses
and
empl
oyee
s sa
y “w
ho’s
goi
ng to
pay
me
to s
pend
tim
e on
this
?” T
hey
wan
t to
do it
on
wor
k tim
e. T
he m
ore
dive
rse
your
ski
lls, t
he m
ore
I can
use
you
. The
y as
k, “
How
muc
h do
you
mak
e? I
wan
t you
r jo
b.”
CTD
34Cr
itica
l to
have
a c
onve
rsat
ion
abou
t exp
ecta
tions
. Exa
mpl
e, n
arco
tics
we
mis
sing
and
a n
urse
was
iden
tifie
d. S
he s
aid
“I n
eed
help
.” Y
ou w
ork
with
a p
erso
n lik
e th
at. H
owev
er, f
ailu
re to
adm
it su
ch a
mis
take
may
hav
e a
diff
eren
t res
ult.
CTD
35Se
vera
l ste
ps a
nd r
etra
inin
g re
late
d to
mis
take
s.CT
D36
Re: P
enal
ty o
f Per
jury
doc
umen
t sig
ned.
We
tell
new
hir
es th
at w
e ar
e a
Type
A C
ompa
ny –
do
wha
t you
sig
ned
up to
do!
“O
ne o
f you
is g
oing
to
get
fire
d th
is w
eek
beca
use
you’
ll de
cide
not
to s
how
up.
”CT
D37
Prof
essi
onal
ism
– c
ome
to w
ork
on ti
me.
Bec
ause
of t
he la
ck o
f dis
cipl
ine,
we
don’
t hir
e ki
ds a
nym
ore,
and
the
stor
e us
ed to
be
a tr
aini
ng
grou
nd.
CVIT
38Ki
ds w
ho g
ot m
ad a
nd w
alke
d of
f the
job
into
the
mili
tary
cam
e ba
ck a
nd a
polo
gize
d.CV
IT39
We
have
em
ploy
ees
com
e in
late
and
leav
e ea
rly.
The
y’ve
lost
the
driv
e of
old
er w
orke
rs. R
espo
nsib
ility
was
som
ethi
ng w
e le
arne
d fr
om
mot
hers
/fat
hers
. Now
peo
ple
see
no c
onse
quen
ce in
lett
ing
othe
r w
orke
rs d
own.
CVIT
40In
abili
ty to
pas
s a
drug
scr
eeni
ng. W
e ha
ve a
lot o
f tra
inin
g on
this
. Dru
g te
sts
befo
re h
ire,
then
ran
dom
ly o
nce
hire
d.CV
IT41
San
Carl
os is
bui
ldin
g a
huge
hos
pita
l, hi
ring
nat
ive
first
. By
the
time
31 p
eopl
e go
t thr
ough
thet
dru
g te
stin
g, o
nly
11 w
ere
left
.CV
IT42
Lega
l and
eth
ical
ski
lls a
re a
maj
or is
sue.
CVIT
43La
ck o
f sel
f-co
ntro
l.CV
IT44
“You
r ki
ds c
heat
ing.
” “N
ah, n
ot m
y ki
d.”
CVIT
45Th
ings
are
inno
cent
ly s
aid
that
cre
ate
a lo
t of p
robl
ems.
At C
ount
y w
e ca
n’t g
et o
n so
cial
med
ia, b
ut p
eopl
e br
ing
phon
es in
. To
them
[you
ng]
it’s
not a
bre
ach
of e
thic
s –
we
talk
abo
ut it
.CV
IT46
In c
lass
we
do p
od c
asts
. Kid
s do
n’t u
nder
stan
d th
e et
hics
beh
ind
Face
book
. Exa
mpl
e, ta
untin
g ot
her
stud
ents
ele
ctro
nica
lly.
CVIT
47O
r ki
ds p
ostin
g th
ings
that
a p
oten
tial e
mpl
oyer
can
find
on
the
web
. Lou
d ri
ng to
nes.
Tex
ting
all t
he ti
me.
CVIT
48Ex
ampl
e, a
pic
ture
of a
stu
dent
dri
nkin
g ru
ined
her
app
licat
ion
for
a sc
hola
rshi
p. W
e ne
ed to
em
phas
ize
thes
e st
orie
s.CV
IT49
They
’re
not b
eing
taug
ht th
e et
hics
of S
ocia
l Med
ia u
se.
CVIT
50Et
hics
– p
uttin
g in
hou
rs o
f WO
RK, f
indi
ng s
omet
hing
to d
o.EV
IT51
We
take
for
gran
ted
that
kid
s ha
ve s
ome
kind
of w
ork
ethi
c. E
xam
ple,
a y
oung
man
did
all
of th
e w
ork
on h
is b
oss’
s lis
t, s
o he
wen
t hom
e at
1:
00 in
stea
d of
5:0
0.EV
IT52
Be p
rofe
ssio
nal
EVIT
53N
eed
to s
et b
ound
arie
s –
awar
enes
s, u
nder
stan
ding
, iss
ues
of e
ntitl
emen
t – w
here
are
the
lines
?EV
IT54
Tran
slat
e sk
ills
to b
usin
ess,
est
ablis
h di
ffer
ence
s.EV
IT55
Wor
k et
hic
vs. s
ense
of e
ntitl
emen
t. E
ntry
leve
ls n
eed
to W
ORK
thei
r w
ay u
p, s
tart
ing
with
Exc
el, W
ord,
etc
.EV
IT56
Whe
re is
the
wor
k et
hic
taug
ht?
Colle
ge?
Gra
de s
choo
l? W
here
is th
e co
mm
itmen
t? Is
it a
cou
rse,
a s
tand
ard
proc
edur
e?EV
IT57
Exam
ple,
use
d th
e sc
out o
ath
as a
n in
stru
ctio
nal t
ool a
t Har
vard
Bus
ines
s Sc
hool
.EV
IT58
Wor
k et
hic
was
taug
ht in
ele
men
tary
sch
ool a
nd a
t hom
e on
the
farm
. Hom
e hi
stor
ical
ly is
the
plac
e. T
he id
ea o
f inc
reas
ing
acco
unta
bilit
y th
roug
h sc
hool
yea
rs is
ther
e as
wel
l.EV
IT59
Elec
tron
ic m
edia
ski
lls–
perv
asiv
e w
eb s
urfin
g, F
aceb
ook
(FB)
nee
ds to
be
addr
esse
d.N
AVI
T60
Doi
ng a
goo
d jo
b to
KEE
P a
job
NA
VIT
61ex
ampl
e, e
mpl
oyee
faile
d to
tell
empl
oyer
he
wou
ld b
e go
ne fo
r a
few
day
sN
AVI
T62
Intr
insi
c m
otiv
atio
n. P
ride
in w
ork.
How
do
we
teac
h th
is?
NA
VIT
63“I
f you
’re
sche
dule
d to
go
to w
ork,
go
to w
ork!
” A
tten
danc
e is
my
hot b
utto
n –
dete
rmin
es w
ho I’
m g
oing
to “
like.
”N
AVI
T64
We
find
Mon
day
and
Frid
ay a
bsen
ces
are
high
.N
AVI
T65
This
is c
ritic
al to
bus
ines
s be
caus
e I d
on’t
sta
ff m
y st
ore
extr
a fo
r th
is. D
irec
t im
pact
on
bott
om li
ne.
NA
VIT
66Ci
ty o
f Hol
broo
k re
quir
es d
octo
r no
tes
for
Mon
day
and
Frid
ay a
bsen
ces.
NA
VIT
67W
hen
we
inte
rvie
w, t
hese
item
s ar
e cr
itica
l to
us a
s w
ell a
s 10
key
a nd
mat
h. A
lso
need
to c
ome
in w
ith e
nthu
sias
m a
nd p
rofe
ssio
nalis
m o
r th
ey w
on’t
get
/kee
p th
e jo
b.N
AVI
T68
We
wou
ld h
ire
for
ATT
ITU
DE
and
trai
n fo
r ap
titud
e.N
AVI
T69
I can
teac
h so
meo
ne h
ow to
dri
ve a
bus
, but
I ne
ed th
em to
sho
w u
p sm
iling
, rea
dy to
lear
n.N
AVI
T70
We
hire
for
attit
ude
(thi
s is
the
bust
er fo
r m
e) b
ut w
e do
nee
d th
e m
echa
nica
l thi
ngs.
NA
VIT
71I h
ired
a 6
0 ye
ar o
ld h
air
dres
ser
and
trai
ned
her
to b
e a
bank
telle
r. S
he is
now
a s
enio
r te
ller.
Whe
n I f
irst
hir
ed h
er, m
y co
lleag
ues
thou
ght I
w
as c
razy
.N
AVI
T72
Dri
vers
on
deliv
ery
– go
od a
ttitu
de is
ess
entia
l (ex
. con
cret
e). I
t ref
lect
s on
com
pany
.N
AVI
T73
Impo
rtan
t to
be o
n tim
e, p
art o
f a te
am, t
o th
ink
criti
cally
and
kno
w h
ow to
thin
k ou
tsid
e of
the
box.
PCJT
ED74
C&I c
an b
e ne
gate
d in
the
wor
kpla
ce a
nd s
tude
nts
need
to u
nder
stan
d th
is a
nd th
at it
may
stim
ulat
e ot
her
idea
s. It
req
uire
s pe
rsis
tenc
e an
d ta
kes
time.
Per
haps
mor
e im
port
ant i
s en
thus
iasm
.PC
JTED
75A
lso
conc
erne
d w
ith h
ow p
eopl
e an
swer
que
stio
ns a
s w
ell a
s as
k.PC
JTED
76Ex
ampl
e, p
rofe
ssio
nal e
mai
l acc
ount
s, n
ot c
razy
socc
erch
ic99
@...
.PC
JTED
77N
eed
to k
now
wha
t is
appr
opri
ate
on F
aceb
ook
and
myS
pace
(etiq
uett
e)PC
JTED
78Pr
ofes
sion
alis
m, C
ompl
ex C
omm
unic
atio
n, D
iver
gent
& C
ritic
al T
hink
ing
Px C
ent.
79Pr
ofes
sion
alis
m a
nd th
e ba
sics
of r
eadi
ng a
nd w
ritin
gPx
Cen
t.80
Bein
g on
tim
e an
d pr
esen
t is
som
ethi
ng w
e va
lue.
Px C
ent.
81It
is h
ard
to g
et p
eopl
e to
com
e in
to th
e ut
ility
indu
stry
. It t
akes
man
y ye
ars
of h
ard
wor
k, w
ith s
win
g sh
ifts,
dan
ger
and
a st
eep
trai
ning
cur
ve.
Inst
ant g
ratif
icat
ion?
Zer
o.Px
Cen
t.82
Mor
e em
phas
is n
eede
d on
cha
ract
er - ►
How
do
you
keep
up
with
that
, man
age
that
? ►
It’s
an
issu
es o
f div
ersi
ty. C
hara
cter
is n
ot th
e sa
me
in d
iffer
ent c
ultu
res.
►D
oes
this
hav
e to
do
with
pro
fess
iona
lism
?W
AVE
83Po
licie
s an
d pr
oced
ures
at a
ll le
vels
with
my
com
pany
say
NO
text
ing,
NO
FB.
WA
VE84
Yout
h as
sum
e te
xtin
g is
app
ropr
iate
.W
AVE
85Yo
uth
are
not u
sing
tech
nolo
gy to
thei
r ad
vant
age
at w
ork
– ge
nera
lly s
ocia
l use
WA
VE
86A
t Moh
ave
Corr
ectio
nal w
e em
ploy
600
. The
y CA
NN
OT
brin
g ce
ll ph
ones
into
the
faci
lity.
Doi
ng s
o m
ay r
esul
t in
term
inat
ion.
FB
and
twitt
er
are
bloc
ked.
WA
VE87
Basi
cs: s
peak
to p
eopl
e, m
ath,
sho
w u
p on
tim
e, d
ress
pro
perl
y, h
ygie
ne –
the
rest
em
ploy
ers
wan
t to
trai
n.
Wes
tMEC
88W
e ne
ed a
ttitu
de, a
ccou
ntab
ility
, com
mon
sen
se, k
now
ledg
e of
how
to tr
eat a
cus
tom
er/p
oten
tial c
usto
mer
, bili
ngua
lism
YUM
A89
Are
they
abl
e to
art
icul
ate
wha
t’s
been
don
e in
the
past
? A
re th
ey a
ble
to d
escr
ibe
the
syst
ems
they
use
? W
e ga
ther
info
rmat
ion
thro
ugh
ques
tions
. We
also
do
2-w
ay c
omm
unic
atio
n ch
ecks
.YU
MA
90Pr
ofes
sion
alis
m b
ecau
se th
ey a
re d
ealin
g w
ith p
erso
nal i
nfor
mat
ion
(hea
lthca
re)
YUM
A91
Ther
e ar
e pr
ofes
sion
al c
onfli
cts
with
soc
ial n
etw
orki
ng (S
N).
It’s
not
an
inte
rrup
tion
in th
eir
min
ds, b
ut it
sho
ws
up th
at w
ay.
YUM
A92
In h
ospi
tal,
onlin
e ap
plic
atio
ns a
re o
ften
com
plet
ed a
s if
text
ing
a fr
iend
rat
her
than
“2”
the
empl
oyer
. Thi
s is
FRE
QU
ENT.
It’s
diff
icul
t to
scre
en q
ualif
ied
appl
ican
ts.
YUM
A93
We
are
look
ing
for:
peo
ple
who
sho
w u
p on
tim
e, k
now
who
the
boss
is, a
re s
erio
us a
bout
saf
ety
on th
e jo
b si
te, a
nd d
on’t
rip
off
the
busi
ness
.YU
MA
94Ex
ampl
e, T
o bo
ss: “
How
’s it
goi
ng?
Can
I bor
row
mon
ey?”
YUM
A95
It’s
the
Goo
gle
effe
ct, s
eein
g ho
w it
is e
lsew
here
and
wan
ting
to c
reat
e if
for
one’
s se
lf. “
Can
I bri
ng m
y do
g to
wor
k?”
YUM
A96
Can
we
teac
h at
titud
e? o
f do
circ
umst
ance
s ch
ange
this
? Bu
sine
sses
are
not
soc
ial s
ervi
ce a
genc
ies
– th
ey n
eed
to p
rofit
.YU
MA
97W
e ca
n’t m
anag
e at
titud
e, o
nly
beha
vior
s.YU
MA
98“Y
ou s
aid
WH
AT
on F
aceb
ook?
!” W
hat i
s th
e di
stin
ctio
n be
twee
n w
ork
and
pers
onal
life
? So
me
peop
le a
re v
ery
good
at u
se o
f tec
hnol
ogy
– ex
ampl
e, v
ideo
gam
e tr
aini
ng.
YUM
A99
The
psyc
he o
f all
peop
le is
aff
ecte
d by
one
who
doe
sn’t
eng
age
on th
e jo
b (la
zy)
CVIT
Stat
emen
tG
roup
111
Tim
elin
ess
(abi
lity
to m
anag
e se
lf) –
Pro
fess
iona
lism
? M
ust l
earn
to B
E TH
ERE.
Initi
ativ
e &
Sel
f-D
irec
tion?
No.
As
an e
mpl
oyer
, I m
anag
e th
eir
activ
ities
.CA
VIT
2In
itiat
ive
& S
elf-
Dir
ectio
n –
som
eone
that
doe
sn’t
WA
IT to
be
told
wha
t to
do.
CAVI
T3
Att
itude
**Co
mbi
ned
4Be
Pre
sent
Com
bine
d5
Soft
Ski
lls: s
how
ing
up o
n tim
e, d
epen
dabi
lity,
mat
urity
, int
egri
ty*,
com
mun
icat
ion
Com
bine
d6
Prid
e in
a jo
b w
ell d
one
Com
bine
d7
Lead
by
exam
ple
Com
bine
d8
Ther
e ar
e tim
es w
hen
it’s
impo
rtan
t NO
T to
go
beyo
nd w
hat I
’m a
sked
to d
o. It
may
cre
ate
prob
lem
s. E
xam
ple,
inju
ry. C
ritic
al T
hink
ing
incl
udes
kno
win
g yo
ur li
mits
.Co
mbi
ned
9If
aski
ng q
uest
ions
is e
ncou
rage
d, it
impr
oves
the
dial
og a
nd b
uild
s re
latio
nshi
ps.
Com
bine
d10
Initi
ativ
e an
d se
lf-di
rect
ion*
, sel
f-m
otiv
atio
nCo
mbi
ned
11Co
nfid
ence
**Co
mbi
ned
12Re
spec
t of s
elf a
nd o
ther
s**
(giv
en a
nd r
ecei
ved)
Com
bine
d13
Filli
ng o
ut a
n ap
plic
atio
n an
d re
sum
e pr
oper
ly, i
nter
view
pre
para
tion
Com
bine
d14
Ask
ing
has
to d
o w
ith c
onfid
ence
, sel
f-es
teem
, res
pect
of s
elf a
nd o
ther
s. E
xam
ple,
col
lege
stu
dent
wen
t to
anot
her
depa
rtm
ent t
o as
k a
ques
tion
– di
d no
t ask
me!
Com
bine
d15
How
impo
rtan
t is
it to
hav
e pe
ople
take
initi
ativ
e vs
. wai
ting
for
dire
ctio
n?Co
mbi
ned
16In
our
org
aniz
atio
n w
e m
easu
re e
mpl
oyee
s on
initi
ativ
e, to
look
pas
t the
job
they
’re
doin
g to
the
next
job.
Com
bine
d17
If yo
u do
n’t k
now
som
ethi
ng, g
o A
SK. C
an I?
Sho
uld
I? D
on’t
gue
ss.
Com
bine
d18
Lead
ersh
ip is
mis
sing
. Ski
lls n
eed
to b
e LE
ARN
ED a
nd T
RAIN
ED.
Com
bine
d19
Impo
rtan
t to
be o
n tim
e, d
epen
dabl
e, a
ccou
ntab
le, a
skin
g qu
estio
ns, d
ress
for
othe
rs n
ot s
elf.
Exam
ple,
ent
repr
eneu
rshi
p pr
ogra
m c
reat
ed a
fic
titio
us b
usin
ess
and
peop
le in
fiel
d ju
dged
and
cri
tique
d ev
eryt
hing
abo
ut it
.CT
D20
Texa
s In
stru
men
ts in
terv
iew
ed 1
2 gr
adua
te s
tude
nts
from
ivy
leag
ue s
choo
ls –
non
e of
them
got
thro
ugh
the
3 da
y pr
oces
s be
caus
e of
thei
r la
ck o
f abi
lity
to T
RY, t
o as
k qu
estio
ns, m
aybe
mak
e a
mis
take
.CT
D21
Look
ing
at k
ids
and
gene
ratio
ns, w
e ne
ed to
allo
w th
em to
use
the
tool
s th
ey’r
e co
mfo
rtab
le w
ith A
ND
exp
ect t
hem
to b
e on
tim
e, a
sk
ques
tions
, etc
.CT
D22
Initi
ativ
e an
d se
lf di
rect
ion.
Exa
mpl
e, In
& O
ut B
urge
r st
aff –
no
one
stan
ds o
ver
them
. The
y do
wha
t nee
ds to
be
done
whe
n it
need
s to
be
done
. The
y ar
e to
ld, “
You
have
the
pow
er to
do
wha
t nee
ds to
be
done
.”CT
D23
I’m y
oung
er, h
ave
been
in m
y jo
b 15
yea
rs a
nd li
ke it
. I s
ee In
itiat
ive
and
Self
Dir
ectio
n as
a c
halle
nge.
No
one
man
ages
my
time
or s
ched
ule
– I l
ove
it.CT
D24
Kids
nee
d to
com
pete
for
jobs
in T
HEI
R ar
eas
of in
tere
st. t
ry to
find
som
ethi
ng th
at w
ill p
repa
re/l
ead
them
to th
eir
inte
rest
. Don
’t d
isqu
alify
yo
urse
lf be
caus
e of
lack
of t
rain
ing.
CTD
25Th
e ps
yche
of a
ll pe
ople
is a
ffec
ted
by o
ne w
ho d
oesn
’t e
ngag
e on
the
job
(lazy
)CV
IT26
Com
mon
thre
ad –
LIS
TEN
ING
ski
lls n
eede
d. N
ot e
noug
h D
ISCO
URS
E. In
abili
ty to
follo
w, u
nder
stan
d, w
eak
atte
ntio
n sp
an…
CVIT
27Em
pow
ered
to d
o w
hat t
hey
wan
t.CV
IT
INIT
IATI
VE
AN
D S
ELF
DIR
ECTI
ON
28Re
: lac
k of
abi
lity
to ta
ke in
itiat
ive
and
stay
with
it. W
e do
a lo
t of c
ajol
ing
and
use
ince
ntiv
es. W
here
’s th
e m
otiv
atio
n go
ne?
They
don
’t g
et
that
it’s
TH
EIR
resp
onsi
bilit
y.CV
IT29
Kids
that
go
the
voca
tiona
l tra
ck h
ave
a di
ffer
ent a
ttitu
de a
bout
lear
ning
.CV
IT30
Dad
bou
ght a
truc
k fa
rm to
teac
h m
y br
othe
r an
d I h
ow to
wor
k. G
rew
up
thin
king
of W
ORK
as
a w
ay o
f life
. 9 o
f 18
gran
dkid
s ha
ve
doct
orat
es. T
here
’s a
see
d pl
ante
d so
mew
here
that
furt
her
trai
ning
is im
port
ant.
EVIT
31In
trin
sic
mot
ivat
ion.
Pri
de in
wor
k. H
ow d
o w
e te
ach
this
?N
AVI
T32
“If y
ou’r
e sc
hedu
led
to g
o to
wor
k, g
o to
wor
k!”
Att
enda
nce
is m
y ho
t but
ton
– de
term
ines
who
I’m
goi
ng to
“lik
e.”
NA
VIT
33W
e w
ould
hir
e fo
r A
TTIT
UD
E an
d tr
ain
for
aptit
ude.
NA
VIT
34I c
an te
ach
som
eone
how
to d
rive
a b
us, b
ut I
need
them
to s
how
up
smili
ng, r
eady
to le
arn.
NA
VIT
35W
e hi
re fo
r at
titud
e (t
his
is th
e bu
ster
for
me)
but
we
do n
eed
the
mec
hani
cal t
hing
s.N
AVI
T36
I hir
ed a
60
year
old
hai
r dr
esse
r an
d tr
aine
d he
r to
be
a ba
nk te
ller.
She
is n
ow a
sen
ior
telle
r. W
hen
I fir
st h
ired
her
, my
colle
ague
s th
ough
t I
was
cra
zy.
NA
VIT
37D
rive
rs o
n de
liver
y –
good
att
itude
is e
ssen
tial (
ex. c
oncr
ete)
. It r
efle
cts
on c
ompa
ny.
NA
VIT
38A
skin
g qu
estio
nsN
AVI
T39
Exam
ple,
com
plex
ities
of o
nsite
ope
ratio
n of
roa
d pa
ving
. Tim
e is
mon
ey –
our
s an
d yo
urs
– in
abili
ty to
mea
sure
and
mov
e m
ater
ial p
rope
rly
and
inab
ility
to C
OM
MU
NIC
ATE
hav
e co
nseq
uenc
es fo
r tim
e an
d pr
ofita
bilit
y. N
eede
d em
ploy
abili
ty s
kills
are
att
itude
and
teac
habi
lity.
NA
VIT
40In
itiat
ive
NA
VIT
41ex
ampl
e, w
elde
r on
tria
l – h
e w
as g
ood
but l
itera
lly h
ad to
be
told
eve
ry s
tep
NA
VIT
42A
ccou
ntab
ility
nee
ded,
you
ng p
eopl
e ha
ve e
ntitl
emen
t, s
ense
that
em
ploy
er is
acc
ount
able
to th
emN
AVI
T43
My
bigg
er c
once
rn is
stu
dent
s w
ho a
ren’
t dri
ven
tow
ard
a ca
reer
. Peo
ple
taki
ng w
hat t
hey
can
get.
NA
VIT
44W
e ne
ed th
em to
be
thin
king
abo
ut a
JOB
as p
art o
f som
ethi
ng la
rger
. You
r jo
b is
to m
ake
sure
the
cust
omer
is h
appy
and
the
com
pany
pr
ofits
.N
AVI
T45
Teac
hing
ski
lls –
“Ye
s, I
know
how
to la
y a
bloc
k.” ►
Wel
l, 4
bloc
ks a
n ho
ur is
NO
T pr
ofic
ienc
y!N
AVI
T46
I rem
embe
r w
hen
McD
onal
d’s
first
ope
ned.
The
y hi
red
all y
oung
men
who
wer
e sm
iling
and
hap
py. N
o m
ore.
Hav
e w
e em
ploy
ers
low
ered
ou
r st
anda
rds?
NA
VIT
47It
’s im
port
ant t
o be
abl
e to
ask
que
stio
ns –
kid
s ar
e tr
aine
d th
at it
’s N
OT
okay
.PC
JTED
48In
itiat
ive,
mak
ing
own
deci
sion
sPC
JTED
49Th
ere’
s an
inab
ility
to c
once
ntra
te, b
e pr
esen
t, fo
cus
on w
ork/
a ch
alle
nge.
PCJT
ED50
We
prog
ram
our
stu
dent
s –
wha
t to
lear
n an
d ho
w to
lear
n –
and
it’s
diff
icul
t for
them
to ta
ke in
itiat
ive,
hav
e se
lf-di
rect
ion.
Px C
ent.
51In
itiat
ive
& S
elf-
Dir
ectio
n ha
ve to
be
the
grea
test
are
as la
ckin
g ac
ross
indu
stri
es. S
till i
s a
high
exp
ecta
tion
that
is n
ot m
et h
ere.
May
cha
nge
2 ge
ns d
own
the
road
– a
nd n
ot n
eces
sari
ly ti
ed to
a g
ener
atio
n 0
but i
s no
w a
pro
blem
. We
crea
ted/
perp
etua
ted
entit
lem
ent.
Job
loss
/sus
tain
abili
ty o
f sel
f cou
ld le
ad to
gre
ater
res
pons
ibili
ty fo
r se
lf w
ith e
xpec
tatio
n.Px
Cen
t.52
Colla
bora
tion
and
Initi
ativ
e/Se
lf-D
irec
tion
are
need
ed b
oth
in th
e ed
ucat
ion
envi
ronm
ent A
ND
in th
e w
orkp
lace
, but
they
look
diff
eren
t. H
ow
does
this
tie
into
my
job
in a
com
pany
? W
hat’
s m
y pa
rt?
Px C
ent.
53I w
ould
rat
her
have
som
eone
take
the
initi
ativ
e an
d do
it w
rong
than
not
try.
Is th
is a
lead
ersh
ip is
sue?
Px C
ent.
54Yo
uth
beco
me
pass
ive
in li
fe e
xper
ienc
es b
ecau
se o
f the
DRA
MA
aro
und
them
. We
inco
rpor
ate
life
skill
s, e
ndin
g th
e dr
ama,
dev
elop
ing
an
abili
ty to
cho
ose.
We
see
they
’re
caug
ht in
a g
ener
atio
nal c
ycle
. Nee
d to
em
pow
er th
em to
mak
e de
cisi
ons
to k
eep
them
saf
e.W
AVE
5591
1 ho
tline
– s
elf d
irec
tion
is e
ssen
tial,
no ti
me
to a
sk q
uest
ions
. Com
puta
tiona
l thi
nkin
g im
port
ant h
ere
too.
WA
VE56
Initi
ativ
e an
d se
lf di
rect
ion,
abi
lity
to s
tep
out o
f the
com
fort
zon
eW
AVE
57W
aitin
g to
be
told
doe
sn’t
wor
k in
soc
ial s
ervi
ces
– ne
ed in
itiat
ive
WA
VE58
Do
I, as
an
empl
oyee
, hav
e th
e in
itiat
ive/
acco
unta
bilit
y to
follo
w th
e po
licie
s of
my
job?
(reg
ardl
ess
of c
ultu
re)
WA
VE59
Don
’t s
ee a
nyth
ing
on h
ere
that
we
WO
ULD
N’T
em
brac
e. A
s an
edu
cato
r, w
e te
ll ou
r ki
ds w
hat t
o ex
pect
. “Yo
u ar
e EX
PECT
ED to
ask
qu
estio
ns.”
Som
etim
es o
ur la
ngua
ge g
ets
abov
e th
em. “
It w
ill s
how
me
you
are
a go
od e
mpl
oyee
if y
ou a
sk q
uest
ions
.”W
AVE
60W
e ne
ed a
ttitu
de, a
ccou
ntab
ility
, com
mon
sen
se, k
now
ledg
e of
how
to tr
eat a
cus
tom
er/p
oten
tial c
usto
mer
, bili
ngua
lism
YUM
A61
Are
they
abl
e to
art
icul
ate
wha
t’s
been
don
e in
the
past
? A
re th
ey a
ble
to d
escr
ibe
the
syst
ems
they
use
? W
e ga
ther
info
rmat
ion
thro
ugh
ques
tions
. We
also
do
2-w
ay c
omm
unic
atio
n ch
ecks
.YU
MA
62To
p 3:
div
erge
nt/c
ritic
al th
inki
ng; c
ompl
ex c
omm
unic
atio
n; s
elf-
dire
ctio
n/m
otiv
atio
nYU
MA
63A
bilit
y to
ask
que
stio
ns e
ssen
tial o
r w
on’t
be
able
to p
erfo
rm s
ucce
ssfu
lly –
it’s
obv
ious
YUM
A64
We’
ve n
otic
ed b
raze
n be
havi
or, e
ntitl
emen
t, d
isre
gard
of h
iera
rchy
in a
tend
ency
to g
o st
raig
ht to
the
top
and
skip
thei
r su
perv
isor
.YU
MA
65Pa
rt o
f our
new
hir
e di
scus
sion
is “
Don
’t s
kip
over
you
r su
perv
isor
!”YU
MA
Stat
emen
tG
roup
121
Ada
ptab
ility
Com
bine
d2
Flex
ibili
ty in
the
wor
kpla
ceCo
mbi
ned
3Lo
okin
g at
kid
s an
d ge
nera
tions
, we
need
to a
llow
them
to u
se th
e to
ols
they
’re
com
fort
able
with
AN
D e
xpec
t the
m to
be
on ti
me,
ask
qu
estio
ns, e
tc.
CTD
4Fl
exib
ility
and
Ope
n m
inde
dnes
s –
educ
ator
s w
ith a
will
ingn
ess
to w
ork
as a
team
EVIT
5In
hea
lthca
re, w
e re
spec
t and
val
ue a
ll th
ese
skill
s –
adap
tabi
lity,
div
ersi
ty w
ith te
chno
logy
.EV
IT6
Abo
ut o
ne e
mpl
oyee
– “
How
ada
ptab
le a
re y
ou to
cha
nge?
Are
you
will
ing
to le
arn
a tr
uck
from
one
end
to th
e ot
her
and
to tr
ack
ever
ythi
ng?”
The
com
pany
hel
ped
him
tran
sfer
ski
lls.
NA
VIT
7N
atio
nal s
hort
age
of tr
uck
driv
ers
now
. Are
dri
vers
will
ing
to le
arn
and
chan
ge to
get
the
wor
k?N
AVI
T8
Cros
s tr
aini
ng –
nee
d em
ploy
ees
to b
e ab
le to
han
dle
mul
tiple
jobs
in th
e co
mpa
ny.
NA
VIT
9Fl
exib
ility
/ada
ptab
ility
– e
volu
tion
conc
ept,
abi
lity
to c
hang
e an
d be
par
t of c
hang
ePx
Cen
t.10
Peop
le n
eed
to r
econ
side
r st
rong
opi
nion
s. T
here
’s a
nee
d fo
r fle
xibi
lity.
WA
VE11
Reto
olin
g, a
dapt
atio
n, fl
exib
ility
– a
ll sk
ills
the
mill
enia
ls a
re b
ette
r at
than
old
er g
ens.
The
re’s
an
incr
ease
d ne
ed h
ere.
WA
VE12
Org
aniz
atio
ns n
eed
to c
reat
e an
env
iron
men
t for
it. I
nclu
des
the
abili
ty to
cha
nge
quic
kly
and
effe
ctiv
ely.
It’s
cri
tical
that
em
ploy
ees
thin
k “T
here
’s a
bet
ter
way
to d
o th
is!”
Wes
tMEC
13A
dapt
abili
ty o
f sel
f to
fulfi
ll th
e m
issi
on o
f the
org
aniz
atio
n.W
estM
EC14
flexi
bilit
y –
“tha
t’s
not m
y jo
b.”
We
focu
s to
o m
uch
atte
ntio
n on
the
job
desc
ript
ion.
YUM
A
FLEX
IBIL
ITY/
AD
APT
ABI
LITY
Stat
emen
tG
roup
131
Fina
ncia
l ind
ustr
y ne
eds
skill
ed p
eopl
e as
CLI
ENTS
. Kid
s do
n’t k
now
how
to m
anag
e $.
Com
bine
d2
Laun
ch in
Life
pro
gram
incl
udes
: fin
ance
s, in
terv
iew
ing
tech
niqu
es, r
esum
e w
ritin
g, k
now
ing
indi
vidu
al s
kill
sets
, und
erst
andi
ng c
onne
ctio
n be
twee
n ed
ucat
ion
and
qual
ity o
f life
. 4H
is ta
king
the
curr
icul
um to
U o
f A fo
r pe
er r
evie
w in
ord
er to
pre
pare
for
a st
atew
ide
laun
ch.
CTD
3A
lso
perc
enta
ges,
cou
ntin
g ch
ange
NA
VIT
4I’m
con
sum
ed w
ith m
y bu
sine
ss s
urvi
ving
and
lack
in th
is a
rea
amon
g em
ploy
ees.
If e
mpl
oyee
s re
cogn
ize
wha
t it m
eans
to h
ave
thei
r bu
sine
ss
on th
e lin
e, it
cha
lleng
es th
em to
exp
ress
Cre
ativ
ity a
nd In
nova
tion
(C&
I).PC
JTED
5A
Z Co
unts
con
vers
atio
n: e
xpec
ting
kids
to u
nder
stan
d ye
ar 2
Alg
ebra
exp
onen
tial f
unct
ions
but
not
sho
win
g th
e ap
plic
atio
n to
cre
dit c
ards
an
d pe
rson
al fi
nanc
e.W
AVE
6Fi
nanc
es. N
eed
a ge
nera
l bus
ines
s cl
ass
that
teac
hes
the
“sys
tem
” in
clud
ing
pers
onal
fina
nces
. Bus
ines
s is
abo
ut p
rofit
abili
ty, a
nd w
hen
I co
ntri
bute
it p
asse
s al
ong
to m
e. T
his
is “
focu
sed
prid
e.”
Wes
tMEC
7H
ow im
port
ant i
s fin
anci
al li
tera
cy?
Wes
tMEC
8It
impa
cts
com
pany
val
ue a
nd p
rodu
ctiv
ity. I
f peo
ple
can’
t man
age
thei
r ow
n re
sour
ces,
how
are
they
man
agin
g yo
urs?
W
estM
EC9
Can
this
be
a co
urse
? Th
ere
is a
cri
tical
par
enta
l pie
ce h
ere
as w
ell.
Wes
tMEC
10Fi
nanc
ial l
itera
cy/e
cono
mic
s –
incl
udin
g pe
rson
alYU
MA
FIN
AN
CIA
L LI
TERA
CY
Stat
emen
tG
roup
141
Tim
elin
ess
and
such
beh
avio
rs s
houl
d be
pra
ctic
ed in
rel
atio
nshi
p to
cla
sses
. Exa
mpl
e, a
llow
ing
extr
a cr
edit
in p
lace
of t
imel
y su
bmis
sion
of
wor
k. B
UT
supe
rint
ende
nts
get c
alls
from
par
ents
who
wan
t the
ir c
hild
off
the
hook
. Par
ents
act
ually
ena
ble
it an
d w
ear
teac
hers
dow
n.CA
VIT
2“L
ack
of id
entit
y ke
eps
me
empl
oyed
.” D
on’t
iden
tify
too
clos
ely
with
the
job.
CAVI
T3
We
lose
stu
dent
s du
ring
the
appl
icat
ion
proc
ess
beca
use
of th
e la
ck o
f des
ire
to w
ork.
The
y do
not
per
sist
ove
r th
e lo
ng h
aul.
They
’re
look
ing
for
inst
ant g
ratif
icat
ion
in s
ocia
l net
wor
king
.CA
VIT
4“H
elic
opte
r Pa
rent
” –
hove
ring
. Is
this
par
t of t
he la
ck o
f ski
lls in
you
ng p
eopl
e?CA
VIT
5M
illen
nial
lear
ners
– g
ener
atio
n di
ffer
ence
s –
resp
ect f
or w
orkp
lace
and
bos
s vs
. wor
king
for
an e
xper
ienc
e. E
xam
ple,
will
giv
e up
a g
ood
job
to g
o to
Cos
ta R
ica
and
zip
line.
Diff
eren
ce in
exp
ecta
tions
.CA
VIT
6“I
don
’t c
are
wha
t I’m
goi
ng to
LEA
RN. I
car
e ab
out w
hat I
’m g
oing
to D
O.”
CAVI
T7
Odd
with
mill
enni
als
who
lear
n to
take
ris
ks a
nd m
ake
mis
take
s in
vid
eo g
ames
CAVI
T8
Pare
ntin
g is
at i
ssue
.CA
VIT
9G
ener
atio
nal d
iffer
ence
s ar
e a
form
of c
ultu
re. E
xam
ple,
“te
enag
er”
stud
ents
/tee
ns u
nrec
eptiv
e to
ASK
ING
– a
re w
e re
cept
ive
to B
EIN
G
aske
d?CA
VIT
10Te
ache
rs la
ckin
g sk
ills
in c
reat
ing
an e
nvir
onm
ent w
here
stu
dent
s ar
e co
mfo
rtab
le a
skin
g.CA
VIT
11O
ur k
ids
are
mov
ing
into
the
unkn
own
pull
of th
e fu
ture
, req
uiri
ng th
at W
E ha
ve a
diff
eren
t app
roac
h to
thei
r de
velo
pmen
t.CA
VIT
12W
e ne
ed to
be
care
ful a
bout
app
eara
nce
in d
eter
min
ing
a pe
rson
’s a
bilit
ies.
Non
judg
men
tal.
Com
bine
d13
Rela
tions
hip
build
ing*
Com
bine
d14
Inte
rgen
erat
iona
l ski
llsCo
mbi
ned
15H
irin
g: M
ay p
rese
nt w
ell b
ut d
oes
not p
osse
ss th
e sk
ills
(goo
d “c
amo”
)Co
mbi
ned
16A
ddre
ss th
e se
nse
of e
ntitl
emen
tCo
mbi
ned
17G
ener
atio
nal i
ssue
sCo
mbi
ned
18En
title
men
t iss
ues
Com
bine
d19
RE “
cam
o” -
Cam
oufla
ge c
an b
e m
aint
aine
d th
roug
h th
e 6
mon
th p
roba
tion
peri
od…
Com
bine
d20
It’s
rel
ated
to e
ntitl
emen
t. T
hey
expe
ct in
fo to
be
hand
ed to
them
.Co
mbi
ned
21Re
gard
ing
mill
enni
als
– w
e ne
ed to
be
cogn
izan
t of h
ow W
E ha
ve c
ome
up a
nd n
ot im
plic
ate
them
– n
ot fi
lteri
ng o
ur p
erce
ptio
n on
to th
em.
Nee
d to
hav
e TH
EIR
valu
es u
nder
stoo
d an
d re
cogn
ized
. Cou
ld a
mill
enni
al te
ach
me
som
ethi
ng?
Wha
t can
we
lear
n fr
om e
ach
othe
r?Co
mbi
ned
22I’m
a B
ABY
BO
OM
ER! I
get
cau
ght u
p in
bei
ng ju
dgm
enta
l. Th
is b
othe
rs m
e.Co
mbi
ned
23Lo
okin
g at
kid
s an
d ge
nera
tions
, we
need
to a
llow
them
to u
se th
e to
ols
they
’re
com
fort
able
with
AN
D e
xpec
t the
m to
be
on ti
me,
ask
qu
estio
ns, e
tc.
CTD
24N
eed
to u
nder
stan
d th
at th
ere
are
cons
eque
nces
for
lack
of a
war
enes
s.CT
D25
We
allo
w te
lew
orki
ng w
hen
poss
ible
. Thi
s ge
nera
tion
is d
iffer
ent.
How
ever
, you
don
’t g
et o
ut th
ere
stra
ight
from
hig
h sc
hool
.CT
D26
I’m y
oung
er, h
ave
been
in m
y jo
b 15
yea
rs a
nd li
ke it
. I s
ee In
itiat
ive
and
Self
Dir
ectio
n as
a c
halle
nge.
No
one
man
ages
my
time
or s
ched
ule
– I l
ove
it.CT
D27
Maj
ority
of o
ur h
ires
are
ass
ocia
te le
vel.
We
have
onl
ine
cour
ses
and
empl
oyee
s sa
y “w
ho’s
goi
ng to
pay
me
to s
pend
tim
e on
this
?” T
hey
wan
t to
do it
on
wor
k tim
e. T
he m
ore
dive
rse
your
ski
lls, t
he m
ore
I can
use
you
. The
y as
k, “
How
muc
h do
you
mak
e? I
wan
t you
r jo
b.”
CTD
GEN
ERA
TIO
NA
L CU
LTU
RE
28O
ur g
ener
atio
n an
d be
fore
, peo
ple
kept
jobs
for
a lo
ng ti
me.
The
exp
ecta
tion
now
is 1
5 jo
bs in
25
year
s. T
hey
don’
t wan
t to
give
and
we
(Boo
mer
s) w
ill n
ot g
ive.
Req
uire
s Cu
ltura
l Com
pete
ncy.
Glo
bally
, too
.CT
D29
“Kid
s ar
e ap
athe
tic.”
– th
is is
not
nec
essa
rily
true
. The
y ju
st la
ck s
kills
.CT
D30
Kids
don
’t w
ant t
o st
ay a
nyw
here
for
mor
e th
an 1
-2 y
ears
.CT
D31
Entit
lem
ent –
“I d
eser
ve th
at jo
b.”
Shou
ldn’
t hav
e to
wor
k fo
r it/
earn
it.
CTD
32Pe
ople
re-
ente
ring
hav
e go
ne th
roug
h tr
ansi
tion,
oft
en u
nder
gone
new
trai
ning
. The
y’re
terr
ified
of m
akin
g a
mis
take
and
losi
ng th
eir
job.
CTD
33A
per
son
my
age
(45)
that
com
es in
to a
sho
p an
d do
es s
omet
hing
wro
ng “
gets
it.”
CTD
34I’v
e se
en r
ecru
iting
from
man
y an
gles
(coa
ch, e
duca
tor,
bus
ines
s). I
see
that
we
enab
le k
ids
– at
sch
ool,
at h
ome.
Exa
mpl
e, c
ould
n’t g
et o
ne
high
sch
ool s
tude
nt p
ut h
is n
ame
on h
is p
aper
. He
said
it’s
bec
ause
his
teac
hers
did
it fo
r hi
m b
efor
e - ?
!CT
D35
“Wor
ld a
war
enes
s” is
lack
ing.
Kid
s do
n’t k
now
whe
re th
ey a
re a
nd h
ow th
ey g
ot th
ere.
Exa
mpl
e of
son
not
kno
win
g w
here
he
was
to te
ll D
ad
how
to g
et th
ere
to p
ick
him
up.
Thi
s is
true
with
the
youn
g pe
ople
at m
y co
mpa
ny.
CTD
36M
y da
ught
er h
as “
keyb
oard
ing”
ski
lls –
we
had
“pen
man
ship
.” I
had
to b
ack
off o
f her
bad
pen
man
ship
whe
n I r
ealiz
ed th
at I
don’
t wri
te v
ery
ofte
n m
ysel
f.CT
D37
The
com
pany
Ten
acity
is a
bus
ines
s ba
sed
on e
xpec
tatio
ns. M
utua
l exp
ecta
tions
are
set
or
we
go o
ur o
wn
way
s. T
he e
asie
st w
ay to
avo
id a
fig
ht is
to m
ake
a go
od h
ire.
Bet
ter
to w
alk
away
from
an
offe
r. N
eed
to te
ach
kids
how
to a
rtic
ulat
e TH
EIR
expe
ctat
ions
.CT
D38
Thin
gs a
re in
noce
ntly
sai
d th
at c
reat
e a
lot o
f pro
blem
s. A
t Cou
nty
we
can’
t get
on
soci
al m
edia
, but
peo
ple
brin
g ph
ones
in. T
o th
em [y
oung
] it’
s no
t a b
reac
h of
eth
ics
– w
e ta
lk a
bout
it.
CVIT
39Th
ey’r
e no
t bei
ng ta
ught
the
ethi
cs o
f Soc
ial M
edia
use
.CV
IT40
Inab
ility
to p
ass
a dr
ug s
cree
ning
. We
have
a lo
t of t
rain
ing
on th
is. D
rug
test
s be
fore
hir
e, th
en r
ando
mly
onc
e hi
red.
CVIT
41Sa
n Ca
rlos
is b
uild
ing
a hu
ge h
ospi
tal,
hiri
ng n
ativ
e fir
st. B
y th
e tim
e 31
peo
ple
got t
hrou
gh th
et d
rug
test
ing,
onl
y 11
wer
e le
ft.
CVIT
42Le
gal a
nd e
thic
al s
kills
are
a m
ajor
issu
e.CV
IT43
Lack
of s
elf-
cont
rol.
CVIT
44“Y
our
kids
che
atin
g.”
“Nah
, not
my
kid.
”CV
IT45
In c
lass
we
do p
od c
asts
. Kid
s do
n’t u
nder
stan
d th
e et
hics
beh
ind
Face
book
. Exa
mpl
e, ta
untin
g ot
her
stud
ents
ele
ctro
nica
lly.
CVIT
46O
r ki
ds p
ostin
g th
ings
that
a p
oten
tial e
mpl
oyer
can
find
on
the
web
. Lou
d ri
ng to
nes.
Tex
ting
all t
he ti
me.
CVIT
47Ex
ampl
e, a
pic
ture
of a
stu
dent
dri
nkin
g ru
ined
her
app
licat
ion
for
a sc
hola
rshi
p. W
e ne
ed to
em
phas
ize
thes
e st
orie
s.CV
IT48
We
can’
t sto
p th
e w
heel
s fr
om tu
rnin
g. H
ow c
an w
e in
corp
orat
e it
into
our
wor
kfor
ce?
How
do
we
USE
thos
e to
ols
and
skill
s?CV
IT49
We
have
twitt
er, F
aceb
ook,
blo
g@Re
solu
tion
Copp
er. W
e ha
ve o
nly
a co
uple
who
kno
w h
ow.
CVIT
50H
ave
to s
tay
on to
p of
Soc
ial M
edia
bec
ause
it c
hang
es s
o qu
ickl
y. P
eopl
e no
w a
re c
hoos
ing
whe
re th
ey e
at a
nd g
o ba
sed
on in
fo o
nlin
e.CV
IT51
Re: l
ack
of a
bilit
y to
take
initi
ativ
e an
d st
ay w
ith it
. We
do a
lot o
f caj
olin
g an
d us
e in
cent
ives
. Whe
re’s
the
mot
ivat
ion
gone
? Th
ey d
on’t
get
th
at it
’s T
HEI
R re
spon
sibi
lity.
CVIT
52Ki
ds w
ho g
ot m
ad a
nd w
alke
d of
f the
job
into
the
mili
tary
cam
e ba
ck a
nd a
polo
gize
d.CV
IT53
We
have
em
ploy
ees
com
e in
late
and
leav
e ea
rly.
The
y’ve
lost
the
driv
e of
old
er w
orke
rs. R
espo
nsib
ility
was
som
ethi
ng w
e le
arne
d fr
om
mot
hers
/fat
hers
. Now
peo
ple
see
no c
onse
quen
ce in
lett
ing
othe
r w
orke
rs d
own.
CVIT
54Co
mm
unic
atio
n is
an
issu
e.CV
IT
55N
eed
to b
e ab
le to
hav
e a
norm
al c
onve
rsat
ion.
CVIT
56Lo
t of i
ssue
s: n
ot p
rofe
ssio
nal,
text
ing,
no
resp
ect –
if y
ou a
ren’
t tau
ght t
hat a
t hom
e, it
kee
ps g
oing
.CV
IT57
We’
ve h
eard
that
the
econ
omic
pre
ssur
e on
the
hom
e is
a p
robl
em. F
rom
1 p
aren
t wor
king
/1 a
t hom
e, n
ow 2
wor
k, c
reat
ing
a m
ess
with
the
kids
.CV
IT58
We
have
stu
dent
s w
ith p
aren
ts in
jail,
no
food
, no
way
to g
et to
sch
ool –
so
man
y pr
oble
ms
in a
sch
ool d
ay th
at it
’s d
iffic
ult t
o ed
ucat
e.CV
IT59
This
is th
e ga
p. O
lder
gen
doe
sn’t
get
this
. You
nger
gen
is tu
ned
in. W
e ne
ed to
hir
e pe
ople
with
thes
e sk
ills.
My
youn
g st
affe
r ke
eps
me
awar
e of
thes
e th
ings
.CV
IT60
Stud
ents
are
hig
hly
crea
tive
abou
t wor
king
aro
und
ethi
cal c
once
rns
they
don
’t li
ke.
EVIT
61D
ad b
ough
t a tr
uck
farm
to te
ach
my
brot
her
and
I how
to w
ork.
Gre
w u
p th
inki
ng o
f WO
RK a
s a
way
of l
ife. 9
of 1
8 gr
andk
ids
have
do
ctor
ates
. The
re’s
a s
eed
plan
ted
som
ewhe
re th
at fu
rthe
r tr
aini
ng is
impo
rtan
t.EV
IT62
We
take
for
gran
ted
that
kid
s ha
ve s
ome
kind
of w
ork
ethi
c. E
xam
ple,
a y
oung
man
did
all
of th
e w
ork
on h
is b
oss’
s lis
t, s
o he
wen
t hom
e at
1:
00 in
stea
d of
5:0
0.EV
IT63
Nee
d to
set
bou
ndar
ies
– aw
aren
ess,
und
erst
andi
ng, i
ssue
s of
ent
itlem
ent –
whe
re a
re th
e lin
es?
EVIT
64Tr
ansl
ate
skill
s to
bus
ines
s, e
stab
lish
diff
eren
ces.
EVIT
65W
ork
ethi
c vs
. sen
se o
f ent
itlem
ent.
Ent
ry le
vels
nee
d to
WO
RK th
eir
way
up,
sta
rtin
g w
ith E
xcel
, Wor
d, e
tc.
EVIT
66W
hat d
rove
our
Aut
o In
dust
ry te
chni
cian
s to
be
tech
s? 1
. Nee
d to
sol
ve p
robl
ems
2. N
eed
for
appr
ecia
tion
3. $
$$EV
IT67
8% o
f our
stu
dent
s ar
e fr
om b
lend
ed fa
mili
es a
nd n
eed
a lo
t of p
rais
e to
suc
ceed
. Thi
s po
pula
tion
may
thin
k of
them
selv
es a
s LO
SERS
. A
vera
ge a
ge is
17,
but
up
to 2
1. T
he is
sue
is n
ot a
ge d
epen
dent
.EV
IT68
Nee
d fe
edba
ck in
gen
eral
– th
ey h
ave
inse
curi
ties
abou
t ski
lls. E
mpl
oyer
s ne
ed to
be
awar
e of
this
.EV
IT69
Inst
abili
ty a
t hom
e is
a c
halle
nge
here
.EV
IT70
Elec
tron
ic m
edia
ski
lls–
perv
asiv
e w
eb s
urfin
g, F
aceb
ook
(FB)
nee
ds to
be
addr
esse
d.N
AVI
T71
Kids
com
mun
icat
e so
wel
l via
text
ing
and
FB b
ut n
ot o
ne o
n on
e. ►
aff
ects
abi
lity
to c
omm
unic
ate
face
to fa
ce w
ith a
cus
tom
er. ►
sayi
ng
“lik
e” 3
0 tim
es ►
may
be w
e sh
ould
sta
rt d
oing
our
inte
rvie
ws
with
US
text
ing.
NA
VIT
72A
ccou
ntab
ility
nee
ded,
you
ng p
eopl
e ha
ve e
ntitl
emen
t, s
ense
that
em
ploy
er is
acc
ount
able
to th
emN
AVI
T73
Our
life
ski
lls c
lass
taug
ht c
omm
unic
atin
g on
a to
pic.
Kid
s fr
om s
ingl
e pa
rent
/ble
nded
hom
es o
ften
med
iatin
g fo
r th
eir
fam
ilies
. We
prov
ided
th
is tr
aini
ng th
at w
as n
ot n
eces
sari
ly ta
ught
at h
ome.
NA
VIT
74I r
emem
ber
the
sam
e w
ith m
y ge
nera
tion
– pe
rhap
s th
is is
lear
ned.
NA
VIT
75It
’s a
mid
dle
man
agem
ent p
robl
em. M
M d
oes
not k
now
how
to s
uper
vise
the
youn
ger
gen.
NA
VIT
76Lo
yalty
issu
e. E
xam
ple,
gra
ndfa
ther
wor
ked
for
com
pany
for
60 y
ears
. a k
id w
ill ju
mp
to a
new
job
for
60 c
ents
on
the
hour
.N
AVI
T77
Mor
e yo
ung
peop
le w
ant t
o us
e se
lf-se
rve
optio
ns, o
lder
peo
ple
wan
t ass
iste
d se
rvic
e. M
ost d
on’t
wan
t peo
ple
follo
win
g th
em a
roun
d th
e st
ore.
NA
VIT
78“I
’m b
ored
” on
the
job.
In c
onst
ruct
ion,
we
mod
ified
equ
ipm
ent t
o be
mor
e lik
e ga
min
g, th
en c
reat
ed a
com
petit
ion
to s
imul
ate
it. S
till “
I’m
bore
d.”
NA
VIT
79“I
s th
is g
ener
atio
nal?
” ►
“W
ell,
I did
it 4
0 ye
ars
ago…
” (L
augh
ter)
NA
VIT
80M
om a
nd D
ad c
reat
e en
title
men
t by
balin
g ki
ds o
ut a
ll th
e tim
e.N
AVI
T81
This
is th
e st
uden
t’s
wor
ld –
they
are
des
igni
ng a
pps
for
App
le.
PCJT
ED82
Inte
ract
ing
with
adu
lts –
stu
dent
s ne
ed to
be
able
to s
epar
ate/
asse
ss w
hat i
s th
eir
own
issu
e, w
hat i
s th
e ad
ult’
s.PC
JTED
83Co
nsid
er y
outh
hom
epla
ce e
nvir
onm
ents
whe
n lo
okin
g at
the
wor
kpla
ce. W
e ne
ed to
hel
p yo
uth
mak
e di
stin
ctio
ns b
etw
een
busi
ness
and
in
timat
e co
mm
unic
atio
n.PC
JTED
84W
hat I
hea
rd to
day
tells
me
that
em
ploy
ers
need
to c
atch
up
on w
orki
ng w
ith th
is n
ext g
ener
atio
n. *
*VIT
ALL
Y IM
PORT
AN
T**
PCJT
ED85
Lega
l and
Eth
ical
– th
is is
bas
ic. A
job
is a
pri
vile
ge. T
his
is n
ot ta
ught
in o
ur s
choo
ls. E
thic
s, v
alue
s an
d re
ligio
n w
ere
taug
ht in
my
scho
ol. [
This
ge
n sa
ys] “
I exp
ect t
o be
trea
ted
the
way
I w
ant t
o be
trea
ted.
”Px
Cen
t.86
Mos
t of u
s do
n’t e
ven
have
a fu
ndam
enta
l und
erst
andi
ng o
f whe
re o
ur k
ids
are
and
wha
t the
y ne
ed to
lear
n. T
extin
g –
we
used
to la
ugh
and
now
it’s
ess
entia
l to
us.
Px C
ent.
87A
DD
beh
avio
r is
rew
arde
d. “
Mov
e fa
st a
nd b
reak
thin
gs”
is th
e fa
cebo
ok m
otto
. Thi
s is
our
you
nger
gen
erat
ion
at w
ork.
Res
umes
are
goi
ng to
be
use
less
sin
ce r
eput
atio
n is
bui
lt on
line.
Goo
d –
bad
– no
ne –
wha
t’s
your
onl
ine
repu
tatio
n? P
eopl
e th
at g
et w
hat’
s go
ing
on d
on’t
mak
e th
e de
cisi
ons
and
vice
ver
sa.
Px C
ent.
88Cu
ltura
l Com
pete
ncy
is a
t the
top
also
. I d
o In
terg
ener
atio
nal T
rain
ing.
We
now
hav
e 4
gene
ratio
ns in
the
wor
kpla
ce. T
here
are
bar
rier
s w
ithin
or
gani
zatio
ns th
at a
re in
the
way
of b
ring
ing
peop
le to
geth
er to
col
labo
rate
– a
ge, r
ace,
etc
. Pro
babl
y ba
sed
in p
erce
ptio
n. L
eade
rs n
eed
to
stri
ke d
own
myt
hs, s
hoot
for
com
mon
goa
ls. T
hese
are
freq
uent
pro
blem
s am
ong
my
clie
nts.
Px C
ent.
89In
itiat
ive
& S
elf-
Dir
ectio
n ha
ve to
be
the
grea
test
are
as la
ckin
g ac
ross
indu
stri
es. S
till i
s a
high
exp
ecta
tion
that
is n
ot m
et h
ere.
May
cha
nge
2 ge
ns d
own
the
road
– a
nd n
ot n
eces
sari
ly ti
ed to
a g
ener
atio
n 0
but i
s no
w a
pro
blem
. We
crea
ted/
perp
etua
ted
entit
lem
ent.
Job
loss
/sus
tain
abili
ty o
f sel
f cou
ld le
ad to
gre
ater
res
pons
ibili
ty fo
r se
lf w
ith e
xpec
tatio
n.Px
Cen
t.90
I see
this
a lo
t bet
wee
n ge
nera
tions
. The
y se
e th
at th
ere
are
diff
eren
t exp
ecta
tions
but
they
wan
t oth
ers
to v
alue
wha
t the
y va
lue.
Exa
mpl
e,
youn
ger
with
tech
nolo
gy s
kills
.Px
Cen
t.91
Gap
due
to a
ge, v
alue
sys
tem
s, u
pbri
ngin
g, c
halle
nges
we
wou
ld n
ot im
agin
e in
a p
revi
ous
time.
Exa
mpl
e, m
ovie
s –
ther
e’s
a de
sens
itiza
tion
of o
ur id
eas,
a la
yer
of c
allo
usne
ss a
nd a
path
y.Px
Cen
t.92
Com
mun
ity c
olle
ges
are
doin
g a
good
job
brin
ging
in b
iz/i
ndus
try.
May
be th
is n
eeds
to h
appe
n m
ore.
Wha
t we
thou
ght w
as c
halle
ngin
g is
not
th
e sa
me
with
you
th. T
hey
need
a d
iffer
ent c
halle
nge.
Px C
ent.
93Ba
sic
skill
s fo
r en
try
leve
l job
s ar
e m
issi
ng. T
his
is g
ener
atio
nal a
nd e
cono
mic
. We’
ve h
ad to
look
to o
ther
cou
ntri
es to
sup
plem
ent o
ur
wor
kfor
ce. I
t tak
es a
yea
r to
find
a m
inin
g en
gine
er.
Px C
ent.
94N
eed
to fo
cus
on w
hat m
otiv
ates
the
wor
kfor
ce. O
ur e
mpl
oyee
s ar
e m
ost m
otiv
ated
by
Reco
gniti
on (w
hich
is w
hat w
e so
met
imes
per
ceiv
e as
en
title
men
t). T
here
are
sub
tle n
uanc
es in
how
this
is p
ortr
ayed
. The
y ar
e m
otiv
ated
sec
ond
by G
iveb
ack,
thir
d by
$$.
Exa
mpl
e, a
you
ng m
an
from
Japa
n st
arte
d a
Giv
e Ba
ck p
rogr
am “
Sock
s fo
r Ja
pan.
” A
lett
er a
ccom
pani
ed e
ach
pair
of s
ocks
with
an
emai
l add
ress
to e
nabl
e a
conn
ectio
n –
a pe
rson
al c
onne
ctio
n.Px
Cen
t.95
Reto
olin
g, a
dapt
atio
n, fl
exib
ility
– a
ll sk
ills
the
mill
enia
ls a
re b
ette
r at
than
old
er g
ens.
The
re’s
an
incr
ease
d ne
ed h
ere.
WA
VE96
Colla
bora
tion
in th
is e
nvir
onm
ent?
Cul
ture
as
gene
ratio
nal a
nd e
thni
city
. Inc
lude
s te
chno
logy
, ten
sion
aro
und
prac
tices
for
com
mun
icat
ion
and
styl
es. E
mai
l not
bei
ng u
sed
anym
ore
by y
outh
– th
ey’v
e m
oved
on
(tex
ting)
. Nee
d ne
w w
ays
to b
ridg
e ol
d ga
ps.
WA
VE97
Yout
h as
sum
e te
xtin
g is
app
ropr
iate
.W
AVE
98Yo
uth
are
not u
sing
tech
nolo
gy to
thei
r ad
vant
age
at w
ork
– ge
nera
lly s
ocia
l use
WA
VE99
At M
ohav
e Co
rrec
tiona
l we
empl
oy 6
00. T
hey
CAN
NO
T br
ing
cell
phon
es in
to th
e fa
cilit
y. D
oing
so
may
res
ult i
n te
rmin
atio
n. F
B an
d tw
itter
ar
e bl
ocke
d.W
AVE
100
Use
of s
ocia
l med
ia is
situ
atio
nal.
WA
VE
101
Yout
h be
com
e pa
ssiv
e in
life
exp
erie
nces
bec
ause
of t
he D
RAM
A a
roun
d th
em. W
e in
corp
orat
e lif
e sk
ills,
end
ing
the
dram
a, d
evel
opin
g an
ab
ility
to c
hoos
e. W
e se
e th
ey’r
e ca
ught
in a
gen
erat
iona
l cyc
le. N
eed
to e
mpo
wer
them
to m
ake
deci
sion
s to
kee
p th
em s
afe.
WA
VE10
2W
hat a
bout
mill
enni
als?
WA
VE10
3Te
chni
cal s
kills
not
just
the
issu
e. Y
outh
nee
d to
BE
THA
NKE
D. W
hat?
The
y ge
t a p
aych
eck!
Thi
s cr
eate
s a
prob
lem
with
em
ploy
er/e
mpl
oyee
re
latio
nshi
p.W
AVE
104
Whe
n do
es th
e em
ploy
ee g
et to
dec
ide
how
they
com
mun
icat
e?W
AVE
105
We
have
dis
cipl
ine
issu
es in
a p
ublic
sch
ool s
ettin
g du
e to
par
entin
g de
cisi
ons
– en
title
men
t, m
anip
ulat
ion,
not
SEE
ING
the
wri
ting
on th
e w
all
(rea
lly)
WA
VE10
6Pa
rent
s ar
e en
ablin
g ce
rtai
n be
havi
orW
AVE
107
Som
eone
nee
ds to
get
bac
kbon
e an
d sa
y en
ough
! Fol
low
rul
es o
r ge
t out
WA
VE10
8O
lder
gen
s w
ithou
t tec
hnic
al s
kills
are
hav
ing
trou
ble
– ap
plic
atio
ns a
re o
nlin
e –
no m
ore
pape
r.W
AVE
109
“You
sai
d W
HA
T on
Fac
eboo
k?!”
Wha
t is
the
dist
inct
ion
betw
een
wor
k an
d pe
rson
al li
fe?
Som
e pe
ople
are
ver
y go
od a
t use
of t
echn
olog
y –
exam
ple,
vid
eo g
ame
trai
ning
.YU
MA
110
SN is
GEN
ERA
TIO
NA
L. It
’s O
K! W
hat’
s th
e re
al p
robl
em?
We
find
it’s
easy
for
som
eone
to c
ome
in a
nd lo
ok g
ood
at fi
rst [
not g
ood
over
long
ha
ul].
YUM
A11
1SN
for
Busi
ness
– S
N is
eng
rain
ed in
thei
r be
ings
. We
have
to e
mbr
ace
it be
caus
e it
draw
s, d
rive
s, c
reat
es a
big
ger
audi
ence
for
us. I
t’s
enco
urag
ed fo
r a
spec
ific
purp
ose
[exa
mpl
e, th
e pa
per]
.YU
MA
112
We’
ve n
otic
ed b
raze
n be
havi
or, e
ntitl
emen
t, d
isre
gard
of h
iera
rchy
in a
tend
ency
to g
o st
raig
ht to
the
top
and
skip
thei
r su
perv
isor
.YU
MA
113
Part
of o
ur n
ew h
ire
disc
ussi
on is
“D
on’t
ski
p ov
er y
our
supe
rvis
or!”
YUM
A11
4Ex
ampl
e, T
o bo
ss: “
How
’s it
goi
ng?
Can
I bor
row
mon
ey?”
YUM
A11
5It
’s th
e G
oogl
e ef
fect
, see
ing
how
it is
els
ewhe
re a
nd w
antin
g to
cre
ate
if fo
r on
e’s
self.
“Ca
n I b
ring
my
dog
to w
ork?
”YU
MA
116
Trai
ning
on
“for
mal
” co
mm
unic
atio
n an
d pr
otoc
ols
is n
eede
d cr
oss-
gene
ratio
nally
.YU
MA
117
Mill
enia
ls r
equi
re c
are
and
feed
ing,
sup
ervi
sion
and
man
agem
ent,
nee
d to
“kn
ow w
ho th
e bo
ss is
.”YU
MA
118
Rela
tions
hips
at w
ork
aren
’t a
s im
port
ant t
o th
em a
s th
ose
outs
ide.
YUM
A11
9Th
is g
ener
atio
n w
ants
res
ults
now
and
will
try
to g
et th
em –
ove
r yo
u.YU
MA
120
We
have
inte
rgen
erat
iona
l wor
ksho
ps w
ith s
uper
viso
rs o
r nu
rses
at t
he h
ospi
tal,
cove
ring
how
diff
eren
ces
in h
ome
life,
tech
nolo
gy h
ave
shap
ed th
e yo
unge
r ge
nera
tion
diff
eren
tly. F
amily
mig
ht b
e le
ss s
tabl
e, jo
bs le
ss s
tabl
e, o
r “a
bet
ter
job
arou
nd th
e co
rner
.”YU
MA
121
Mill
enia
ls k
now
wha
t’s
righ
t but
cho
ose
not t
o do
it. T
hey
are
chal
leng
ing
the
proc
ess.
YUM
A
Stat
emen
tG
roup
151
If yo
u do
n’t k
now
som
ethi
ng, g
o A
SK. C
an I?
Sho
uld
I? D
on’t
gue
ss.
Com
bine
d2
Exam
ple,
Fai
rchi
ld e
ngin
eers
: VPs
wou
ld c
ome
from
NY
to th
e pl
ant.
Eng
inee
rs a
nd w
orke
rs w
ould
wat
ch d
rive
rs s
ittin
g ou
t in
the
heat
and
de
cide
d so
met
hing
nee
ded
to c
hang
e. T
hey
star
ted
thei
r ow
n co
mpa
ny –
Inte
l: dr
ess
as y
ou w
ant;
wor
k w
here
you
wan
t; p
ut in
you
r 40
ho
urs.
Com
bine
d3
Wha
t is
appr
opri
ate
for
DIF
FERE
NT
jobs
? ex
ampl
e, g
ame
stor
e –
a no
se r
ing
is a
ppro
pria
te.
Com
bine
d4
Do
mor
e w
ith le
ss: L
ess
empl
oyee
s, le
ss s
uper
visi
on, n
eed
self-
dire
ctio
nCo
mbi
ned
5O
rgan
izat
iona
l iss
ues
Com
bine
d6
Maj
ority
of o
ur h
ires
are
ass
ocia
te le
vel.
We
have
onl
ine
cour
ses
and
empl
oyee
s sa
y “w
ho’s
goi
ng to
pay
me
to s
pend
tim
e on
this
?” T
hey
wan
t to
do it
on
wor
k tim
e. T
he m
ore
dive
rse
your
ski
lls, t
he m
ore
I can
use
you
. The
y as
k, “
How
muc
h do
you
mak
e? I
wan
t you
r jo
b.”
CTD
7O
ur g
ener
atio
n an
d be
fore
, peo
ple
kept
jobs
for
a lo
ng ti
me.
The
exp
ecta
tion
now
is 1
5 jo
bs in
25
year
s. T
hey
don’
t wan
t to
give
and
we
(Boo
mer
s) w
ill n
ot g
ive.
Req
uire
s Cu
ltura
l Com
pete
ncy.
Glo
bally
, too
.CT
D8
The
com
pany
Ten
acity
is a
bus
ines
s ba
sed
on e
xpec
tatio
ns. M
utua
l exp
ecta
tions
are
set
or
we
go o
ur o
wn
way
s. T
he e
asie
st w
ay to
avo
id a
fig
ht is
to m
ake
a go
od h
ire.
Bet
ter
to w
alk
away
from
an
offe
r. N
eed
to te
ach
kids
how
to a
rtic
ulat
e TH
EIR
expe
ctat
ions
.CT
D9
Criti
cal t
o ha
ve a
con
vers
atio
n ab
out e
xpec
tatio
ns. E
xam
ple,
nar
cotic
s w
e m
issi
ng a
nd a
nur
se w
as id
entif
ied.
She
sai
d “I
nee
d he
lp.”
You
wor
k w
ith a
per
son
like
that
. How
ever
, fai
lure
to a
dmit
such
a m
ista
ke m
ay h
ave
a di
ffer
ent r
esul
t.CT
D10
Impo
rtan
t to
be o
n tim
e, d
epen
dabl
e, a
ccou
ntab
le, a
skin
g qu
estio
ns, d
ress
for
othe
rs n
ot s
elf.
Exam
ple,
ent
repr
eneu
rshi
p pr
ogra
m c
reat
ed a
fic
titio
us b
usin
ess
and
peop
le in
fiel
d ju
dged
and
cri
tique
d ev
eryt
hing
abo
ut it
.CT
D11
Initi
ativ
e an
d se
lf di
rect
ion.
Exa
mpl
e, In
& O
ut B
urge
r st
aff –
no
one
stan
ds o
ver
them
. The
y do
wha
t nee
ds to
be
done
whe
n it
need
s to
be
done
. The
y ar
e to
ld, “
You
have
the
pow
er to
do
wha
t nee
ds to
be
done
.”CT
D12
Com
mun
icat
ion
com
pete
ncy
is h
uge
– ex
plan
atio
ns to
cus
tom
ers.
90%
of o
ur e
mpl
oyee
s ar
e lo
cal a
nd u
nder
the
age
of 2
6. E
xam
ple,
24
year
ol
d, m
arri
ed w
ith b
aby,
had
pro
blem
run
ning
off
mou
th. H
e sa
id th
e w
rong
thin
g to
the
wro
ng p
erso
n. T
houg
ht h
e sh
ould
be
trea
ted
spec
ial –
lo
st h
is $
50/h
our
job.
We
have
a n
o to
lera
nce
polic
y fo
r th
is k
ind
of b
ehav
ior.
How
do
you
teac
h M
anne
rs?
CTD
13Se
vera
l ste
ps a
nd r
etra
inin
g re
late
d to
mis
take
s.CT
D14
Som
e jo
bs th
e “l
ook”
is d
iffer
ent.
Exa
mpl
e, A
berc
rom
bie
& F
itch
– fli
p flo
ps a
nd je
ans.
The
y do
n’t u
nder
stan
d w
hy th
ey c
an’t
look
the
sam
e in
he
alth
care
.CT
D15
We
have
a u
nion
that
set
s th
e to
ne fo
r co
rrec
tive
actio
n. If
not
saf
ety
rela
ted,
we
star
t with
a c
ouns
elin
g se
ssio
n.CT
D16
We
set p
eopl
e up
for
failu
re if
we
don’
t tel
l the
m o
ur e
xpec
tatio
ns.
CTD
17Th
is is
the
gap.
Old
er g
en d
oesn
’t g
et th
is. Y
oung
er g
en is
tune
d in
. We
need
to h
ire
peop
le w
ith th
ese
skill
s. M
y yo
ung
staf
fer
keep
s m
e aw
are
of th
ese
thin
gs.
CVIT
18Th
ese
have
to b
e EN
TRY
LEVE
L sk
ills.
Aft
er 3
5 ye
ars
in th
e m
ine,
we
wer
e an
eff
ectiv
e gr
oup
(lead
ersh
ip, d
ecis
ions
, tak
ing
imita
tive)
.CV
IT19
“I’m
bor
ed”
on th
e jo
b. In
con
stru
ctio
n, w
e m
odifi
ed e
quip
men
t to
be m
ore
like
gam
ing,
then
cre
ated
a c
ompe
titio
n to
sim
ulat
e it.
Stil
l “I’m
bo
red.
”N
AVI
T20
Cros
s tr
aini
ng –
nee
d em
ploy
ees
to b
e ab
le to
han
dle
mul
tiple
jobs
in th
e co
mpa
ny.
NA
VIT
ORG
AN
IZA
TIO
NA
L CU
LTU
RE
21Ex
ampl
e, c
ompl
exiti
es o
f ons
ite o
pera
tion
of r
oad
pavi
ng. T
ime
is m
oney
– o
urs
and
your
s –
inab
ility
to m
easu
re a
nd m
ove
mat
eria
l pro
perl
y an
d in
abili
ty to
CO
MM
UN
ICA
TE h
ave
cons
eque
nces
for
time
and
prof
itabi
lity.
Nee
ded
empl
oyab
ility
ski
lls a
re a
ttitu
de a
nd te
acha
bilit
y.N
AVI
T22
I rem
embe
r w
hen
McD
onal
d’s
first
ope
ned.
The
y hi
red
all y
oung
men
who
wer
e sm
iling
and
hap
py. N
o m
ore.
Hav
e w
e em
ploy
ers
low
ered
ou
r st
anda
rds?
NA
VIT
23Ci
ty o
f Hol
broo
k re
quir
es d
octo
r no
tes
for
Mon
day
and
Frid
ay a
bsen
ces.
NA
VIT
24It
’s d
iffer
ent d
epen
ding
on
the
busi
ness
NA
VIT
25W
e ch
ange
d pa
yrol
l to
MO
ND
AY
this
was
suc
h a
prob
lem
.N
AVI
T26
An
entr
y le
vel e
mpl
oyee
is a
TEA
M M
EMBE
R –
empl
oyer
and
em
ploy
ee n
eed
awar
enes
s. E
xam
ple,
McD
onal
ds e
ntry
to o
wne
rshi
pPC
JTED
27En
trep
rene
ursh
ip –
mor
e th
an a
mov
ie, i
t’s
the
elem
enta
l thi
ngs:
Whe
re d
o I g
et th
e su
pplie
s? W
hat d
o I n
eed?
How
do
I pay
for
it?PC
JTED
28W
e m
ust l
et s
tude
nts
unde
rsta
nd O
UR
cultu
ral n
orm
s.PC
JTED
29Em
ploy
ees
need
to k
now
the
hist
ory
of th
e bu
sine
ssPC
JTED
30W
hat a
re th
e “s
igns
” of
org
aniz
atio
nal c
ultu
re?
PCJT
ED31
Is th
ere
a ne
ed to
ass
imila
te b
efor
e ch
ange
can
be
mad
e in
an
orga
niza
tion?
PCJT
ED32
Cultu
re in
clud
es b
usin
ess
and
pers
onal
(cow
orke
rs)
PCJT
ED33
Aw
aren
ess,
“le
ave
self
behi
nd”
to s
ucce
ed.
PCJT
ED34
Youn
g pe
ople
nee
d to
und
erst
and
an o
rgan
izat
ion’
s cu
lture
– a
sses
s, c
olle
ct d
ata,
ask
que
stio
ns, m
ake
deci
sion
s in
con
text
– P
artic
ipat
ion
for
Succ
ess.
PCJT
ED35
AD
D b
ehav
ior
is r
ewar
ded.
“M
ove
fast
and
bre
ak th
ings
” is
the
face
book
mot
to. T
his
is o
ur y
oung
er g
ener
atio
n at
wor
k. R
esum
es a
re g
oing
to
be u
sele
ss s
ince
rep
utat
ion
is b
uilt
onlin
e. G
ood
– ba
d –
none
– w
hat’
s yo
ur o
nlin
e re
puta
tion?
Peo
ple
that
get
wha
t’s
goin
g on
don
’t m
ake
the
deci
sion
s an
d vi
ce v
ersa
.Px
Cen
t.36
Cultu
ral C
ompe
tenc
y is
at t
he to
p al
so. I
do
Inte
rgen
erat
iona
l Tra
inin
g. W
e no
w h
ave
4 ge
nera
tions
in th
e w
orkp
lace
. The
re a
re b
arri
ers
with
in
orga
niza
tions
that
are
in th
e w
ay o
f bri
ngin
g pe
ople
toge
ther
to c
olla
bora
te –
age
, rac
e, e
tc. P
roba
bly
base
d in
per
cept
ion.
Lea
ders
nee
d to
st
rike
dow
n m
yths
, sho
ot fo
r co
mm
on g
oals
. The
se a
re fr
eque
nt p
robl
ems
amon
g m
y cl
ient
s.Px
Cen
t.37
Nee
d to
focu
s on
wha
t mot
ivat
es th
e w
orkf
orce
. Our
em
ploy
ees
are
mos
t mot
ivat
ed b
y Re
cogn
ition
(whi
ch is
wha
t we
som
etim
es p
erce
ive
as
entit
lem
ent)
. The
re a
re s
ubtle
nua
nces
in h
ow th
is is
por
tray
ed. T
hey
are
mot
ivat
ed s
econ
d by
Giv
ebac
k, th
ird
by $
$. E
xam
ple,
a y
oung
man
fr
om Ja
pan
star
ted
a G
ive
Back
pro
gram
“So
cks
for
Japa
n.”
A le
tter
acc
ompa
nied
eac
h pa
ir o
f soc
ks w
ith a
n em
ail a
ddre
ss to
ena
ble
a co
nnec
tion
– a
pers
onal
con
nect
ion.
Px C
ent.
38Co
rpor
atio
ns/b
usin
esse
s ha
ve ta
ken
so m
uch
away
from
the
empl
oyee
that
ther
e is
no
loya
lty a
ny lo
nger
, in
eith
er d
irec
tion.
Exa
mpl
e,
Wis
cons
in c
uttin
g pe
nsio
ns. E
ntitl
emen
t vs.
Los
s (lo
yalty
and
res
ourc
es)
Px C
ent.
39I w
ould
rat
her
have
som
eone
take
the
initi
ativ
e an
d do
it w
rong
than
not
try.
Is th
is a
lead
ersh
ip is
sue?
Px C
ent.
40It
is h
ard
to g
et p
eopl
e to
com
e in
to th
e ut
ility
indu
stry
. It t
akes
man
y ye
ars
of h
ard
wor
k, w
ith s
win
g sh
ifts,
dan
ger
and
a st
eep
trai
ning
cur
ve.
Inst
ant g
ratif
icat
ion?
Zer
o.Px
Cen
t.41
Und
erst
andi
ng s
yste
ms
is e
xtre
mel
y im
port
ant i
n he
alth
care
. Exa
mpl
e m
edic
ine,
the
hear
t as
part
of t
he b
ody.
Px C
ent.
42Yo
uth
are
not u
sing
tech
nolo
gy to
thei
r ad
vant
age
at w
ork
– ge
nera
lly s
ocia
l use
WA
VE
43A
t Moh
ave
Corr
ectio
nal w
e em
ploy
600
. The
y CA
NN
OT
brin
g ce
ll ph
ones
into
the
faci
lity.
Doi
ng s
o m
ay r
esul
t in
term
inat
ion.
FB
and
twitt
er
are
bloc
ked.
WA
VE44
Use
of s
ocia
l med
ia is
situ
atio
nal.
WA
VE45
Som
eone
nee
ds to
get
bac
kbon
e an
d sa
y en
ough
! Fol
low
rul
es o
r ge
t out
WA
VE46
Polic
ies
and
proc
edur
es a
t all
leve
ls w
ith m
y co
mpa
ny s
ay N
O te
xtin
g, N
O F
B.W
AVE
47A
re th
e EM
PLO
YERS
ena
blin
g th
is b
ehav
ior?
WA
VE48
MTV
is a
larg
e, g
loba
l em
ploy
er th
at u
ses
tech
nolo
gy. N
eeds
are
spe
cific
to th
e em
ploy
er.
WA
VE49
Corp
orat
e cu
lture
sta
rts
at th
e to
p. E
ven
corr
ectio
ns is
a b
usin
ess
– a
city
of b
usin
esse
s. I
have
to b
e ab
le to
SEL
L m
y cu
lture
, to
staf
f and
in
mat
es, i
n or
der
for
them
to B
UY
it. B
UY
IN is
impo
rtan
t. I’
ve h
ad to
lear
n to
res
pond
to q
uest
ions
. Nee
d to
take
tim
e to
cre
ate
the
cultu
re
top
dow
n.W
AVE
50Pr
ofes
sion
alis
m. O
rgan
izat
iona
l pol
itics
is o
ne o
f the
low
est a
reas
of c
ompe
tenc
y. T
hey
need
to a
sk “
How
do
thin
gs g
et d
one
in M
Y or
gani
zatio
n?”
“How
do
I nav
igat
e TH
IS s
yste
m?”
Nee
d sk
ills
for
aski
ng q
uest
ions
.W
estM
EC51
We’
ve n
otic
ed b
raze
n be
havi
or, e
ntitl
emen
t, d
isre
gard
of h
iera
rchy
in a
tend
ency
to g
o st
raig
ht to
the
top
and
skip
thei
r su
perv
isor
.YU
MA
52Pa
rt o
f our
new
hir
e di
scus
sion
is “
Don
’t s
kip
over
you
r su
perv
isor
!”YU
MA
53It
’s th
e G
oogl
e ef
fect
, see
ing
how
it is
els
ewhe
re a
nd w
antin
g to
cre
ate
if fo
r on
e’s
self.
“Ca
n I b
ring
my
dog
to w
ork?
”YU
MA
54W
e ha
ve in
terg
ener
atio
nal w
orks
hops
with
sup
ervi
sors
or
nurs
es a
t the
hos
pita
l, co
veri
ng h
ow d
iffer
ence
s in
hom
e lif
e, te
chno
logy
hav
e sh
aped
the
youn
ger
gene
ratio
n di
ffer
ently
. Fam
ily m
ight
be
less
sta
ble,
jobs
less
sta
ble,
or
“a b
ette
r jo
b ar
ound
the
corn
er.”
YUM
A55
We
are
look
ing
for:
peo
ple
who
sho
w u
p on
tim
e, k
now
who
the
boss
is, a
re s
erio
us a
bout
saf
ety
on th
e jo
b si
te, a
nd d
on’t
rip
off
the
busi
ness
.YU
MA
56A
s a
COM
MU
NIT
Y w
e co
llabo
rate
, doi
ng m
ore
with
less
mon
ey, a
nd fl
exib
ility
is a
req
uire
men
t. C
reat
ive
idea
s ne
ed to
be
ackn
owle
dged
.YU
MA
57Te
am v
s. d
icta
tori
al le
ader
ship
– n
eed
to r
ecog
nize
val
ue o
f peo
ple
we
deal
with
. We
are
all m
embe
rs o
f the
com
mun
ity in
whi
ch w
e liv
e,
NO
T to
uch-
feel
y bu
t rea
listic
ass
essm
ent.
Thi
s is
a p
art o
f col
labo
ratio
n.YU
MA
58St
yles
of a
dmin
istr
ativ
e m
anag
emen
t/le
ader
ship
giv
e m
ixed
sig
nals
. In
team
env
iron
men
ts e
ach
pers
on is
res
pons
ible
for
succ
ess.
YUM
A59
Now
that
tim
es a
re ti
ght,
man
agem
ent h
as “
the
ham
mer
” ra
ther
than
the
empl
oyee
.YU
MA
60Cu
lture
of w
ork
– re
gard
less
of t
imes
, the
y st
ill n
eed
to d
o be
rea
dy to
do
grea
t wor
k.YU
MA
61In
man
agem
ent,
whe
n W
E w
alk
the
wal
k, th
e at
titud
e is
bet
ter.
It’s
an
impo
rtan
t eff
ort f
or u
s. W
E pi
tch
in.
YUM
A
Stat
emen
tG
roup
161
Rela
tions
hip
build
ing*
Com
bine
d2
Resp
ect o
f sel
f and
oth
ers*
* (g
iven
and
rec
eive
d)Co
mbi
ned
3I a
ddre
ss d
ress
cod
e fir
st in
hea
lthca
re. A
ppea
ranc
e su
ppor
ts p
atie
nt tr
ust i
n th
eir
care
.Co
mbi
ned
4It
’s n
ot JU
ST s
peak
ing,
it’s
INTE
RACT
ING
. Com
plex
is g
ood
– it’
s m
ore
than
.Co
mbi
ned
5O
ne o
n on
e, o
ne to
roo
m, a
lett
er, e
mai
l – a
ll ve
ry d
iffer
ent –
com
plex
.Co
mbi
ned
6I u
nder
stan
d sm
all b
usin
ess
wan
ting
empl
oyee
s to
impr
ove
in s
tand
ards
bec
ause
of t
he C
UST
OM
ER’s
judg
men
t of u
s th
roug
h th
at e
mpl
oyee
.Co
mbi
ned
7Co
mm
unic
atio
n co
mpe
tenc
y is
hug
e –
expl
anat
ions
to c
usto
mer
s. 9
0% o
f our
em
ploy
ees
are
loca
l and
und
er th
e ag
e of
26.
Exa
mpl
e, 2
4 ye
ar
old,
mar
ried
with
bab
y, h
ad p
robl
em r
unni
ng o
ff m
outh
. He
said
the
wro
ng th
ing
to th
e w
rong
per
son.
Tho
ught
he
shou
ld b
e tr
eate
d sp
ecia
l –
lost
his
$50
/hou
r jo
b. W
e ha
ve a
no
tole
ranc
e po
licy
for
this
kin
d of
beh
avio
r. H
ow d
o yo
u te
ach
Man
ners
?CT
D8
In te
stin
g/ev
alua
ting
IT s
yste
ms,
Pro
fess
iona
lism
. The
y re
pres
ent o
ur c
ompa
ny a
nd fi
rst i
mpr
essi
on is
impo
rtan
t. A
fter
that
, Com
plex
Co
mm
unic
atio
n –
the
abili
ty to
rec
eive
, dig
est,
pro
cess
and
ret
urn
com
mun
icat
ion
is e
ssen
tial (
our
clie
nt’s
are
in D
efen
se, f
rom
gen
eral
s to
CE
Os)
.CT
D9
Com
mun
icat
ion,
per
sona
l int
erac
tion
with
cus
tom
er. W
alm
art’
s ne
w h
ires
are
str
aigh
t fro
m H
S. T
rain
ing
cove
rs a
ran
ge o
f ski
lls. V
ery
few
new
hi
res
ask
any
kind
of q
uest
ion.
CTD
10Ex
ampl
e, c
lerk
in a
uto
part
s st
ore
talk
ing
on th
e ph
one
whi
le “
serv
ing”
me.
CTD
11Ex
ampl
e, n
ot a
nsw
erin
g th
e ph
one
whe
n ta
lkin
g to
a c
usto
mer
. NO
T in
terr
uptin
g so
meo
ne ta
lkin
g on
the
phon
e. C
usto
mer
ser
vice
nee
ds to
be
taug
ht.
CTD
12Ex
ampl
e of
cus
tom
er s
ervi
ce, a
Cha
ndle
r re
stau
rant
pro
vide
s da
rk o
r lig
ht n
apki
ns to
cus
tom
ers
depe
ndin
g on
the
colo
r of
thei
r cl
othi
ng s
o th
at th
e lin
t fro
m th
e na
pkin
s w
on’t
sho
w u
p.CT
D13
Nee
d to
be
able
to h
ave
a no
rmal
con
vers
atio
n.CV
IT14
Now
kid
s co
mm
unic
ate
in 1
40 c
hara
cter
s or
less
. Stu
dent
s ca
n do
this
. The
y ha
ve n
o id
ea h
ow to
TA
LK to
a h
uman
bei
ng o
n a
phon
e.CV
IT15
Exam
ple,
An
auto
tech
was
laid
off
for
lack
of p
eopl
e sk
ills,
eve
n th
ough
he
was
the
MO
ST p
rodu
ctiv
e te
ch.
EVIT
16I r
emem
ber
whe
n M
cDon
ald’
s fir
st o
pene
d. T
hey
hire
d al
l you
ng m
en w
ho w
ere
smili
ng a
nd h
appy
. No
mor
e. H
ave
we
empl
oyer
s lo
wer
ed
our
stan
dard
s?N
AVI
T17
Kids
com
mun
icat
e so
wel
l via
text
ing
and
FB b
ut n
ot o
ne o
n on
e. ►
aff
ects
abi
lity
to c
omm
unic
ate
face
to fa
ce w
ith a
cus
tom
er. ►
sayi
ng
“lik
e” 3
0 tim
es ►
may
be w
e sh
ould
sta
rt d
oing
our
inte
rvie
ws
with
US
text
ing.
NA
VIT
18M
ore
youn
g pe
ople
wan
t to
use
self-
serv
e op
tions
, old
er p
eopl
e w
ant a
ssis
ted
serv
ice.
Mos
t don
’t w
ant p
eopl
e fo
llow
ing
them
aro
und
the
stor
e.N
AVI
T19
We
are
grad
ed b
ette
r as
a s
tore
if s
ales
ass
ista
nts
offe
r to
hel
p fin
d an
item
out
side
the
stor
e w
hen
not a
vaila
ble
in th
e st
ore.
Thi
s is
not
the
youn
ger
gen
look
ing
for
this
. You
nger
cle
rks
like
to g
o on
line
and
do th
is.
NA
VIT
20I h
ired
a 6
0 ye
ar o
ld h
air
dres
ser
and
trai
ned
her
to b
e a
bank
telle
r. S
he is
now
a s
enio
r te
ller.
Whe
n I f
irst
hir
ed h
er, m
y co
lleag
ues
thou
ght I
w
as c
razy
.N
AVI
T21
We
need
them
to b
e th
inki
ng a
bout
a JO
B as
par
t of s
omet
hing
larg
er. Y
our
job
is to
mak
e su
re th
e cu
stom
er is
hap
py a
nd th
e co
mpa
ny
prof
its.
NA
VIT
IN P
ERSO
N -
HU
MA
N T
O H
UM
AN
INTE
RACT
ION
- CU
STO
MER
SER
VIC
E
22N
eed
to le
t em
ploy
ees
mak
e m
ista
kes
or th
ey w
ill b
e af
raid
to m
ake
a de
cisi
on. ►
Nee
d to
do
this
in e
duca
tion,
exa
mpl
e, a
s an
em
ploy
ee I
gave
aw
ay $
1000
sof
a to
man
age
com
pany
mis
take
s fo
r cu
stom
erN
AVI
T23
Whe
n de
alin
g w
ith p
eopl
e, n
eed
to ta
lk e
ye b
all t
o ey
e ba
ll fir
st, t
hen
phon
eN
AVI
T24
Nee
d to
con
side
r th
at s
ome
peop
le d
o N
OT
wan
t int
erac
tivity
. The
y w
ant t
he tr
ansa
ctio
n to
mov
e qu
ickl
y, g
et it
don
e.N
AVI
T25
Pers
on to
per
son
skill
s –
mus
t be
able
to e
ngag
e th
e cu
stom
erN
AVI
T26
Com
mun
icat
ion
is c
ritic
al.
NA
VIT
27It
’s o
n th
e em
ploy
er to
sho
ot fo
r EX
EMPL
ARY
to g
et a
t “go
od”
cust
omer
ser
vice
.N
AVI
T28
Tech
nolo
gy v
s. fa
ce-t
o-fa
ce, s
kills
mus
t be
taug
ht.
PCJT
ED29
Tech
nolo
gy a
nd th
e sp
eed
of c
hang
e –
incl
udes
face
to fa
ce. S
ee M
icro
busi
ness
Adv
ance
men
t Cen
ter
http
://m
ac-s
a.or
g/.
PCJT
ED30
Exam
ple
of C
ritic
al th
inki
ng, i
nter
actin
g w
ith c
usto
mer
s w
ho h
ave
a ne
edPx
Cen
t.31
Nee
d aw
aren
ess
that
peo
ple
are
still
pur
chas
ing
IN P
ERSO
N. N
eed
to m
ix s
kill
sets
– e
mpl
oyab
ility
in a
tech
nica
l con
text
. W
estM
EC32
Basi
cs: s
peak
to p
eopl
e, m
ath,
sho
w u
p on
tim
e, d
ress
pro
perl
y, h
ygie
ne –
the
rest
em
ploy
ers
wan
t to
trai
n.
Wes
tMEC
33A
Gal
lup
poll
show
ed th
at e
mpl
oyee
eng
agem
ent l
ed to
cus
tom
er e
ngag
emen
t whi
ch le
d to
pro
fits
for
the
firm
. [in
itiat
ive/
self-
dire
ctio
n?]
Wes
tMEC
34G
ood
cust
omer
ser
vice
ski
lls –
reg
ardl
ess
of a
ll el
se –
is u
nive
rsal
ly im
port
ant.
YUM
A
Stat
emen
tG
roup
171
Teac
hers
lack
ing
skill
s in
cre
atin
g an
env
iron
men
t whe
re s
tude
nts
are
com
fort
able
ask
ing.
CAVI
T2
How
do
we
test
for
this
legi
timat
ely?
CAVI
T3
Pers
onal
eve
ry d
ay P
RACT
ICE
requ
ired
.CA
VIT
4W
e m
ust m
odel
wha
t we
expe
ct o
ther
s to
impl
emen
t – IN
DIV
IDU
ALL
Y.CA
VIT
5CT
E ca
n co
nnec
t the
dot
s on
this
and
cov
er it
all.
APP
LIED
lear
ning
env
iron
men
t.CA
VIT
6Ex
tern
/Int
erns
hips
or
prac
ticum
s tu
rn th
e lig
ht o
n –
valid
ate
the
lear
ning
, res
ultin
g in
pri
de a
nd in
itiat
ive.
CAVI
T7
App
lied
mea
ns H
ands
On.
CAVI
T8
It’s
mag
ic, r
eal l
earn
ing
happ
ens.
CAVI
T9
CTE
Adv
ocac
y ca
lls u
pon
a st
uden
t’s
desi
re to
wor
k in
this
man
ner.
Exa
mpl
e, to
uchi
ng a
rob
ot c
onne
cts
with
them
per
sona
lly.
CAVI
T
10W
e ar
e lo
okin
g at
bus
ines
s/in
dust
ry s
kills
that
we
wan
t our
stu
dent
s to
hav
e, th
eref
ore
the
teac
hers
/sta
ff m
ust h
ave
thes
e sk
ills.
CAVI
T
11A
t CA
VIT
addi
tiona
l JTE
D fu
nds
cam
e w
ith a
n ex
pect
atio
n fr
om th
e bo
ard:
“Pr
ogra
m Q
ualit
y Im
pact
”CA
VIT
12Q
ualit
y m
arke
rs fo
r te
ache
r an
d pr
ogra
m in
clud
e: e
mer
ging
, hig
h qu
ality
, exc
elle
nce.
The
se m
arke
rs a
re in
dica
ted
in th
eir
clas
sroo
ms
so
anyo
ne e
nter
ing
can
see.
CAVI
T
13M
ento
ring
is im
port
ant,
a c
omm
unity
nee
ds to
be
invo
lved
, mor
e th
an p
aren
ts. T
he m
ento
r is
oft
en th
e on
e w
ho m
akes
a d
iffer
ence
in a
life
. “Y
ou c
an d
o an
ythi
ng y
ou w
ant t
o.”
CAVI
T
14W
e ca
n’t o
rche
stra
te th
is a
t the
sta
te le
vel.
It’s
loca
l com
mun
ity.
CAVI
T15
CTSO
(Car
eer
Tech
Stu
dent
Org
s) 2
3,00
0 pa
rtic
ipan
ts a
cros
s st
ate.
Eve
nts
focu
s on
car
eer
skill
s. C
ompe
titio
ns in
clud
e TE
AM
eve
nt.
CAVI
T
16W
e im
plem
ent A
LL o
f the
se s
kills
in o
ur c
lass
room
, sep
arat
ing
HO
ME
& W
ORK
beh
avio
rs.
CAVI
T17
Mas
teri
ng s
omet
hing
on
pape
r/co
mpu
ter
is N
OT
the
sam
e as
act
ually
doi
ng th
e ta
sk.
CAVI
T18
Our
goa
ls r
egar
ding
Em
ploy
abili
ty S
kills
: Def
ine
(wha
t doe
s it
look
like
?) –
Mea
sure
(sce
nari
o de
velo
pmen
t and
rub
rics
) – M
anag
e. Id
entif
y w
hat i
t mea
ns to
mov
e fr
om N
OVI
CE to
EXP
ERT.
Em
bed
the
skill
s in
our
pro
gram
s.CA
VIT
19En
gage
men
t is
impo
rtan
t. B
ells
, whi
stle
s an
d tim
e ho
urs
are
NO
T en
gage
men
t, r
athe
r co
unte
r pr
oduc
tive.
CAVI
T20
One
siz
e do
es N
OT
fit a
llCo
mbi
ned
21Co
ntin
uous
Lea
rnin
gCo
mbi
ned
22Sk
ills
can
be le
arne
d –
the
earl
ier
the
bett
erCo
mbi
ned
23D
evel
op s
kills
thro
ugh
appl
icat
ion
Com
bine
d24
We
don’
t bel
ieve
? W
E BE
LIEV
E th
ese
thin
gs c
an b
e le
arne
d.Co
mbi
ned
25In
H.S
. cla
ssro
oms,
I m
iss
seei
ng m
odel
ing
of e
xpec
ted
appe
aran
ce a
nd b
ehav
ior.
Com
bine
d26
Whe
n an
d ho
w d
o yo
ung
peop
le le
arn
thes
e sk
ills?
Com
bine
d27
Ther
e’s
a cu
rric
ulum
in o
ur p
rogr
am, c
aree
r pr
ep, t
hat t
each
es m
any
of th
ese
skill
s. E
VERY
BOD
Y sh
ould
hav
e th
is s
kill
base
and
kno
wle
dge.
It
can
and
shou
ld b
e ta
ught
.Co
mbi
ned
28In
tern
ship
s ar
e cr
ucia
l. Th
ey h
elp
mak
e co
nnec
tions
to th
ese
skill
s th
roug
h EX
PERI
ENCE
.Co
mbi
ned
29Tr
aini
ng, m
ento
ring
nee
ds to
be
prov
ided
. Exa
mpl
e, c
anno
t GU
ESS
how
to u
se e
quip
men
t.Co
mbi
ned
30W
e do
a lo
t of t
eam
lead
er tr
aini
ng to
hel
p su
perv
isor
s be
goo
d at
res
pond
ing
to q
uest
ions
.Co
mbi
ned
IMPL
EMEN
TATI
ON
314
year
s of
eng
inee
ring
and
mat
h is
set
ting
kids
up
for
failu
re. H
ow w
ould
a 4
th y
ear
of m
ath
help
me?
Phy
sics
is h
elpf
ul. “
I don
’t W
AN
T to
wor
k it,
so
I WO
N’T
wor
k it.
”
Com
bine
d
32Ex
ampl
e, c
ross
ing
arm
s an
d ha
nds.
We’
ve n
ot d
iscu
ssed
pre
fere
nces
. Are
you
mor
e co
mfo
rtab
le in
you
r le
ft o
r ri
ght h
emis
pher
e. V
oc T
ech
help
s yo
u le
arn
the
CON
TEXT
. Pre
fere
nces
mus
t be
embe
dded
. One
siz
e do
esn’
t fit
all.
Com
bine
d
33O
ne o
f our
res
pons
ibili
ties
in e
duca
tion
is to
hel
p st
uden
ts d
evel
op s
kills
in a
rena
s w
here
they
are
not
com
fort
able
. Hel
p th
em lo
ok a
t the
ch
alle
nges
and
kno
w th
ey c
an le
arn.
Com
bine
d
34W
hat A
RE th
e sk
ills?
Wha
t do
they
LO
OK
like
in p
ract
ice?
How
do
we
teac
h th
em?
How
do
we
mea
sure
them
? H
ow d
o w
e go
dee
per
into
tr
aini
ng o
f the
ski
lls th
at a
re im
port
ant?
Com
bine
d
35W
here
do
we
prac
tice
spea
king
toda
y?Co
mbi
ned
36Ya
vapa
i Col
lege
had
a c
ours
e on
em
ail c
omm
unic
atio
n fo
r th
e m
inin
g gr
oup.
Com
bine
d37
The
wor
ld o
f wor
k is
not
a m
ultip
le c
hoic
e te
st. A
s em
ploy
ees
we
wan
t to
know
that
stu
dent
s re
ceiv
ing
thes
e ce
rtifi
cate
s ca
n D
EMO
NST
RATE
th
ese
skill
s.Co
mbi
ned
38La
unch
in L
ife p
rogr
am in
clud
es: f
inan
ces,
inte
rvie
win
g te
chni
ques
, res
ume
wri
ting,
kno
win
g in
divi
dual
ski
ll se
ts, u
nder
stan
ding
con
nect
ion
betw
een
educ
atio
n an
d qu
ality
of l
ife. 4
H is
taki
ng th
e cu
rric
ulum
to U
of A
for
peer
rev
iew
in o
rder
to p
repa
re fo
r a
stat
ewid
e la
unch
.CT
D
39N
eeds
to b
e in
biz
/ind
ustr
y te
rms
as w
ell a
s un
ders
tand
able
by
pare
nt a
nd s
tude
nt.
CTD
40N
orve
ll –
Inno
vativ
e sc
hool
for
kids
with
lear
ning
dis
abili
ties
(aut
ism
, dys
lexi
a). C
urri
culu
m is
bas
ed o
n m
aste
ry, n
ot g
rade
. how
do
you
teac
h m
anne
rs?
Giv
e th
em a
ppro
pria
te h
omew
ork
(hom
e an
d sc
hool
), ex
ampl
e, c
ompl
emen
ting
the
teac
her
in a
noth
er c
lass
room
, off
erin
g to
do
dish
es (a
ffec
tive
lear
ning
).
CTD
41Th
ese
stan
dard
s w
ill s
et e
xpec
tatio
ns fo
r le
arni
ng in
our
sch
ools
. We
hope
you
rai
se th
e ba
r an
d ra
ise
expe
ctat
ions
. It s
tart
s ea
rly
on –
not
op
tiona
l. D
on’t
mak
e ex
cept
ions
. The
y ca
n do
it if
we
expe
ct th
em to
.CT
D
42Sc
hool
can
’t b
e th
e an
swer
for
ever
ythi
ng. T
hey’
re d
ealin
g w
ith d
isci
plin
e pr
oble
ms.
CVIT
43H
ow d
o w
e ap
ply
all t
his
in th
e cl
assr
oom
?CV
IT44
Wor
ked
with
DEC
CA to
des
ign
logo
for
trai
l sys
tem
. We
teac
h th
em to
use
soc
ial m
edia
for
busi
ness
CVIT
45W
e ha
ve th
e 2nd
mos
t fol
low
ed D
ECCA
face
book
pag
e in
the
coun
try.
CVIT
46Sc
hool
s ca
n’t e
ven
acce
ss th
is. W
e ne
ed to
wor
k th
is o
ut. N
eed
wor
ksho
ps fo
r te
ache
rs a
bout
this
– B
asic
, Int
erm
edia
te, A
dvan
ced.
CVIT
47W
e ha
d a
gran
t for
teac
hing
/lea
rnin
g CO
NTE
NT
with
dis
cret
e m
athe
mat
ical
ski
lls. V
ery
deep
thin
king
. Mea
nt to
get
at t
hat t
he 4
th y
ear
of
mat
h.
CVIT
48D
o th
e ki
ds s
ee a
pur
pose
in th
is?
Are
we
mer
ging
imag
inat
ion
with
the
skill
s of
mat
hem
atic
s?CV
IT49
Mat
h ne
eds
to b
e re
leva
nt. W
e ar
e gi
ving
bot
h CT
E an
d m
ath
cred
it th
roug
h th
e co
mm
unity
col
lege
.CV
IT50
Aca
dem
ic a
nd C
TE in
stru
ctor
s ne
ed to
inte
grat
e. N
ot ju
st C
TE in
tegr
atin
g ac
adem
ics.
CVIT
51Br
oad
than
this
. Nee
ds to
be
inte
grat
ed, p
roje
ct-b
ased
lear
ning
.CV
IT52
We
can
do a
ll of
this
, but
if w
e do
n’t e
ngag
e th
e st
uden
ts, w
e’ve
lost
the
gam
e. N
eed
to b
egin
EA
RLIE
R. W
e w
ant k
ids
to ta
ke im
itativ
e an
d as
k qu
estio
ns. W
ho is
sch
ool i
s en
cour
agin
g th
is?
CVIT
53H
ow w
ill w
e de
fine
thes
e sk
ills
once
we’
ve fi
nish
ed th
is c
onve
rsat
ion?
The
n it’
s a
new
con
vers
atio
n ab
out m
easu
ring
and
man
agin
g th
em.
CVIT
54H
ow m
any
kids
are
goi
ng to
nee
d a
4th y
ear
of m
ath
to s
urvi
ve?
82%
of j
obs
that
bec
ome
avai
labl
e an
y da
y do
not
req
uire
a c
olle
ge e
duca
tion.
CVIT
55M
any
skill
s ca
n be
lear
ned
in a
n ap
pren
tices
hip
prog
ram
, and
we
need
to r
etur
n to
that
min
dset
.CV
IT
56W
hen
I was
in H
S, k
ids
left
HS
to g
et tr
aini
ng @
a v
ocat
iona
l sch
ool.
CVIT
57Te
ache
rs a
re n
ot a
ddre
ssin
g th
em in
CTE
bec
ause
we
don’
t hav
e st
anda
rds.
EVIT
58W
ES a
re e
ssen
tial t
o in
dust
ry. N
eeds
to b
e ac
ross
the
boar
d (in
sch
ools
), no
t jus
t CTE
, but
ele
men
tary
thro
ugh
high
sch
ool.
EVIT
59Vo
catio
nal E
d no
t req
uire
d to
gra
duat
e fr
om h
igh
scho
ol.
EVIT
60W
e ne
ed to
get
beh
ind
the
scho
ols
and
cons
ider
the
fam
ily s
ituat
ions
.EV
IT61
Thes
e sk
ills
need
to b
e ta
ught
, beg
inni
ng in
the
hom
e.EV
IT62
Nee
d to
rem
embe
r th
at w
e D
O g
radu
ate
a lo
t of f
ine
youn
g pe
ople
. As
conc
erne
d pe
ople
, we
just
wan
t the
[sys
tem
] to
be b
ette
r. “
I don
’t
know
wha
t you
did
, but
you
kic
ked
him
whe
re I
coul
dn’t
.” (p
aren
t)EV
IT
63Is
sue
teac
hing
stu
dent
s BA
SIC
tech
ski
lls b
ecau
se th
ey w
ant t
o do
the
“fun
” st
uff.
EVIT
64Le
arne
d th
ese
thin
gs m
ysel
f thr
ough
a C
OE
prog
ram
(Coo
pera
tive
Educ
atio
n, C
TE).
EVIT
65W
e’ve
see
n a
huge
pus
h fo
r co
llege
, mis
sing
the
care
er c
onne
ctio
n. T
hey
NEE
D to
hav
e a
care
er –
it’s
not
abo
ut a
cade
mic
gen
ius.
Kno
wle
dge
need
s to
con
nect
to p
robl
em s
olvi
ng, t
eam
ing.
Wha
t are
the
ethi
cs?
Conn
ectio
ns n
eed
to b
e m
ade
earl
y on
.EV
IT
66It
sta
rts
at h
ome,
if n
ot a
t hom
e at
sch
ool –
spo
rts,
stu
dent
org
aniz
atio
ns.
EVIT
67D
ECCA
– s
tude
nt k
now
ledg
e/sk
ill te
sted
in c
ompe
titio
ns n
atio
nally
.EV
IT68
lear
n to
PRA
CTIC
E, r
esea
rch,
stu
dy –
Cap
ston
e Ex
peri
ence
s. “
DEC
CA is
my
spor
t.”
EVIT
69St
uden
t ben
efits
: tro
phie
s, r
esum
e bu
ilder
s, c
ertif
icat
es (c
arro
ts),
scho
lars
hips
…EV
IT70
Am
ount
of t
ime
stud
ent a
nd te
ache
r sp
end
toge
ther
in S
tude
nt P
rofe
ssio
nal O
rgs
crea
tes
a re
latio
nshi
p th
at le
ads
to h
igh
leve
l dev
elop
men
t of
thes
e sk
ills.
EVIT
71W
hy a
re w
e no
t inc
orpo
ratin
g th
ese
skill
s in
to o
ur a
cade
mic
cou
rses
? H
ow c
an w
e w
ork
with
indu
stry
to e
ffec
t thi
s?EV
IT72
Is th
ere
a ba
lanc
e be
twee
n Em
ploy
ee a
nd E
mpl
oyer
ski
lls?
EVIT
73Ta
ke a
½ d
ay a
nd d
o a
prac
tice
job,
inte
rvie
w w
ith s
tude
nts
and
teac
h in
terv
iew
ski
lls (p
roce
ss o
f Ski
lls U
SA)
EVIT
74O
ur li
fe s
kills
cla
ss ta
ught
com
mun
icat
ing
on a
topi
c. K
ids
from
sin
gle
pare
nt/b
lend
ed h
omes
oft
en m
edia
ting
for
thei
r fa
mili
es. W
e pr
ovid
ed
this
trai
ning
that
was
not
nec
essa
rily
taug
ht a
t hom
e.N
AVI
T
75Co
mm
unic
atio
n sk
ills,
whe
n no
t eng
rain
ed e
arly
eno
ugh,
are
diff
icul
t to
tran
sfer
into
oth
er a
reas
. Nee
ds to
be
part
of t
hem
. IN
TEG
RATE
D.
NA
VIT
76In
stu
dent
org
aniz
atio
ns [C
TSO
s] w
e us
e ro
le p
layi
ng a
t a h
igh
leve
l with
in a
com
petit
ive
envi
ronm
ent.
Eac
h or
gani
zatio
n ha
s jo
b in
terv
iew
ev
ents
. We
impl
emen
t all
of th
ese
[ski
lls] i
n ou
r pr
ogra
ms.
NA
VIT
77A
cade
mic
dec
athl
on is
the
sam
e. B
ehav
iors
are
sco
red
as w
ell a
s ac
adem
ics.
NA
VIT
78Ex
ampl
e, H
ewle
tt P
acka
rd in
tern
ship
s, th
e “r
eal g
ig”
mad
e a
bigg
er im
pres
sion
, diff
eren
t tha
n co
mpe
titio
ns. K
ids
take
“fo
r re
al”
expe
rien
ces
mor
e se
riou
sly.
NA
VIT
79N
PC h
as a
gre
at n
ursi
ng p
rogr
am. I
t’s
how
they
pre
sent
lear
ning
in th
e cl
assr
oom
: a lo
t of c
linic
al, h
ospi
tals
, TLC
, han
ds o
n an
d co
oper
atio
n be
twee
n ed
ucat
ion
and
crea
tes
the
abov
e. ►
also
hig
h ex
pect
atio
ns fr
om N
PC o
f the
stu
dent
s –
nurs
ing,
par
amed
ic a
nd C
AN
. ►th
e nu
rsin
g pr
ogra
m h
as fe
wer
res
ourc
es th
an m
any
but a
ded
icat
ed s
taff
and
lead
ersh
ip th
at c
reat
es a
n en
viro
nmen
t for
exc
elle
nce.
NA
VIT
80Th
is [t
each
ing
skill
s] n
eeds
to b
egin
in m
iddl
e an
d el
emen
tary
– a
t lea
st b
y 6th
– te
chni
cal s
kills
go
on th
is b
ase.
NA
VIT
81Bi
gger
sca
le –
thes
e sk
ills
are
not t
este
d. U
nles
s th
ey a
re te
sted
, the
y w
ill n
ot a
ppea
r. W
e ha
ve r
each
ed c
ritic
al m
ass.
We
need
to c
hang
e th
e
para
digm
– g
et th
em r
eady
. Eve
ry 5
th a
nd 6
th g
rade
teac
her
in th
e st
ate
need
s th
is li
st.
NA
VIT
82M
y te
ache
rs [C
TSO
] ask
ed m
e N
OT
to te
ach
empl
oyab
ility
ski
lls b
ecau
se it
has
not
hing
to d
o w
ith th
e te
chni
cal a
rea.
NA
VIT
83W
e ra
n a
stor
e to
teac
h th
ese
skill
s to
stu
dent
s –
part
of t
he s
choo
l day
.N
AVI
T
84W
e em
ploy
ers
shou
ld h
elp
with
this
.N
AVI
T85
I was
not
goo
d at
[the
se s
kills
] mys
elf w
hen
I fir
st s
tart
ed. H
ow d
o w
e te
ach
and
mea
sure
this
?N
AVI
T86
If no
t tes
ted,
will
not
be
taug
ht –
that
’s s
cary
(YES
!!!!
)N
AVI
T87
Men
tori
ng is
nee
ded
PCJT
ED88
Giv
e yo
uth
cred
it fo
r th
eir
capa
city
to le
arn.
The
y’ll
take
the
lead
by
wha
t the
y SE
E.PC
JTED
89CT
E In
stru
ctor
s –
grea
t with
teac
hing
tech
nica
l ski
lls. H
ow a
re w
e te
achi
ng T
HES
E sk
ills?
Thi
s is
hig
hly
invo
lved
.PC
JTED
90“I
f we
can’
t def
ine
it, w
e ca
n’t m
easu
re it
. If w
e ca
n’t m
easu
re it
, we
can’
t man
age
it.”
Scho
ol is
off
from
wha
t we
need
to a
ccom
plis
h th
is
task
. The
se a
re H
UM
AN
ski
lls th
at r
equi
re c
erta
in c
ondi
tions
in le
arni
ng.
PCJT
ED
91Th
e la
w m
anda
tes
asse
ssm
ent o
f tec
hnic
al s
kills
. We
NEE
D s
tude
nts
to b
e ab
le to
per
form
thes
e sk
ills.
Got
to u
se th
eir
time
and
reso
urce
s to
go
dee
p an
d re
ach
thes
e sk
ills.
PCJT
ED
92Ca
n as
sess
per
form
ance
acr
oss
spac
e an
d tim
e us
ing
expe
rts
and
tech
nolo
gy. M
alco
lm G
ladw
ell T
he O
utlie
rs a
sks
“How
do
you
beco
me
expe
rt a
t any
thin
g?”
Exam
ple,
Bea
tles
rehe
arsi
ng fo
r ye
ars,
hou
rs a
day
, to
perf
ect t
heir
ski
ll.PC
JTED
93N
eed
to te
ach
pare
nts
and
teac
hers
som
etim
es. W
ho is
equ
ippe
d to
hel
p th
e ch
ild b
e su
cces
sful
? In
spi
te o
f soc
io-e
cono
mic
diff
eren
ces.
PCJT
ED
94W
hat i
s th
e em
ploy
er’s
res
pons
ibili
ty?
PCJT
ED95
How
will
this
be
com
mun
icat
ed to
stu
dent
s? T
his
is a
cla
ss.
PCJT
ED96
My
resp
onse
to a
stu
dent
’s q
uest
ion
“Wha
t did
it ta
ke y
ou to
be
succ
essf
ul?”
res
ulte
d in
man
y of
thes
e to
pics
.PC
JTED
97Sh
ould
not
sim
plify
how
com
plic
ated
this
may
be
to in
corp
orat
e in
to C
TE.
PCJT
ED98
Prac
tice
thes
e sk
ills
whi
le e
ngag
ed in
wor
k as
a te
am. E
xam
ple,
Hab
itat f
or H
uman
ity.
PCJT
ED99
Shou
ld b
e ca
lled
Criti
cal W
orkp
lace
Em
ploy
abili
ty &
Ret
entio
n Sk
ills
**ne
ed to
be
part
of e
very
sin
gle
cour
sePC
JTED
100
List
of 1
5 th
ings
you
can
do
to lo
se y
our
job.
#11
is “
Do
your
job”
PCJT
ED10
1Co
mm
unity
col
lege
s ar
e do
ing
a go
od jo
b br
ingi
ng in
biz
/ind
ustr
y. M
aybe
this
nee
ds to
hap
pen
mor
e. W
hat w
e th
ough
t was
cha
lleng
ing
is n
ot
the
sam
e w
ith y
outh
. The
y ne
ed a
diff
eren
t cha
lleng
e.Px
Cen
t.
102
Basi
c sk
ills
for
entr
y le
vel j
obs
are
mis
sing
. Thi
s is
gen
erat
iona
l and
eco
nom
ic. W
e’ve
had
to lo
ok to
oth
er c
ount
ries
to s
uppl
emen
t our
w
orkf
orce
. It t
akes
a y
ear
to fi
nd a
min
ing
engi
neer
.Px
Cen
t.
103
NSF
gra
nt th
ro’ M
CCC.
Tea
cher
s an
d st
uden
ts a
re b
eing
trai
ned
TOG
ETH
ER, c
reat
ing
colla
bora
tion
betw
een
stud
ents
and
teac
hers
(bey
ond
appr
ehen
sion
to p
rodu
ctiv
ity).
Px C
ent.
104
Gla
dwel
l’s O
utlie
rs. 4
0% o
f tea
cher
s ha
ve le
ss th
an 3
yea
rs e
xper
ienc
e in
the
clas
sroo
m. C
reat
ivity
and
Inno
vatio
n ar
e re
quir
ed to
mak
e th
e tr
ansi
tions
nee
ded
to d
ay. H
ow d
o w
e ge
t the
new
gen
teac
her
able
to m
ake
the
tran
sitio
n? M
assi
ve c
ultu
ral c
hang
e ab
out h
ow w
e pr
ep
peop
le fo
r w
orkf
orce
. We
need
to h
elp
the
adul
ts/t
each
ers
unde
rsta
nd w
hat’
s ha
ppen
ing
in b
iz/i
ndus
try.
The
y ne
ed a
n EX
PERI
ENCE
of i
t.
Px C
ent.
105
Syst
ems
Thin
king
“W
isdo
m”
ties
into
Com
plex
Com
mun
icat
ion
– tim
ing,
gui
ding
, men
tori
ng, l
ooki
ng to
the
futu
re. E
xam
ple,
hos
pita
ls –
how
w
ill r
efor
m a
ffec
t the
m?
affe
ct c
aree
r de
velo
pmen
t in
nurs
ing?
Maj
ority
of n
urse
s pr
esen
tly w
ork
in h
ospi
tals
but
will
nee
d to
tran
sitio
n to
ou
tpat
ient
car
e an
d co
mm
unity
edu
catio
n. “
Com
plex
Car
e” w
ill r
equi
re c
olla
bora
tion
with
oth
er s
ervi
ces
with
out “
silo
s.”
how
do
we
deve
lop
this
wis
dom
?
Px C
ent.
106
MCC
cur
ricu
lum
was
2 g
ener
atio
ns b
ehin
d (f
rom
adj
unct
per
spec
tive)
.Px
Cen
t.10
7Te
chno
logy
in s
choo
l is
behi
nd.
Px C
ent.
108
Rura
l min
ing
com
mun
ities
– m
any
min
ers
do n
ot w
ant t
o le
arn
scie
nce
– th
ey w
ant a
TRA
DE
(wel
ding
, ele
ctri
cal).
Tra
des
peop
le p
ull t
he
reso
urce
s ou
t of t
he g
roun
d th
at a
re n
eede
d to
CRE
ATE
an
IPA
D.
Px C
ent.
109
Long
-ter
m h
ealth
care
fiel
d on
e of
the
fast
est g
row
ing
in th
e st
ate.
The
mes
sage
to o
ur y
outh
, “D
on’t
go
into
that
” is
con
trar
y.Px
Cen
t.
110
Hea
lthca
re r
efor
m is
goi
ng to
shi
ft th
e ne
eds
for
trai
ning
and
em
ploy
men
t fro
m in
terv
entio
n to
pre
vent
ion.
A n
utri
tioni
st n
eeds
to le
arn
the
syst
em, i
nclu
ding
food
pre
p an
d po
ts a
nd p
ans.
The
y ne
ed e
xper
ient
ial l
earn
ing.
Px C
ent.
111
Peop
le d
on’t
kno
w h
ow to
lead
. Peo
ple
need
to b
e ta
ught
men
tori
ng –
acc
ount
abili
ty, e
xpec
tatio
n se
ttin
g. T
his
falls
on
the
empl
oyer
firs
t.Px
Cen
t.
112
In e
duca
tion
ther
e’s
an o
vere
mph
asis
on
acad
emic
s to
the
excl
usio
n of
LIF
E SK
ILLS
, inc
ludi
ng p
erso
nal e
ffec
tiven
ess,
lead
ersh
ip, g
oal s
ettin
g,
com
mun
icat
ion.
Life
Ski
lls a
re th
e co
nnec
tion
betw
een
know
ing
and
appl
ying
.Px
Cen
t.
113
Wou
ld li
ke to
see
life
ski
lls b
eing
taug
ht th
roug
h ou
t the
edu
catio
n ex
peri
ence
. Nee
d w
ork-
base
d le
arni
ng –
pra
ctic
al a
nd r
elev
ant.
Px C
ent.
114
AZ
Coun
ts c
onve
rsat
ion:
exp
ectin
g ki
ds to
und
erst
and
year
2 A
lgeb
ra e
xpon
entia
l fun
ctio
ns b
ut n
ot s
how
ing
the
appl
icat
ion
to c
redi
t car
ds
and
pers
onal
fina
nce.
WA
VE
115
Don
’t s
ee a
nyth
ing
on h
ere
that
we
WO
ULD
N’T
em
brac
e. A
s an
edu
cato
r, w
e te
ll ou
r ki
ds w
hat t
o ex
pect
. “Yo
u ar
e EX
PECT
ED to
ask
qu
estio
ns.”
Som
etim
es o
ur la
ngua
ge g
ets
abov
e th
em. “
It w
ill s
how
me
you
are
a go
od e
mpl
oyee
if y
ou a
sk q
uest
ions
.”W
AVE
116
Empl
oyer
nee
ds to
take
cha
rge.
The
sch
ool s
yste
m n
eeds
set
req
uire
men
ts.
WA
VE11
7Le
gal s
yste
m c
reat
es h
avoc
with
sch
ools
set
ting
cert
ain
polic
ies
– no
t sim
ple.
WA
VE11
8M
ust b
e lo
oked
at f
rom
an
indu
stry
sta
ndar
d. E
ach
skill
is g
oing
to n
eed
to b
e sp
ecifi
c to
an
indu
stry
and
req
uire
s as
sess
men
t.W
AVE
119
Mat
h is
a li
fe s
kill
yet t
each
ers
in e
lem
enta
ry s
choo
l don
’t n
eces
sari
ly h
ave
this
.W
AVE
120
We
need
to s
toke
up
prid
e in
the
skill
s (a
ll ty
pes
of jo
bs) t
hat w
e ar
e te
achi
ng.
Wes
tMEC
121
Are
thes
e no
t Com
mon
Cor
e St
anda
rds?
The
cla
ssro
om s
houl
d no
t jus
t be
abou
t aca
dem
ic s
kills
. We
wou
ld b
e be
tter
off
if th
ese
wer
e pa
rt o
f th
e le
arni
ng in
EVE
RY c
lass
room
, not
just
CTE
. W
estM
EC
122
This
con
cern
s Ca
reer
-Rea
dine
ss.
Wes
tMEC
123
Ari
zona
lose
s 1
out o
f 3 k
ids
befo
re H
.S.,
so s
houl
d th
is b
e in
fuse
d in
to th
e sy
stem
ear
lier?
Loo
k at
the
mid
dle
scho
ol g
ap. T
he p
rese
nt d
ay
dich
otom
y be
twee
n CT
E an
d ac
adem
ics
need
s to
be
deal
t with
. We
need
to a
sk, w
hat d
o w
e ne
ed to
do
to p
rovi
de E
VERY
chi
ld w
ith a
goo
d ed
ucat
ion?
Thi
s se
ems
to m
ake
sens
e to
eve
ryon
e no
w in
a ti
me
of e
cono
mic
adv
ersi
ty –
why
not
all
the
time?
Wes
tMEC
124
If w
e ca
n do
cum
ent a
nd m
easu
re th
ese
skill
s, th
en e
mpl
oyer
s w
ill fl
ock
to A
Z, N
OT
just
for
CTE
stud
ents
. W
estM
EC12
5Ex
ampl
e, a
sch
ool t
hat i
dent
ified
5 o
f the
se s
kills
and
mad
e th
em 2
0% o
f gra
de fo
r ev
ery
stud
ent –
suc
h as
com
mun
icat
ion,
team
wor
k, q
ualit
y of
wor
k…W
estM
EC
126
How
do
thes
e sk
ills
get a
pplie
d? P
robl
em –
Peo
ple
hire
d w
ithou
t ski
lls a
nd p
eopl
e w
ho d
on’t
car
e to
get
them
. Nee
d –
Empl
oyer
s w
ho p
ay
mor
e at
tent
ion
to s
kills
at t
he ti
me
of h
ire.
W
estM
EC
127
Empl
oyer
edu
catio
n. M
anag
ers
need
to p
rovi
de tr
aini
ng o
ver
time
as w
ell.
Wes
tMEC
128
Thes
e sk
ills
shou
ld s
et th
e ba
r in
wor
kpla
ce e
ntry
. Tea
cher
s ne
ed to
col
labo
rate
and
dev
elop
TH
EIR
wor
k to
geth
er –
mod
el th
e ex
pect
atio
n.
Wes
tMEC
129
Wha
t is
the
new
bar
? Th
is p
roce
ss is
det
erm
inin
g th
is fo
r A
rizo
na n
ow. W
ill th
ese
skill
s en
dure
ove
r tim
e? Is
it a
TO
OL
(soc
ial n
etw
orki
ng) o
r a
SKIL
L?W
estM
EC
130
Skill
s U
SA in
clud
es m
any
of th
ese
skill
s in
thei
r PD
pro
gram
, ex.
pra
ctic
e in
terv
iew
s.
Wes
tMEC
131
At t
his
colle
ge w
e’ve
cha
nge
the
curr
icul
um in
the
past
2 y
ears
to A
PPLI
CATI
ON
. We
use
real
wor
ld p
robl
ems,
exa
mpl
es: v
irtu
al fo
otba
ll te
am,
stor
y pr
oble
ms
(com
puta
tiona
l thi
nkin
g, p
robl
em s
olvi
ng, c
ritic
al th
inki
ng).
We
need
to g
et th
roug
h el
itism
to c
hang
e ho
w w
e ap
proa
ch
quan
titat
ive
skill
s.
YUM
A
132
Ther
e’s
liter
atur
e on
pro
blem
s w
ith fe
mal
es w
ith m
ath
and
fear
of m
ath
in g
ener
al. W
e ne
ed to
sta
rt S
TEM
at g
roun
d le
vel.
Mat
h el
itism
ne
eds
to b
e di
spel
led.
YUM
A
133
Big
emph
asis
in s
choo
l rea
dine
ss (e
arly
chi
ldho
od c
onfe
renc
e) is
STE
M. T
each
ers
in e
arly
edu
catio
n do
n’t k
now
mat
h vo
cabu
lary
. The
focu
s ha
s be
en r
ote
reco
gniti
on fo
r le
tter
s an
d nu
mbe
rs. “
Kids
can
’t th
ink
if w
e ca
n’t t
hink
wel
l eno
ugh
to te
ach
them
.”YU
MA
134
We
wan
t out
com
es b
ut n
eed
to h
ave
peop
le tr
aine
d to
gui
de u
s to
thos
e ou
tcom
es.
YUM
A13
5RE
LEVA
NCY
is s
till m
issi
ng in
the
clas
sroo
m. T
heor
y ne
eds
to b
e m
arri
ed to
exp
erie
nce.
YUM
A13
6M
y ex
peri
ence
– d
rille
d re
petit
ivel
y –
but w
hen
did
we
USE
the
stuf
f?YU
MA
137
[Mag
gie
re: M
acD
uff]
He
is m
ovin
g fr
om r
epet
ition
to u
tiliz
ing
conc
eptu
al r
elat
ions
hips
to le
arn
mat
h. W
e ne
ed to
be
look
ing
at C
TE a
s a
vehi
cle
for
appl
ied
mat
h.YU
MA
138
“Hig
her
mat
h =
life
and
deat
h de
cisi
ons
in s
hop.
”YU
MA
Stat
emen
tG
roup
Oth
er1
Pare
ntin
g is
at i
ssue
.CA
VIT
2Th
e id
ea o
f man
agin
g W
AST
E of
any
kin
d is
ess
entia
l – r
esou
rce
man
agem
ent.
CAVI
T3
“Sus
tain
abili
ty”
is a
way
of t
hink
ing.
CAVI
T4
Wha
t are
som
e CO
RE c
once
pts
that
feed
oth
ers?
CAVI
T5
Do
entr
y le
vel e
mpl
oyee
s kn
ow H
OW
to a
sk?
CAVI
T6
Stat
istic
s sh
ow th
at 8
3% o
f em
ploy
ees
are
look
ing
for
a ne
w jo
b.CA
VIT
7“I
t’s
not t
he g
rass
. Jus
t wat
er y
our
OW
N g
rass
.”CA
VIT
8Is
ther
e an
ele
men
t of b
ehav
iora
l int
ervi
ewin
g in
thes
e pr
ogra
ms?
CAVI
T9
“Mea
sure
twic
e, c
ut o
nce”
ada
ge is
unk
now
n.CA
VIT
10M
atth
ew C
raw
ford
’s b
ook
Shop
Cla
ss a
s So
ulcr
aft
CAVI
T11
Even
thou
gh it
’s d
iffic
ult,
it’s
ess
entia
l tha
t we
mov
e fo
rwar
d.CA
VIT
12H
irin
g: M
ay p
rese
nt w
ell b
ut d
oes
not p
osse
ss th
e sk
ills
(goo
d “c
amo”
)Co
mbi
ned
13H
ard
skill
s: B
asic
com
pute
r sk
ills,
tech
nica
l ski
lls fo
r th
e jo
b, fo
unda
tiona
l ski
lls (a
pplie
d m
ath,
rea
ding
, loc
atin
g?)
Com
bine
d14
Soci
al is
sues
Com
bine
d15
Acc
urac
yCo
mbi
ned
16W
orkp
lace
rea
dine
ssCo
mbi
ned
17Co
mm
unic
atio
n: o
ld s
tyle
– r
eadi
ng, w
ritin
g, s
peak
ing,
list
enin
gCo
mbi
ned
18Th
rille
d th
at y
ou a
re d
oing
this
. For
yea
rs I
have
hea
rd e
mpl
oyer
s sa
ying
wha
t the
y ne
eded
– a
nd o
nly
now
feel
that
edu
catio
n is
list
enin
g an
d m
ay g
et th
e jo
b do
ne.
Com
bine
d
19Th
is s
ettin
g, o
ut o
f the
silo
, is
grea
t. I’
d go
into
a h
igh
scho
ol a
nd s
hare
wha
t I k
now
. Let
me
help
out
.Co
mbi
ned
20H
ave
you
look
ed a
t the
SCA
NS
stud
y? [Y
es, w
orki
ng w
ith E
DC
and
did
exte
nsiv
e re
sear
ch]
CTD
21M
uch
of w
hat i
s in
SCA
NS
is s
till b
asic
toda
y.CT
D22
We
need
Initi
ativ
e, C
reat
ive
Thin
kers
, Que
stio
n A
sker
s. T
hey’
re u
sed
to T
9ing
, hav
ing
wor
ds c
ompl
eted
for
them
. At o
ur c
ompa
ny, w
e A
NTI
CIPA
TE th
em m
ovin
g be
twee
n jo
bs –
diff
eren
t tha
n w
hat w
e EX
PECT
to s
ee in
old
er g
ens.
Diff
eren
t con
side
ratio
ns fo
r di
ffer
ent
gene
ratio
ns. O
ne o
f our
pro
blem
s, k
ids
are
too
youn
g to
ren
t a c
ar! (
unde
r 25
)
CTD
23W
hat i
s th
e co
st/h
ire?
CTD
24In
Def
ense
, $60
00CT
D25
In H
ealth
care
we
use
recr
uite
rs a
nd th
e fe
e is
$35
K or
20-
30%
of c
ompe
nsat
ion
for
a ye
ar.
CTD
26In
Eng
inee
ring
we
paid
40%
. The
se a
re im
port
ant c
onsi
dera
tions
for
prof
itabi
lity.
CTD
27Ef
fect
on
bott
om li
ne. E
xam
ple,
giv
ing
away
sub
s on
the
job
as c
omm
unity
ser
vice
.CV
IT28
We
are
deal
ing
with
the
loss
of m
illio
ns o
f $$
at C
ount
y.CV
IT29
Kids
hav
e sm
art p
hone
s.CV
IT30
This
is fi
ne, b
ut o
nly
11 k
ids
wer
e ab
le to
get
a jo
b…?!
CVIT
31W
e’ve
mor
e th
an d
oubl
ed o
ur p
opul
atio
n in
Pin
al C
ount
y in
10
year
s. In
fras
truc
ture
pro
blem
s be
caus
e of
it. H
ave
ethi
cs is
sues
our
selv
es.
CVIT
325
thin
gs a
com
pany
look
s fo
r to
rel
ocat
e: w
orkf
orce
, ava
ilabl
e la
nd, i
nfra
stru
ctur
e, ta
x st
ruct
ure,
mar
ket.
CVIT
33H
ighl
y ed
ucat
ed fo
lks
don’
t way
to w
ork
in th
e m
ines
or
plow
land
for
cott
on. 6
0% in
Pin
al C
ount
y liv
e he
re a
nd w
ork
else
whe
re.
CVIT
OTH
ER
34Sa
n Ta
n ha
s 81
,000
peo
ple
and
is u
ninc
orpo
rate
d, a
bed
room
com
mun
ity to
Pho
enix
. Joh
nson
Util
ities
is n
ow m
anag
ing
sew
er a
nd w
ater
.CV
IT35
Bigg
est g
radu
atio
n fo
r m
any
is 8
th g
rade
.CV
IT36
In G
ila o
ur c
urre
nt g
radu
atio
n ra
te is
und
er 7
0% w
ith m
any
5th y
ear
grad
uate
s.CV
IT
37A
Z is
kno
wn
for
hosp
italit
y, g
olf c
ours
es, h
ospi
tals
, min
ing
– do
n’t n
eed
a m
aste
rs.
CVIT
38W
hen
I gra
duat
ed in
HS
from
CTE
, we
rece
ived
the
cert
ifica
te, t
rans
crip
t, a
war
ds, l
eade
rshi
p ac
hiev
emen
ts a
nd a
leat
her
bind
er fo
rm th
e st
ate
– ev
iden
ce o
f wha
t was
lear
ned
on p
rogr
am c
ompl
etio
n.CV
IT
39Is
it e
thic
s or
just
STA
ND
ARD
S?EV
IT40
Tech
nica
l Ski
lls A
sses
smen
ts a
re m
anda
ted
by F
eder
al la
w.
EVIT
41M
esa
is o
ne o
f the
ori
gina
l wor
kfor
ce e
duca
tion
loca
tions
in th
e U
S. “
The
seed
for
chan
ge in
edu
catio
n co
uld
com
e ou
t of M
esa,
AZ.
” EV
IT
star
ted
in g
eorg
e Sm
ith’s
sch
ool,
Mes
a Ce
ntra
l as
a vo
catio
nal e
duca
tion
prog
ram
.EV
IT
42W
ant t
o sh
are
surv
eys
with
our
adv
isor
y co
mm
ittee
s.EV
IT43
Tech
nolo
gy is
a T
OO
L.EV
IT44
If yo
u ne
ed to
say
som
ethi
ng n
egat
ive,
say
it –
som
ethi
ng p
ositi
ve?
WRI
TE IT
.EV
IT45
Wor
k et
hic
is n
ot a
ddre
ssed
on
the
AIM
S te
st.
EVIT
46W
e do
n’t k
now
how
a s
tude
nt w
ill r
eact
unt
il te
sted
.EV
IT47
“Is
this
gen
erat
iona
l?” ►
“W
ell,
I did
it 4
0 ye
ars
ago…
” (L
augh
ter)
NA
VIT
48Te
achi
ng s
kills
– “
Yes,
I kn
ow h
ow to
lay
a bl
ock.
” ►
Wel
l, 4
bloc
ks a
n ho
ur is
NO
T pr
ofic
ienc
y!N
AVI
T
49Ba
nkin
g –
com
mun
icat
ion
and
tech
nica
lN
AVI
T50
Ask
ed m
y ac
coun
tant
wha
t wou
ld b
e an
impo
rtan
t ski
lls –
10
key
blin
d.N
AVI
T51
[Som
e] s
tude
nts
in o
ur s
choo
l are
mor
e di
rect
ed to
war
d re
petit
ive
(cra
ftsm
an) t
ype
jobs
. Oth
ers
not s
o m
uch.
NA
VIT
52So
me
peop
le d
on’t
wan
t to
lear
n ne
w th
ings
or
adva
nce
– sa
me
issu
e.N
AVI
T53
Exam
ple,
sch
ool i
s be
ing
used
as
a re
plac
emen
t for
an
abse
nce
of s
kills
. Can
’t fi
nd a
job?
Go
back
to s
choo
l!N
AVI
T54
Thes
e sk
ills
are
mor
e im
port
ant t
han
tech
nica
l ski
lls. (
YES!
!!!!
!!!!
!!)
NA
VIT
55W
ould
like
a h
eart
sur
geon
to b
e at
leas
t 90%
tech
nica
lly s
kille
d!N
AVI
T56
Nat
ionw
ide,
the
aver
age
age
of a
min
er is
53
in a
ll re
late
d jo
bs, j
obs
not t
rans
ferr
able
ove
rsea
s.N
AVI
T57
List
of 1
5 th
ings
you
can
do
to lo
se y
our
job.
#11
is “
Do
your
job”
PCJT
ED58
WO
RK is
cul
tura
lly im
port
ant i
n th
e U
S, p
erha
ps m
ore
than
oth
er c
ount
ries
.PC
JTED
59O
ne id
ea b
eget
s an
othe
r.PC
JTED
60N
eed
to fi
gure
out
wha
t it i
s th
at s
tude
nts
KNO
W.
PCJT
ED61
Wha
t is
an e
xper
t? C
an y
ou d
emon
stra
te y
our
expe
rtis
e?PC
JTED
62Li
felo
ng L
earn
ing
– ki
ds a
re a
lrea
dy d
oing
this
.PC
JTED
63Pe
ople
don
’t k
now
how
to le
ad. P
eopl
e ne
ed to
be
taug
ht m
ento
ring
– a
ccou
ntab
ility
, exp
ecta
tion
sett
ing.
Thi
s fa
lls o
n th
e em
ploy
er fi
rst.
Px C
ent.
64In
edu
catio
n th
ere’
s an
ove
rem
phas
is o
n ac
adem
ics
to th
e ex
clus
ion
of L
IFE
SKIL
LS, i
nclu
ding
per
sona
l eff
ectiv
enes
s, le
ader
ship
, goa
l set
ting,
co
mm
unic
atio
n. L
ife S
kills
are
the
conn
ectio
n be
twee
n kn
owin
g an
d ap
plyi
ng.
Px C
ent.
65W
ould
like
to s
ee li
fe s
kills
bei
ng ta
ught
thro
ugh
out t
he e
duca
tion
expe
rien
ce. N
eed
wor
k-ba
sed
lear
ning
– p
ract
ical
and
rel
evan
t.Px
Cen
t.
66Ex
ampl
e, w
ith r
efug
ee p
lace
men
t we
have
a ti
me-
fram
e ch
alle
nge.
The
eco
nom
y ha
s fo
rced
us
to c
hang
e ho
w w
e do
thin
gs o
vern
ight
. We
have
to m
ake
our
clie
nts
self-
suff
icie
nt in
4 m
onth
s (a
fter
30
year
s in
a r
efug
ee c
amp)
. 70%
do
not s
peak
Eng
lish.
Cul
tura
l com
pete
ncy
unde
r st
ress
ful c
ondi
tions
(Int
ervi
ewin
g, la
ngua
ge, h
ow o
ne e
xpre
sses
one
self
– ev
en ta
lkin
g ab
out o
nese
lf m
ay b
e di
ffic
ult b
ecau
se o
f cul
tura
l ba
ckgr
ound
). Co
mpl
ex c
omm
unic
atio
n an
d de
cisi
on m
akin
g, p
robl
em s
olvi
ng is
nee
ded.
Px C
ent.
67W
e ne
ed th
em to
und
erst
and
the
foun
datio
nal s
tart
ing
plac
e of
a p
ositi
on a
nd b
e ab
le to
go
from
ther
e.Px
Cen
t.68
Hon
eyw
ell w
as o
ne o
f the
big
gest
em
ploy
ers
man
y ye
ars
ago.
The
y sh
ippe
d jo
bs o
vers
eas.
You
ng p
eopl
e sa
w w
hat h
appe
ned
to th
eir
pare
nts
and
said
, “W
hy s
houl
d i c
ome
to y
our
indu
stry
?” A
fter
911
, my
com
pany
wen
t fro
m 3
5 to
12
empl
oyee
s. P
eopl
e ar
e av
oidi
ng m
achi
ning
be
caus
e of
the
ups
and
dow
ns.
Px C
ent.
69W
e ar
e m
ovin
g to
a w
elln
ess
mod
el. I
t’s
the
resp
onsi
ble
thin
g to
do.
Exa
mpl
e, a
dvis
ory
boar
d –
are
we
prod
ucin
g a
prod
uct t
hat w
orks
for
the
futu
re m
arke
t? O
ur c
urri
culu
m is
hin
ged
and
chan
ged
base
d on
this
. Com
mun
ity s
ervi
ce (C
S) is
ess
entia
l in
our
lear
ning
pro
cess
(dea
ls w
ith
entit
lem
ent)
. CS
incl
udes
tuto
ring
, cle
anin
g/sc
rubb
ing,
mas
sage
– b
ased
on
indi
vidu
al s
tren
gths
. Exa
mpl
e, g
ood
com
mun
icat
ors
coac
h. G
ivin
g ba
ck th
roug
h CS
has
val
ue fo
r st
uden
t aft
er g
radu
atio
n fr
om th
eir
feed
back
to u
s.
Px C
ent.
70Fr
eepo
rt-M
cMor
an h
as c
ompr
ehen
sive
vol
unte
er s
ervi
ce g
loba
lly (s
ea tu
rtle
s in
Indo
nesi
a, R
ed C
ross
, hom
eles
s sh
elte
rs…
)Px
Cen
t.71
Nee
d to
be
care
ful n
ot to
sin
gle
out p
eopl
eW
AVE
72Sk
ills
are
not “
silo
-ed.
” Th
ey r
elat
e to
eac
h ot
her,
ex.
col
labo
rativ
e pr
oble
m s
olvi
ng. T
here
ARE
bas
ic s
kills
we
shou
ld e
xpec
t, a
nee
ded
foun
datio
n.
Wes
tMEC
73Pe
ople
get
fire
d fo
r N
OT
havi
ng th
ese
skill
s, n
ot s
o m
uch
the
tech
nica
l ski
lls. G
reat
list
in s
ettin
g th
e ba
r fo
r en
try
leve
l hir
es –
the
co. w
ill g
row
m
ore
quic
kly.
W
estM
EC
74W
e do
n’t h
ave
a ch
alle
nge
with
ent
ry le
vel b
ut s
impl
y fin
ding
ski
lled
labo
r an
d re
tain
ing
it. [I
s th
is a
cha
ngin
g in
dust
ry r
equi
ring
diff
eren
t set
s of
ski
lls?]
Yes
, we
spen
t 5 m
onth
s lo
okin
g fo
r an
onl
ine
cont
ent m
anag
er.
YUM
A
75In
pub
licly
fund
ed p
rogr
ams,
peo
ple
who
are
taki
ng o
n th
e w
ork
of o
ther
s as
wel
l as
them
selv
es –
ther
e is
a lo
t of b
urno
ut –
wha
t’s
the
answ
er?
YUM
A
76CT
E pe
ople
mor
e pe
rsis
tent
and
goa
l ori
ente
d.YU
MA
77A
ppre
ciat
e th
e op
port
unity
to s
hare
our
thou
ghts
with
you
. Doe
sn’t
hap
pen
ofte
n –
espe
cial
ly w
ith s
uch
a di
vers
e in
dust
ry g
roup
.YU
MA
78Ca
roly
n as
ked
– ho
w d
o w
e de
scri
be th
ese
skill
s w
e ar
e lo
okin
g at
? Re
spon
ses:
Job
Read
ines
s, B
asic
Ski
lls, H
igh
Perf
orm
ance
Ski
llsYU
MA
Compiled by Melanie Ohm, ASU Workforce Education & Development Office, 12/28/2010 Page 1
Workplace Employability Skills Bibliography Asian Development Bank. (2010). Knowledge Solutions. Retrieved 12 28, 2010, from Asian Development Bank: http://www.adb.org/Documents/Information/Knowledge‐Solutions/default.asp Association for Career and Technical Education. (2010, 4). What is Career Ready? Retrieved 12 28, 2010, from Assocation for Career and Technical Education: http://www.acteonline.org/uploadedFiles/Publications_and_Online_Media/files/Career_Readiness_Paper.pdf Blom, A., & Hobbs, C. (2008). School and Work in the Eastern Caribbean: Does the Education System Adequately Prepare Youth for the Global Economy. Washington, D.C.: The World Bank. Carrier, A., & Gunter, M. (2010, 10 29). Critical Workplace Skills for Viriginia's Economic Vitality. Retrieved 12 28, 2010, from University of Virginia Weldon Cooper Center for Public Service: http://www.coopercenter.org/sites/default/files/publications/Critical%20Workplace%20Skills%20for%20Virginia.pdf Committee on Information Technology Literacy, National Research Council. (1999). Being Fluent with Information Technology (Free Executive Summary). Retrieved 12 28, 2010, from The National Academies Press: http://www.nap.edu/nap‐cgi/report.cgi?record_id=6482&type=pdfxsum Hansen, R. S., & Hansen, K. (n.d.). What Do Employers REALLY Want? Top Skills and Values Employers Seek from Job‐Seekers. Retrieved 12 28, 2010, from Quintessential Careers Your Job Starts Here: http://www.quintcareers.com/job_skills_values.html Jerald, C. D. (2009). Defining a 21st century education. The National School Boards Association. Alexandria, VA.: The Center for Public Education. Lahart, J. (2009, 11 13). Tinkering Makes Comeback Amid Crisis. Retrieved 12 28, 2010, from WSJ.com: http://online.wsj.com/article/SB125798004542744219.html Levy, F., & Murnane, R. J. (2005). How Computerized Work and Globalization Shape Human Skill Demands. Working Paper MIT‐IPC‐05‐006 , 1‐24. McCain, T. A. (2008). 21st Century Skills and ePortfolio: An Experiential Curriculum. Columbus, OH: The Center for Experiential Learning, Leadership, and Technology (CELLT). Metiri Group; Learning Point Associates. (2003). enGauge Twenty‐First Century Skills for 21st Century Learners. Retrieved 12 28, 2010, from Metiri Group: http://www.metiri.com/Solutions/21st_century_skills.html New York State Education Department. (2009, 5 12). Learning Standards:CTE:NYSED. Retrieved 12 28, 2010, from NYSED.gov: http://www.p12.nysed.gov/cte/cdlearn/ Partnership for 21st Century Skills. (2004). Framework for 21st Century Learning. Retrieved 12 28, 2010, from Partnership for 21st Century Skills: http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=119 Partnership for 21st Century Skills; Association for Career and Technical Education. (2010, 10). Up to the Challenge. Retrieved 12 28, 2010, from Partnership for 21st Century Skills: http://www.p21.org/documents/CTE_Oct2010.pdf
Compiled by Melanie Ohm, ASU Workforce Education & Development Office, 12/28/2010 Page 2
Robinson, J. P. (2002, 9 30). The Workplace: Competencies Needed to Maintain a Competitive Edge in the Workplace. Retrieved 12 28, 2010, from Alabama Cooperative Extension System: http://www.aces.edu/crd/workforce/publications/09‐30‐02‐WorkplaceCompetencies.pdf Robinson, J. P. (2000, 9 15). The Workplace: What are Employability Skills? Retrieved 12 28, 2010, from Alabama Cooperative Extension System: http://www.aces.edu/crd/workforce/publications/employability‐skills.PDF Robinson, J. P. (2001, 8 30). The Workplace: Workplace Skills Needed by Today's Workers. Retrieved 12 28, 2010, from Alabama Cooperative Extension System: http://www.aces.edu/crd/workforce/publications/8‐30‐01‐Workplace‐Skills‐Needed‐by‐Today%27s‐Workers.pdf Serrat, O. (2009, 09). Harnessing Creativity and Innovation in the Workplace. Retrieved 12 28, 2010, from Asian Development Bank: http://www.adb.org/documents/information/knowledge‐solutions/harnessing‐creativity‐and‐innovation‐in‐the‐workplace.pdf Serrat, Olivier et al. (2010). Knowledge Management and Learning Library. Retrieved 12 28, 2010, from Asian Development Bank: http://www.adb.org/Knowledge‐Management/knowledge‐library.asp Society for Human Resource Management and WSJ.com/Careers. (2008). Critical Skills Needs and Resources for the Changing Workforce: Keeping Skills Competititive. Alexandria, VA: Society for Human Resource Management. The Pennsylvania State University Workforce Education Research Center Institute for the Study of Adult Literacy. (2009). Foundation Skills Framework Resources. Retrieved 12 28, 2010, from Foundation Skills Framework ‐ Commonwealth Portal: http://www.portal.state.pa.us/portal/server.pt/document/597961/foundation_skills_resources_pdf TransCen, Inc. (n.d.). Employability Skills Checklist. Retrieved 12 28, 2010, from TransCen, Inc.: http://www.transitiontocollege.net/percpubs/EmployabilitySkillsChkList.doc U.S. Department of Labor. (2000). SCANS Competencies and Foundation Skills. Retrieved 12 28, 2010, from SCANS excerpt from "Skills and Tasks for Jobs ‐ A SCANS report for America 2000": http://www.arp.sprnet.org/curric/scans.htm Wing, J. M. (2008). Computational Thinking and Thinking about Computing. Philosophical Transactions of the Royal Society , 366, 3717‐3725.