So c ia l Ne two rks a nd the T e a c hing a nd T ra ining o f - PowerPoint PPT Presentation

So c ia l Ne two rks a nd the T e a c hing a nd T ra ining o f I mpo rta nt Skills: A Pilo t Study o f E duc a to rs a nd E mplo ye rs in So uthe rn Wisc o nsin a nd We ste rn Ne w Yo rk Ro ss J. Be nb o w, Cha ng he e L e e , & Ma tthe w T . Ho ra Wisc o nsin Ce nte r fo r E duc a tio n Re se a rc h Unive rsity o f Wisc o nsin–Ma diso n Pre se nta tio n b y Ro ss J. Be nb o w L E RA Annua l Co nfe re nc e • Phila de lphia , PA • Ja nua ry 6, 2018

Bac kg ro und > I mpo rtant skills…and te ac hing and training Cognitive , intr sonal , and inte r a- pe r - sonal skills, kno wle dg e , a nd pe r a b ilitie s (NRC, 2012) linke d to suc c e ss in sc ho o l, wo rk, a nd life I ma g e a c c e sse d o nline fro m http:/ / surviving da ting .c o m/ yo u-ne e d-to - tra in-me n-ho w-to -tre a t-yo u With skills’ impo rta nc e in mind, we fo c us o n the te a c hing , tra ining , a nd tra nsfe r o f the se skills in c o lle g e s a nd wo rkpla c e s: Ho w c a n c o lle g e e duc a to rs and wo rkpla c e tra ine rs b e tte r c ultiva te the se skills? I ma g e a c c e sse d o nline fro m http:/ / me mo irso fa na c tivist.b lo g spo t.c o m/ 2010/ 11/ e xa mple s-o f-se xism- a t-wo rkpla c e .html

Soc ial Ne twor k Analysis (SNA) Re se a rc h pe rspe c tive a nd te c hnique s “Personal” or “Ego” Network me a suring soc ia l tie s to be tte r unde rsta nd how inte ra c tion influe nc e s be ha vior (Wa sse rma n & F a ust, 1994) K e y a ssumptio ns: • Ac to rs, a nd the a c tio ns the y ta ke , a re inte rde pe nde nt • So c ia l tie s b e twe e n individua ls, c o mpila tio ns o f whic h a re c a lle d “so c ia l ne two rks,” a re a c o nduit fo r re so urc e s • So c ia l ne two rks b o th c o nstra in a nd a ffo rd individua l a c tio n Ima g e a c c e sse d o nline fro m https:/ / www.slide sha re .ne t/ skra t/ c o lle c ting -da ta -o n- e g o c e nte re d-so c ia l-ne two rks-o n-the -we b -a o ir2003

Re se a rc h… …ha s linke d pa tte rns in so c ia l ne two rks—inc luding the numb e r o f c o nta c ts ( ne twork size ) a nd c o nta c ts fro m a va rie ty o f o rg a niza tio ns ( ne twork dive rsity )— to g re a te r sa tisfa c tio n, se lf e ffic a c y, inno va tio n, a nd pro fe ssio na l suc c e ss (e .g ., Re a g a ns & Mc E vily, 2003; Va n Wie s e t a l., 2015) …ha s a lso linke d pa tte rns in te a c he r a nd tra ine r so c ia l ne two rks to impro ve me nts in instruc tio n a nd tra ining a s we ll a s stude nt le a rning a nd e mplo ye e le a rning tra nsfe r (e .g ., Burt, 2004; Go dda rd e t a l. 2007; Mo o le na a r e t a l., 2012; Va n de n Bo ssc he & Se g e rs, 2013; Ya sumo to e t a l. 2001) …ha s no t lo o ke d a t ho w te a c hing - o r tra ining - fo c use d ne two rks ma y influe nc e the instruc tio n o f impo rta nt skills a mo ng c o lle g e e duc a to rs a nd wo rkfo rc e tra ine rs

Pilo t Study Re se a rc h Que stio ns (1) Do po stse c o nda ry e duc a to rs a nd tra ining pro fe ssio na ls disc uss me tho ds fo r he lping stude nts o r e mplo ye e s a c q uire impo rta nt skills? I f ye s, with who m? (2) Ho w, if a t a ll, do e duc a to rs a nd e mplo ye rs b e lie ve the se kinds o f te a c hing - a nd tra ining -re la te d disc ussio ns influe nc e the ir te a c hing a nd tra ining o f impo rta nt skills?

Study De sig n • E xplo ra to ry c a se study a ppro a c h (Cre swe ll, 2014; Yin, 2014) fo c use d o n instruc to rs a nd tra ine rs in ma nufa c turing - a nd te c hno lo g y-re la te d fie lds in so uthe rn Wisc o nsin a nd we ste rn Ne w Yo rk hig he r e duc a tio n a nd priva te industry • Purpo se ful sa mpling o f instruc to rs in 2- a nd 4-ye a r c o lle g e s a nd unive rsitie s (“e duc a to rs,” n =192) a nd e xe c utive s, huma n re so urc e s pro fe ssio na ls, a nd wo rkpla c e tra ine rs c o nduc ting c o mpa ny tra ining (“e mplo ye rs,” n =70) in ST E M fie lds using BL S, O*Ne t, a nd sta te -le ve l e mplo ye r da ta …

Sa mpling ST E M industry 2- a nd 4- ye a r NAICS De sig na tions E xa mple 2- a nd 4- ye a r E xa mple priva te c re de ntia le d ST E M (BL S da ta ) prog ra m site s c ompa ny site s in NAICS oc c upa tions (BL S a nd e duc a ting for c a te g ory (sta te - le ve l O*Ne t da ta ) oc c upa tion (O*Ne t) da ta ) I nfo rma tio n Co mpute r use r Co mpute r syste ms Unive rsity o f Wisc o nsin- Jo hnso n Co ntro ls / te c hno lo g y suppo rt spe c ia lists / de sig n a nd re la te d Ma diso n / Ro c he ste r Ra ve n So ftwa re / So ftwa re de ve lo pe rs / se rvic e s / So ftwa re I nstitute o f T e c hno lo g y F ise rve , I nc . / E pic / Co mpute r pub lishe rs / Ma diso n Co lle g e / Ze b ra T e c hno lo g ie s / pro g ra mme rs Unive rsity o f Stra te g e m I nc . / Ro c he ste r… Pa ra g a n De ve lo pme nt Syste ms… Ma nufa c turing I ndustria l ma c hine ry Ma c hine ry Milwa uke e Are a Ab so lute Pre c isio n / me c ha nic s / ma nufa c turing / T e c hnic a l Co lle g e / Sydo r Optic s / Rive rside Co mpute r-c o ntro lle d Co mpute r a nd Unive rsity o f Wisc o nsin- Auto ma tio n / ma c hine to o l e le c tro nic pro duc t L a Cro sse / We ste rn Co mmo do re o pe ra to rs / E le c tric a l ma nufa c turing / T e c hnic a l Co lle g e / T e c hno lo g y / Ma ra tho n e ng ine e rs / T ra nspo rta tio n Syra c use Unive rsity / E le c tric / Pro fe ssio na l Me c ha nic a l e ng ine e rs e q uipme nt E rie Co mmunity Po we r Pro duc ts… ma nufa c turing Co lle g e …

Da ta a nd Ana lysis • Da ta fro m e a c h o f the se g ro ups inc lude s surve y re spo nse s to 4 so c ia l ne two rk ite ms a nd writte n re spo nse s to o ne o pe n-e nde d q ue stio n • T ypic a l so c ia l ne two rk me a sure s—inc luding whe the r re spo nde nts disc usse d te a c hing o r tra ining , ho w ma ny pe o ple the y disc usse d it with, the o rg a niza tio na l a ffilia tio ns o f disc ussio n pa rtne rs, a nd the fre q ue nc y o f the se disc ussio ns—we re c o lle c te d fo r e a c h re spo nde nt a nd use d to c re a te de sc riptive soc ia l ne twork sta tistic s • We e mplo ye d a We lc h's t-te st a nd a b ino mia l pro po rtio n te st to c o mpa re va ria b le me a ns b e twe e n e mplo ye rs a nd e duc a to rs • We use d a n induc tive c o ding fra me wo rk to tra c k re spo nde nt a c c o unts o f whe the r a nd , te a c hing - o r tra ining - disc ussio ns influe nc e d the ir instruc tio n in c o mmunic a tio n, pro b le m so lving , se lf dire c te d le a rning , a nd te a mwo rk thro ug h o pe n c o ding (Cha rma z, 2014) a nd the c o nsta nt c o mpa ra tive me tho d (Gla se r & Stra uss, 1967)

F indings… t 1) : Do po stse c o ndary e duc ato rs and training RQ1 (Par pro fe ssio nals disc uss me tho ds fo r he lping stude nts o r e mplo ye e s ac q uire impo rtant skills? So c ia l Ne two rk I te m E mplo ye rs E duc a to rs ( n =70) ( n =192) Pe rc e nta g e o f re spo nde nts who disc uss wha t me tho ds o r te c hniq ue s the y c a n use to b e tte r tra in/ te a c h the ir .46 .90*** e mplo ye e s/ stude nts impo rta nt skills Me a n numb e r o f c o nta c ts in te a c hing - a nd tra ining -fo c use d so c ia l ne two rks fo r a ll re spo nde nts 1.58 3.74*** Me a n numb e r o f c o nta c ts fo r tho se re spo nde nts re po rting te a c hing - a nd tra ining -fo c use d disc ussio ns 3.52 4.15 * p<0.05, ** p<0.01, *** p<0.001

F indings… t 2) : With who m do e duc ato rs and training RQ1 (Par pro fe ssio nals disc uss the se issue s? So c ia l Ne two rk I te m E mplo ye rs E duc a to rs ( n =32) ( n =173) Pe rc e nta g e o f re spo nde nts listing a t le a st o ne te a c hing - a nd tra ining -fo c use d so c ia l ne two rk c o nta c t o utside o f .65*** .26 re spo nde nt o rg a niza tio ns Pe rc e nta g e listing c o nta c t o utside o f re spo nde nt fie ld .55 .38 Pe rc e nta g e listing c o nta c t fro m e duc a tio n (fo r e mplo ye rs) o r industry (fo r e duc a to rs) .15 .27 * p<0.05, ** p<0.01, *** p<0.001

F indings RQ2 : Ho w, if at all, do e duc ato rs and e mplo ye rs b e lie ve the se kinds o f te ac hing - and training -re late d disc ussio ns influe nc e the ir te ac hing and training o f impo rtant skills? E mploye r s (n=32) E duc ator s (n=173) Pe rc e nta g e o f tho se with tra ining - Pe rc e nta g e o f tho se with te a c hing - .66 .73 fo c use d ne two rks re po rting influe nc e fo c use d ne two rks re po rting influe nc e o n tra ining o f impo rta nt skills o n te a c hing o f impo rta nt skills spe c tive s o n te c hniq ue s fo r mation and advic e o n ne w me tho ds fo r Additional pe r Infor te a c hing impo rta nt skills te a c hing spe c tive s o n multiple Additional pe r He lp de ve lo p tra ining e xpe rie nc e s be tte r te a c hing a nd le a rning issue s afte d to pa rtic ula r e mplo ye e g ro ups c r Pra c tic e r e fle c ting on a nd ar tic ulating (b a se d o n a g e , spe c ia lity, industry, e tc .) te a c hing g o a ls a nd re a so ning Pro vide a nd re c e ive fe e dbac k, suppor t , a nd ation with like -minde d o the rs inspir