1WED 466-3 Foundations of Workforce Education

Plan of Instruction: 2-1-1-2 Format SATURDAY 1ST WEEKEND

8:00 Getting Started- Cover Roll- Orientation to SIU Online . . . navigating . . . orientation pre-req. each

class . . . “Electives” 258/259 & 358/359- General Program Questions- WED Syllabus

9:00 Lesson 1 Historical, Philosophical, and Ethical Foundations (PPT, Ch. 1)Learning Objectives

- Historical Development of Public Sector Workforce Education- . . . of Private Sector Workforce Education- Role and Contributions of the GI Bill- Philosophical Issues

Guided Discussion

Overview . . . a time period of approximately 400 yearsTensions . . . from the beginning to present day . . . use rubber band to demonstrate the tensions (listed on White Board)

- Intelligence vs. Skills; - Elitism vs. Opportunity; - Democratic Citizenship vs. Moral Character; - Church vs. State; - State vs. Church- Education vs. Business & Industry

Early Career & Technical Education in America – with a healthy dose of Great Britain and Western Europe

- The Family

- Churches

- Apprenticeships-- Beginnings of Universal Education-- Post-Revolutionary War-- Church Schools-- Private Academies-

2- Felt Need in a Democracy? -- What did the U.S. Constitution have to say about universal education?-

10:00 Early Educational Efforts for Adults

Question: At what age do you think that a person was considered an adult?

- Mechanics Institute Movement (large cities/towns) and the American Lyceum Movement (small towns and rural communities)

- Manual Labor Movement – integrated school subjects with agriculture

- Early American Technical Schools

- Trade School Movement

- Corporate Schools

- Normal Schools to educate teachers, see p. 13 Oswego State Normal School (NY 1861) . . . SIU’s roots a church-sponsored Normal School

- Child-centered curriculum, 1875 Quincy Plan (Massachusetts)

- Kindergarten (1873 St. Louis . . . linked to the poor)

11:00 Educational Reforms in the Common School – The Comprehensive HS

*ACTIVITY:1. Ask each student to list their parents, grandparents, and great-

grandparents2. Have students briefly describe the educational experiences of these

people3. Debrief the commonalities of time and place and opportunity

- Compulsory School Laws – over half students left school by the 8th grade. . . Role of the HS? Controversy over two tracts: Classical for college bound and practical for “terminal” students

- Ask students to describe the controversy/debate that ensued. Ask, Who took sides?

3- What positions did they take? (Educators . . . business and industry?)

*ACTIVITY: have students break into groups corresponding to the positions they have just identified. Ask each group to present their position to students “who have been elected to the local school board.” Each group presents its “good reasons” to the School Board; members of the Board may ask questions.

12:00 Lunch

1:00 A “Get Acquainted Energizer Activity (assume students in the class who have just entered the program along with 2nd and 3rd term students)

Back to Guided Discussion- Manual Training Movement

- Special Manual Training Schools Become Technical Schools

- Beginnings of JHS & HS

- Movements to include Practical Training in Schools, pp. 21 to 38. . . American Sloyd . . . Arts and Crafts . . . Correspondence Schools . . . Manual Arts . . . Industrial Arts . . . Agricultural Educ. Pre 1917 - Morrill Land-Grant Act of 1862 and after 1917. . . Home Economics . . . Business Education

- Report of the Douglas Commission of Mass ((1906), formation of the National Society for the Promotion of Industrial Education ((1906), report of the Commission on National Aid to Vocational Education (1914), passage of the Smith -Hughes Act (1917) –

- Local . . . state . . . federal? Anyone support George Washington’s last wish (see article in Lesson 1) for a national university?

2:00 Transition to Educational Philosophies of John Dewey and Charles Prosser

Question: What were the economic, social, and philosophical factors that were driving the wealth of the nation at the end of the 19th and beginning of the 21st centuries?

- Show Dewey/Prosser PPT. and then ask students to briefly read pp. 42-43

4- Encourage students to express in their own words what they see as the

fundamental differences between the two philosophies.

Transition to Schools of Philosophy and Their Influence on Education and Training

Q: Ask for someone to define the word “philosophy.” (a way of looking at the world)

Facilitate Discussion of:- Idealism (search for universal truth)

- Realism (based on the laws of science)

- Pragmatism (assumes a constantly changing world ; requires the ability to adapt and grow)

- Existentialism (existence is reality; there is no ultimate meaning)

Guide discussion of each philosophy via two questions for the educator/trainer:

- What should we teach? - How should we teach

Examples; - Trainer, Nuclear Power Generation- Medical Doctor- Welding Instructor

3:00 Transition to Professionalism and Ethics- Workforce Education is a Profession

- Four Ethical Obligations

- Professional Codes of Ethics

T or F Question: “Invariably, workforce education professionals will encounter ethical conflicts in their careers?”

Probe for examples

Preview Sunday- G.I. Bill

5- Lesson Two: Economic/Labor Market Foundations of Workforce Ed.

4:00 Adjourn

SUNDAY 1ST WEEKEND8:00 Welcome back/take roll

Debrief 1st Day: - What did we discuss yesterday that was an “aha”/a new insight for you? - Why?- To what extent are you satisfied with the state of workforce education

in our country?

Transition to GI Joe and GI Jane to CollegeShow Video The Law That Changed America – roughly 60”

9:00 Debrief Video

Transition to Activity: Form groups. Groups are share stories of how GI Bill has affected them or other members of their families

Debrief Activity – Learned and Gained?

10:00 Transition to Lesson 2: Economic and Labor Foundations of Workforce Education

Learning Objectives:

1. Economic Analysis2. Labor Market Analysis3. Workforce Projections

Workforce Education is a Social Science. Candidates for Master’s and doctoral degrees, university faculty, and other professional researchers apply different social science methodologies to study work such as:

Q: Validity and Reliability with respect to social science investigation?

Techniques for Studying Work- Historical Data

6- Ethnographies

Participant Observations Non-Participant Observations Experimenter Bias Hawthorne Effect

- Case Studies Comparative Action Research

- Sample Surveys All Members Cross-Section of members Selection Bias Response Error

11:00 Units of Analysis: the Worker and the Labor Force- Ascribed Characteristics: Gender, Race, Age, etc.

- Achieved Characteristics: Education, Work Experience, Skills

- Government Definition of Employment: person has worked at 1 hour for pay or profit or at least 15 hours in a family business without pay or is temporarily not employed due to illness, vacation/similar reason

- Labor Force Participation Rate (LFPR): the labor force divided by all non-institutionalized persons age 16+ x 100 = %

- Unemployment Rate: number of unemployed divided by the labor force X 100 = %

- What is the significance of the number of those who fall into the categories of “Not in the Labor Force” (NILF) and Discouraged Workers?

Units of Analysis: Industry, Occupation, and Workplaces

- Industry (NAICS) North American Industry Classification System – link to WED 460 . . . why important?

- Occupation: White Collar/Blue Collar? Standard Occupation Classification System (SOCS) . . . link to WED 460 . . . why important?

7Problems Studying Work: Lack of Information . . . characteristics that are hard to measure

Noon Lunch

1:00 Energizer Activity – Shift focus to a Group Activity; e.g., “Good/Bad Supervisor” (1st goal is to help people who began program in different semesters get to know each other a little better; 2nd goal is to reaffirm or introduce students to KSA Learning Objectives –WED 460)

- Move students into groups. Ask one or more groups to talk about the best and/or worst supervisors for whom they have worked. Focus on what these supervisors said or did. Ask groups to make a list or lists of these behaviors.

- Groups report out

Debrief Activity:- Reactions to the Activity – How are you feeling after this activity?

Pleasant or unpleasant feelings? Why?- (Supervisory Training falls under the category of “soft skills” training.)

To what extent might supervisory training help individuals learn to become more effective supervisors with respect to the KSAs?

Transition to Economic Foundations

Economists Study - Scarcity of resources, capital, etc. required to produce a product or to

provide a service- Opportunity Cost to produce one more product or provide one more

service- Utility or value to the company of producing one more product to

service- Rationality of the decision to purchase the resources to produce the

product or service

In order to Build Decision-Models/Econometric Models- Supply and Demand for Goods and Services by Households and other

Consumers- Impact on Supply and Demand for labor

Question: What’s this got to do with Workforce Education professionals?

8Trends and Factors Shaping the Labor Market

- Probe students’ awareness of /experience with both Long-Term Trends Short-Term Trends

Note Occupational Projections thru 2018 Table 2.2, p. 116 Table 2.3, p. 123

Question: What are the practical implications of these trends for you, your career, and your children

Question: To what extent do “Job Training Funds go to the Workers Who Need it Least”?

Schedule half of the groups to present their Lincoln-Douglas debates on the next Saturday of class (and schedule the remaining groups to be presented on the third Saturday). Preview the debate assignment with class.

Determine and share the date in which you would like students to submit their debate plans into the drop box so that you can access and review them prior to class.

Preview Second Saturday, Lesson 3, Sociological Foundations.

Remind students of due date for Exam 1.

4:00 Adjourn

9

SATURDAY 2ND WEEKEND

*Schedule your time as appropriate to allow for some Lincoln-Douglas debate presentations, with the rest to be presented on the 3rd Saturday.

8:00* Welcome Back/Take Roll

Preview Day (Lesson 3 Sociological Foundations.)

Introduce Lesson 3: Sociological Foundations (PPT available)

What is the difference between the focus of Sociologists and Psychologists? Learning Objectives:

- Basic Concepts, Vocabulary, and Trends- Labor Market Analysis

Sociological Perspectives of Work – Guided discussion of key “environmental factors that facilitate or constrain individual action”

- Organizational Structure- Workplace Roles & the Interaction of Roles- Power and Authority- Job Hierarchies- Organizational Rules and Policies- Norms of Beliefs and Behavior- Organizational Culture

All have some effect on the goals/what people want from their work- Emphasize Landry Conclusion: “Work is something that happens to

people.” What’s the significance of that statement?

Move on to Sociological Classification of Labor Markets – Dual Economy Theory . . . better to describe these as the two ends of a long continuum; i.e., huge firms and tiny firms

Primary Labor Market- Larger Firms- Better Pay & Benefits- More Growth Opportunities – vertical and lateral movement- More likely to have Internal Training & Development Departments

Secondary Labor Market- Smaller firms

10- Lower Pay & Benefits- Fewer Opportunities for vertical or lateral movement- More O-J-T

Question: Who – what type of person – is more likely to have access to these firms?

9:00 Continue Guided Discussion and transition to Sociological Perspectives of Contemporary Work Trends

- Down-Sizing, Right-Sizing, Reorganizing, and Re-engineering . . . What do these terms infer? What’s so different about Reengineering?

- Just in time (JIT) Procedures- Technology - what is the impact on the distribution of information?

Power? Turnover?- Global/International Cross-Cultural Workforce . . . link to difference

between Developmental (ex. Japan) and Regulatory (U.S.) Models . . . as with primary and secondary labor markets, it is more realistic to look at these as ends on a continuum

Ask for class reactions to their scores on either the Workplace Stress Scale (Martin) or the Workplace Stress Scale (ASI) . . . Probe and transition to their understanding (agreement/disagreement) with the Schulte quote:

Read Quote Brigid Schulte (CNN.com) appeared in The Week, January 23, 2015: “In the U.S., white-collar workers work longer and more extreme hours than their peers in just about any other advanced economy. Economists have found that our workplaces reward employees by how long they sit at their desks in the office, not for what they do. We have a lot of butt-in-chair presenteeism, sick, unhappy, burned out, and disengaged workers. International comparisons of GDP per hours worked have found that workers in Norway, Ireland, Denmark, and even France, with their 30 days of paid vacation every year, their café’ culture, their generous paid family leave policies, and their new directive forbidding some employers from expecting workers to check work-related texts and emails after hours, beat us by a mile.”

10:00 Introduce Video Series produced in 2001 via “People Like Us: Social Class in America” Intro video poses the primary Question: How do your own class attitudes shape your life?”

Show Intro. (9:30)

Debrief – just ask for reactions and comments

11Prior to showing the second video, ask students to take notes on what is important to them

Show Video (23:32) – “Part I: Bud or Bordeaux?”

Debrief: What do the “things” with which we surround ourselves say about us? What do we fear most? Why? What has the greater power: money or class? With whom are you most comfortable?

11:00 Show Video (29:22) – “Part II: High & Low, A Tour through the landscape of Class”

Debrief

How relevant is the concept of “tribal beliefs” in America? Reaction to the comment, “It’s not always about race; sometimes it’s

about class” To what extent is there class structure in Black America? To what extent is comparing America’s class system to India’s caste

system is reasonable? In a world where appearances rule, does everyone really have a chance to

move up? True or False? The most important thing in life is not to get ahead. What are some of the costs to “move up” (i.e., “if you try to get above

your raising”)?

(Suggestion: Skip showing.)

Noon Lunch

121:00 Energizer

“Part III: Salt of the Earth, Blue Collar Life in a White Collar World” (30:50)

Debrief

Encourage students to watch “Part IV: Belonging, Understanding the Rules of the Game” on their own . . . this excellent video deals with HS students

Transition to Social Class, Workforce Education Students & the Workplace

- Is Vocational Education student dumping ground?- How does Family influence one’s level of schooling, job choice, and

occupational attainment?- How does corporate power & authority influence career development?- Are work and social stratification the ultimate concrete ceiling?

Briefly point out Pivotal Work Trends - Information technology- Integrated world economy- Labor force diversity and the competition for talent- Population growth and diminishing natural resources

Spend more time on Work Today and Going Forward. Emphasize understanding of and differences between the Innovative (post-bureaucratic) Sector and the Marginal (traditional bureaucratic Sector) . . . probe for links to Development and Regulatory Models

Close topic with WED Professionals as Change Agents- What does the label “Change Agent” imply?

Change Sponsor: person(s) with the power to mandate change. Change Target: persons who must change. Change Agent: person who assists in facilitating the change process

- In what ways are WED professionals “Change Agents”?

Students present scheduled Lincoln-Douglas Debate presentations. Classmates and instructor critiques and debriefs, using Lincoln-Douglas Debate evaluation form.

Preview Assignment Career Theory assignment. This is assignment is normally due on the last class weekend, but by next weekend, students need to have:

Read Lesson 4 and corresponding text unit (Psychological Foundations). Chosen a theory to write about for the last assignment, Career Theory.

13 Be prepared to discuss their theory choice and explain why during class

discussion of Psychological Theories.

Inform students to preview Lessons 5 & 6 and to come prepared to choose one piece of legislation and one professional organization to present to class during the final class weekend.

Remind students of final date to take Exam 1.

SATURDAY, 3RD WEEKEND

*Schedule your time as appropriate to allow for some Lincoln-Douglas debate presentations.

8:00* Welcome Back/Take Role Comment on progress for Work History and Career Theory

Assignment Inquire about progress in other WED Independent Study courses Preview Day

Begin Lesson 4: Psychological Foundations

Introduce topic and link Lesson 4 to Assignment, Work History and Career Theory (normally due last class weekend, or when determined by instructor). Inform students when to submit the assignment to the Drop Box.

Learning Objectives- Career Development Theory- Major Theories of Career Development

See p. 177 “ . . . theories of career choice and development serve three functions:”

Trait and Factor Theories

- Holland’s Theory of Vocational Choice- Theory of Work Adjustment

Values-Based Theory of Occupational Choice – Brown

14Development Theories

- Super’s Life Span, Life Space Theory- Gottfredson’s Theory of Circumscription & Compromise

Continue Guided Discussion as necessary.

Students present remaining Lincoln-Douglas Debate presentations. Classmates and instructor critiques and debriefs, using Lincoln-Douglas Debate evaluation form.

Point out final reading assignments: Chapters 5 & 6 for last class weekend.

Confirm Oral Presentation Assignments (dates and topics) for the final class weekend: Students choose a piece of legislation to present as well as a professional organization to preview/present to class.

Inform students of your due date, asking students to drop their presentation plans to the appropriate drop box prior to the last class weekend so that you can review prior to their presentation.

4:00 Adjourn

SATURDAY 4th WEEKEND

*Schedule your time as appropriate to allow for student legislative presentations on Saturday (to complete on Sunday in the event you weren’t able to complete all on Saturday) and professional organization presentations on Sunday. It has worked well to intersperse each presentation throughout the day when that particular piece of legislation is discussed.

Note: One way to organize this is to modify the PowerPoint presentations a bit prior to class, introducing each student’s presentation at the appropriate time during each unit (legislation and professional organizations). It works well to add a slide with the student’s name, topic and a photo insert (to stimulate interest), which relates to the student’s topic as it provides a good way to organize the schedule the student presentations interspersed as the instructor covers the legislation and professional organizations not chosen by students for their presentations.

8:00* Welcome Back /Take Role Comment on progress for Work History and Career Analysis/Career

Development Theory Application Assignment, remind students when you would like them to submit this assignment to the drop box.

15 Inquire about progress in other WED Independent Study courses Preview Day

Introduce Lesson 5: Legislative Foundations (PPT) Learning Objectives Good Word/Bad Word Activity:

Introduce – tell students you will read a list of words and ask them to shout out their immediate reactions to the words; i.e., either Good Word or Bad Word

Manage: Read list one word at a time and probe student reactions after each word:

Ubiquitous Pusillanemous Sucker Seersucker Balls Breasts Red State Blue State Public Policy

Debrief: Probe reactions to Public Policy in greater detail

Transition to The Nature of Public Policy- All levels of government, practically every sector of American Life, and

the direction and amount of government spending reflects both its functions and priorities

In Short: Public Policy is what governments do when a population cannot or will not do something for everyone’s benefit

Ask Why Study Public Policy?

Why Public Policy for Education?

To Whom is Public Policy for Education Important? Why?

Note intertwining of national economic and social goals

Transition to Key Federal Career & Technical Education Legislation

16(Primarily emphasized Agricultural training and education)

Morrill Acts of 1862, 1890, and 1907 U.S. Department of Education Act of 1867 Hatch Act of 1887 – Agricultural Experimental Stations Smith-Lever Agricultural Extension Act of 1914

Smith-Hughes of 1917 – along with Morrill Acts, the basis of all CTE Workforce Education & Special Populations

Smith-Sears Act 1918 – Voc Rehab for WWI vets Smith-Bankhead Act 1920 – Voc Rehab for non-military disabled Smith-Fess Act 1920 – Voc Rehab for Industry disabled George –Deen Act 1936 added Distributive Education to spectrum of

vocational education that already specified agricultural, industrial arts, and home economics

Workplace Education WWI and Post WW II Voc Ed for National Defense Act 1940-1946 GI Bill 1944 George-Barden Act 1946 – gave more local control for vocational

education policy and implementation to state and local agencies National School Lunch Act 1946 Federal Property & Administration Services Act 1949 Future Farmers of America Act 1950 Health Acts 1956 – added Nursing to Vocational Education National Defense Education Act 1958 – significance world event that

prompted this was Sputnik- Stressed science and Math, extended Voc Ed to post-HS youth, adults,

and older adults in science and tech fields, and provided loans to college students who planned on teaching careers

Education of Mentally Retarded Children Act 1958

Manpower Legislation Manpower Development and Training Act 1962 Health Professions Education Assistance Act 1963 Voc Ed Act 1963 – assist development of delivery systems (CC, TC, etc.) Civil Rights Act 1964 Economic Opportunity Act 1964 Nurse Training Act 1964 Elementary and Secondary Education Act 1965 Adult Education Act 1966 Voc Education Amendments 1968 – consolidated policies Rehab Act 1973 affirmed rights of handicapped in the workplace

17 Comprehensive Employment & Training Act (1974 (CETA); major

revisions in 1978 Department of Education Act 1978 – established a separate department Job Training Partnership Act 1982 – extended CETA; reaffirmed in 1992 Perkins Voc Ed Act 1984 – reaffirmed national economic and social

goals; reaffirmed in 1990 Americans with Disabilities Act 1990 Goals 2000 – Educate America Act 1994 STOWA 1990 School-to-Opportunities Act

Continued

Barriers to Perkins III 1998- CTE serves a special population rather than a general population- STOWA opens door to British Education Systems- Funding battles over Gender Equity

Outcomes- Greater accountability for performance- Revised funding formulas- New technology preparation- More School-to-Work- Gender Equity- More attention to Students with disabilities-

Workforce Investment Act 1998 Long Road to WIA- Replaced JPTA (which replaced CETA)- Increased power of local decision-making- Goals: Improve Workforce Quality; Improve Employer Retention (less

turnover) & Earnings; Enhance Productivity; Reduce Reliance on Welfare

Outcomes- Created One-Stop Centers & emphasized better customer service,

information, and choices- Consolidated and realigned existing programs- More Youth programs- Greater program accountability- More employer involvement

No Child Left /behind Act 2001 – Replaced ESEA 1965 Greater accountability for results Greater flexibility at state and local levels Emphasis on teaching every child to read

18 Improve teacher quality Confirm continuous progress Promote English proficiency Keep Schools safe and drug free

Outlook for Legislation Affecting Workforce Preparation Perkins IV 2006 – first time using the phrase “Career Education” rather

than Vocational Education 2015 Perkins Act and WIA are both up for reauthorization Note two articles:

“20 Regions Part of Obama Plan to Boost High-Tech Training” and

“The Evolving Role of Employers in Employee Education”

Preview final day of class: Schedule any legislation topics that you weren’t able to get to for tomorrow.

Generally debrief the day’s presentations and remind students to be ready for their professional organization presentations tomorrow.

Remind students of Test 2 due date.

4:00 Adjourn

SATURDAY 4TH WEEKEND8:00 Welcome Back and take Role

Complete any legislative topics that you were unable to get to yesterday.

Discuss the importance of professional organizations. Debrief students’ learning and experience in studying Janet Bray’s presentation.

Ask if students have been involved in professional organizations in the past.Share your experience with professional organizations.

Lesson 6: Professional Development

Have students present the professional organization that they chose for their

19project.

Be prepared to introduce those not chosen to students, discussing the purpose and advantages of each; and if possible/appropriate, showing students the organizations’ websites and pointing out interesting features/advantages:

Academy of Human Resource Talent American Association for Adult Continuing Education American Association of Community Colleges American Society for Quality Association for Talent Development (formerly ASTD) Human Resource Planning Society International Association for Human Resource Information

Management International Board of Standards for Training, Performance, and

Instruction International Society of Performance Improvement Institute of Organization Development National Society for Experimental Education Organization Development Network Society for Human Resource Development

Debrief students’ newfound familiarity with the importance of professional organizations and suggest they take action to become involved in the organization of their choice in the future.

Debrief Learned & Gained from the debates & presentations (content and presentation styles)

Remind students of Exam 2 due date, and due date for Career Theory (if not previously submitted.)

Preview WED 469 – second half of the semester

Discuss “fit” of all the courses (seated and online) as part of the WED major as a whole.

Adjourn