State Strategies to Support the Maturing Workforce

From CAEL

In our global and knowledge-based economy, states and regions are largely dependent upon the skills of the workforce in order to thrive. State leaders who recognize this reality, and who are making efforts to develop the workforce, are also likely aware of dramatically changing work- force demographics. In particular, the workforce is becoming more ethnically diverse, and it is also becoming older.

Although our economy needs the experience and contributions of mature workers, people aged 55 and older face many challenges in entering or remaining in the labor force. They may need guidance in finding work that better suits their changing circumstances, help with job search strategies after being laid off, and advice on education and training needed for employment and long-term employability. They may also face additional challenges such as employer bias against hiring older workers, the rigid way in which our society tends to view work and retirement, and the fact that most publicly-funded workforce development and jobs programs have not had much experience in considering the special needs and challenges of mature workers.

Continued at: http://www.cael.org/pdfs/2011_TMT_State_Policy_email

Research & Data Services for Higher Education Information Technology: Past, Present, & Future

By Susan Grajek

Today, the purpose and value of higher education is under question and under transformation. A campus-based, full-time experience for 18- to 22-year-olds has given way to a much more diverse educational landscape and student demographic. What was once seen as requisite for completing the intellectual journey to maturity is now increasingly viewed as a necessity for employment and financial security. The value proposition is now more about economic security than self-actualization. But with rising costs and student debt (over two-thirds of college graduates are burdened with debt, whose average has risen to $24,000), and shifts in enrollment patterns, the public is questioning the affordability of a college education at the same moment a college degree has begun to be viewed as a necessity for job security.

Continued at: http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume46/ResearchandDataServicesforHigh/238391

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Nuts and Bolts: Inviting Interaction

By Jane Bozarth

“So much learning is informal and unconscious; often learners don’t think of it as ‘learning something’ but as ‘solving a problem.’”

I speak at a lot of conferences, with most presentations lately based on Social Media for Trainers. Conference participants often ask about the specifics of choosing and managing particular tools, but it seems sometimes they are missing the point.

The crux of using social media in any endeavor, as Gina Schreck has said, is, “Social media invites and allows interaction from others. How are you inviting that interaction?“ The popularity of social media tools means that sooner, rather than later, those of us in the field will need to examine what this means for us. Among other things, as noted by Taleo’s Tom Stone, use of social media tools is an excellent means of making learning more transparent. As he says, “It’s captured, searchable, and has much greater reach beyond the two people talking in the hallway.”

We know a great deal of workplace learning is informal; but without the tools to make it more evident, management may not be aware of informal learning in the workplace at all. But at the same time, this activity will require a quantum leap for many of us in L&D, used to developing and delivering and vetting and tracking content. What are some ways we can invite interaction and develop something more akin to a partnership with our learners?

Continued at: http://www.learningsolutionsmag.com/articles/805/nuts-and-bolts-inviting-interaction