DOCUMENT RESUME ED 463 432 CE 083 074 AUTHOR Groff, Warren H. Career Development E-Paradigms for Digital Dividends. TITLE 2001-00-00 PUB DATE NOTE 45p. AVAILABLE FROM For full text: http://www.pt3.org/VQ/html/groff.html. Opinion Papers (120) PUB TYPE Information Analyses (070) Tests/Questionnaires (160) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adult Learning; Career Choice; *Career Development; *Career Education; Change Strategies; Computer Uses in Education; Continuing Education; Conventional Instruction; Corporate Education; Corporations; Delivery Systems; Distance Education; Educational Change; *Educational Practices; Educational Quality; Educational Technology; Elementary Secondary Education; Equal Education; Foreign Countries; Global Approach; Information Networks; *Information Technology; Instructional Development; *Internet; Labor Force Development; Lifelong Learning; Models; Needs Assessment; Postsecondary Education; Professional Development; School Business Relationship; Technological Advancement; *Technology Education; Training; Trend Analysis; Undergraduate Study IDENTIFIERS Knowledge Management ABSTRACT Trends in using computer technology for career development and human resources development in companies in the United States and worldwide were reviewed, and the possibilities of adapting the latest advances in digital technology-based training delivery systems in school-based contexts were explored. A model was proposed that entailed having chief information officers and knowledge managers from the corporate world assist in counseling services and participate in development of developmentally appropriate curricula at all educational levels. The following were among the conclusions and recommendations presented: (1) the application of technology to all aspects of life and work is forcing providers of career development programs and services to analyze the needs and wants of their clientele and the way technology can be used in career-related decision making; (2) culturally diverse learners vary greatly in terms of wants and needs; (3) the conceptual frameworks of school-based career development models must be modernized and upgraded, based on advances in computing and information technology; (4) global strategic alliances can yield digital dividends for many nations and people; and (5) preparing educators to use technology for career development in electronic paradigms as well as traditional settings is essential for equality of access to high-quality opportunities both domestically and globally. (Contains 50 references.) (MN) made Reproductions supplied by EDRS are the best that can be from the original document. CAREER DEVELOPMENT le-PARADIGMS FOR DIGITAL INVIDENDS U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement ED ) CATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) Warren H. Groff DISSEMINATE THIS MATERIAL HAS xThis document has been reproduced as received from the person or organization BEEN GRANTED BY originating it. Consultant and Adjunct 0 Minor changes have been made to improve reproduction quality. Nova Southeastern University ° Points of view or opinions stated in this [email protected] document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC) 1 Peoplie working collaborativeily domestically and &belly for improving Quality Of Life BEST COPY AVAILABLE 0 2 ,1) CAREER DEVELOPMENT e-PARADIGMS FOR DIGITAL DIVIDENDS Warren H. Groff groffw&ova.edu Introduction Areas and regions that are prospering during an era of complex and rapid advances in science and technology are (a) applying best practices in planning strategically, (b) developing a mind-set for re-engineering of establishments and communities, and (c) attempting to synchronize programs and services relative to human resources development to a preferred scenario with an action plan. VISION QUEST emerged when only a few establishments that used strategic planning expected advances in technology to be as complex as they were, had difficulty in extrapolating technologies into the future, could not comprehend the convergence of multiple technologies into the driving and unifying force they have become, and wanted to create "future-pull" strategies to reduce the lag between imagination of an idea and the design through development plus implementation of it. VISION QUEST places emphasis on assessment plus detailed extrapolation of economic and technological variables in an establishment's external environment and their probable impact on life and work as a prelude to an audit of internal variables such as intended program outcomes and the human, fiscal, and technological infrastructure needed to achieve high quality impact. Numerous issues will be important in the years ahead. Few issues will be as important, however, than co-creating career paths to meet techforce needs for occupations that already exist and for which inadequate community, economic, and education development planning is now occurring. Career development conceptual frameworks in the past in schools extended from awareness about careers in the early years to services intended to provide students with competencies and skills for work. Advances in technology during the past few decades were included in curriculum in a variety of ways, sometimes in sciences tied to standards and sometimes in Technology Education. Several states developed excellent conceptual frameworks for the inclusion of technology into curriculum in "career clusters." Conceptual frameworks are useful if (a) advances in and applications of technology are added into curriculum, (b) developmentally appropriate learning units are co-created to meet the needs of all or many of the "shareholders" and (c) delivery of learning units goes beyond site-based formats to Anytime (24 X 7) Anywhere systems. Conversion from paper- and site-based formats to electronic and mobile formats has resulted in a critical shortage of classical Information Technology (IT) professionals and technicians, given rise to an array of new occupations and roles for which programs do not exist in colleges and schools, is challenging leadership in the free world, and is creating numerous types of 'Digital Divides." Classical IT occupations consist of database managers, network administrators, and other roles associated with "systems-centric," "PC-centric," and early "Network-centric" environments. Consumer-centric environments via broadband, biometric, card, voice, and wireless (mobile) applications have given rise to new waves of occupations. Electronic Commerce (EC) is a little over a decade old and has evolved into B2B, B2C, and M-Commerce. Health Informatics (11) and Medical Informatics (MI) roles have emerged along with Chief Information Officer (CIO) plus Knowledge Manager (KM), Training Knowledge Manager (TKM), and other "siblings." In addition, Anytime Anywhere Learning (AAL) has emerged from 24 x 7 x 365 training in multiple languages worldwide into "Professional Development for Education." How can PT3 programs use these concepts in curriculum development and Human Resources Development? Characteristics of Electronically Networked Cultures (ENCs) Electronically Networked Cultures (ENCs) have evolved over the past several decades beginning with Computer Scientists (CSs) and Electronic Engineers (EEs) collaborating on defense projects. A "new wave" of ENCs began when the New York Institute of Technology offered a four-year degree program via a personal computer and modem in 1984. The School of Computer and Information Sciences (SCIS) at Nova Southeastern University (NSU) made use of Electronic ClassRooms (ECR) in the delivery of doctoral programs in the late 1980s. ECRs were used in a Child and Youth Studies (CYS) program at NSU that began with Leadership I in 1991 and ended course work with Leadership II three years later. CYS is significant because the Kolb Learning Styles Inventory and a modified Myers-Briggs were administered to cohorts. The modified Myers-Briggs was an attempt to gain insights into how Strategic Humanists, Pragmatic Humanists, Strategic Planners, and Pragmatic Managers were most likely to use information. Personal Data Variables, changes in "mind set" attributable to course and practicum experiences, and pre and post scores for the above-mentioned instruments were analyzed for professionals in the U.S. and for a few foreign countries. Comparisons were made among five cohorts in courses in the doctoral program in the multi-tech delivery system with some learning units online and between cohorts in the multi-tech format with cohorts in a site-based format. In a formal doctoral degree learning continuum, the "Orientation" to expected program outcomes, clarity to course objectives and expected outcomes in the first seminar, "induction" to the machine and system, and transition to the next learning experience were critical. Leadership I contained common concepts for which all members of the cohort were to demonstrate proficiency. Leadership II began with a synthesis of significant concepts learned in core and specializations that cohort members were to apply to a problem to be addressed that was unique to each person's context, pre K-12, and child care worker and teacher preparation post-secondary contexts (Groff, W., 1994 and 1995a). ECRs were used in advising professionals working on dissertations and practicums throughout the U.S. and a few foreign countries, mostly in Asia, beginning in 1995-96. Participants included professionals who ranged from novices to a few who were proficient in multiple systems and technologies. Centrality of problems and issues, topic, is a critical element along with research methodology and procedures and presentation of results. Many of the projects were strategic plans to integrate technology into diverse education contexts (Groff, W., 1996b). ENCs are evolving in a variety of ways. Sweden has the highest cell phone penetration and, along with Finland, Norway, and Iceland have taken to the Internet more enthusiastically than virtually any other part of the world, including the U.S. "TelecomCities" are evolving like Karlskrona in Sweden. On one of Karlskrona's small islands, the inhabitants have no fixed telephone lines, only wireless application phones (WAP) phones and broadband cables, to test how far application of technology can go to improve Quality Of Life (QOL) for the technology-friendly local population. Ennis is one of Europe's new "wired towns." Telecom infrastructure has been installed, PCs were supplied to 82% of the town's 5,000 households and thousands of residents have been made computer literate through Ennis Information Age Town (EIAT). Attention is focused on evolving "proactive" relationships between children in primary education, ages 4-12, teachers, and computer and multimedia technology (Groff, W., Strategic Planning, March, 2001). 4 3 Developmentally Appropriate Framework for Knowledge, Skills Community, economic, and education development can occur at the same time. The conceptual framework for The Communication System will be used with Chief Information Officer (CIO) and Knowledge Manager (KM) roles to illustrate competencies and skills for professional education. THE COMMUNICATION SYSTEM INPUTS PROCESSES OUTPUTS )11 FEEDBACK Figure 1. A Basic Model of "The Communication System." Basics of the digital era include awareness of emerging technologies. A diagram of how the roles of CIOs and KMs could assist in awareness raising about advances in technology in middle school and then lead to career awareness and exploration in higher levels is displayed in Figure 2 below. CIOs engage in accessing information, analyzing information, and redistributing information to KMs who critique the information and redirect it to others for use as value added knowledge. Chief Information Officer (CIO) and Knowledge Manager (KM) in Education/Training Accessing Analyzing Redistributing Critiquing/Using Information Information Information Knowledge Awareness Early Years Exploration Middle Years Biometrics Electronic Books Reach Libraries Card http://www.netlibrary.com Graphic Arts http://www.questia.corn Voice http://www.ebrary.com Wireless Article: http://www.jsonline.com/news Other technologies Wfilwaukee Journal Sentinel, And, combinations April 8, 2001, 2B Electronic Publishing http://www.electronic-publishing.corn Specialization Secondary Years Figure 2. A Basic Paradigm for Career Development Enhancement via Knowledge Management Diversity and readiness are key concepts in considering developmentally appropriate learning. Cultural diversity plays a role in acceptance, behavior, and ways of viewing various phenonena. Diversity related to learner "special needs" and Assistive Technology (AT) availability influence decision making about developmentally appropriate learning experiences. Readiness also has many dimensions including ability to "receive" and fit new data and information into a framework. Applications of biometric, card, voice, and wireless technologies are occurring at a fast pace. Children often see their footprint used in the identification of a medical record. They soon learn about animal footprints in mud, sand, or snow. Children see the aging of a face on television. Therefore, the stage is set for analysis of biometrics and applications to life and work. Similarly, children may have cards, credit or debit, to obtain items from a "book store" or vending machines Again, the stage can be set for a developmentally appropriate learning units about in schools. smart cards for medical records in world leader France or broad scale applications in Taiwan. Children use cell phones and youth own them. Some children and youth browse catalogs online and use electronic carts for the purchases they charge to credit cards. What are developmentally appropriate learning units during career awareness and career exploration? How could the units be piloted in a site-based format and be made available in Anytime (24 X 7) Anywhere formats? Children in some families benefit from a bewildering array of contemporary technology but other children and youth are deprived of experiences that are essential to realize digital dividends. Analysis of biometric or biometric-related information could begin with some of these Web sites: http://www.ankari.corn http://www.biometricaccess.corn http://www.digitalpersona.com Analysis of card and smart card information could begin with some of these Web sites: http://www.cardtechnology.corn Analysis of speech and voice recognition and verification could begin with these Web sites: Natural Language Speech Assistant http://www.unisys.corn/marketplace/n1n/ Natural language on phone to conduct e-business http://www.altech.com Text-to-speech http://www.acuvoice.com Speech synthesis and text-to-speech http://www.elan.fr http://www.voicecommander.corn Medical e-Services Increase security by speaker verification http://www.t-netix.com http://www.speechtek.corn SpeechTEK Conference & Expo Speech Technology Magazine http://www.speechtechmag.com http://www.smartpartnermag.com/filters/voice Historically Speaking, 1950s to 2000 Analysis of wireless information could begin with some of these Web sites: http://www.wow-com.corn/ http://www.allnetdevices.corn/ http://www.WindCaster.com/ http://www.wap-resources.net/ http://www.option.corn/ http://www.yospace.corn http://www.waply.com/ http://mfinder.cellmania.corn/ 6 Exploration activities extend to (a) browsing Web sites for career cluster categories such as business, engineering, education and training, government, health care and human services, etc.; (b) mining high quality information for an array of topics such as biotechnology, e-books, and categories of establishments in an economy sector such as graphic arts and printing; and (c) acquiring collaborative group competencies and skills in Anytime Anywhere Learning formats. AMP is the world leader in electrical connectors found in airplanes, cars, and computer. AMP was using EC in the mid 1990s. Tyco International Ltd. operates in all 50 states and 80 countries throughout the world. com/ and http ://www.tyco. com http: //www. amp . Thermacore International, Inc.leads the global market in design and production of thermal management solutions for electronic cooling through its divisions Thermacore,Inc.; Thermacore Europe Ltd., Thermacore Korea Ltd.; and Thermacore Taiwan Inc. http://www.thermacore.com http://www.thermacore.com/korea.htm http://www.thermacore.com/taiwan.htm OUR VISION "It is our vision to see brands ... on store shelves in every country." Kimberly Clark is a world leader in personal care products, consumer tissue products, and away- from-home products. Kimberly Clark manufactures in 20 states in the U.S. plus 38 countries an territories and sells in over 150 countries. Access http://www.kimberly-clark.com and click on "Who We Are," "Worldwide Scope," and "Asia & Australia." OUR VISION "We aspire to be the world's premier provider of medical electronic equipment and Systems used for clinical diagnosis, monitoring, and patient information integration." GE Medical Systems is defining leadership in the field. Access http://www.ge.com/medical/ Lands' End is expanding full-service e-commerce Web sites. Web sites were launched in the United Kingdon (http://www.landsend.co.uk), Germany (http://www.landsend.de), and Japan (http://www.landsend.co.ip) in November, 1999 and in Ireland (http://www.landsend.ie), France (http://www.frlandsend.com) and Italy (http://www.landsend.it) in the fall of 2000. Imagine competencies and skills that professionals and technicians must have for needs assessment and market analysis for expanding market share or penetrating new markets. Imagine the mix of competencies and skills that are necessary to design and engineer the technological infrastructure to do B2B, B2C, and M-Commerce globally. Analysis will shape individualized career paths. Analysis of basic technologies and critique of applications by corporations for an array of products and services worldwide provide value added knowledge about what is needed for high quality Career Development programs and services in Anytime Anywhere and/or campus based formats. Insights from these experiences yield educational specifications and human resources development specifications for policy makers, administrators, teachers, counselors, aides, and all shareholders. Awareness and exploration activities of high quality in the early and middle years can contribute significantly to career goals and objectives during the specialization phase with concentrations. However, specialization should provide exploration in a range of concentrations for confirmation. 7 Communications is essential in commerce, diplomacy, and literacy in multiple forms and formats. Graphic Arts and Printing (GAP), including pre-press, press, and post-press activities, represent an area of fascination to children and youth and can provide an excellent example of how Career Development can be enhanced via KNOWLEDGE MANAGEMENT through technology in both a discipline or subject centered traditional context and in an Anytime (24 x 7) Anywhere format. How can a coherent set of activities be created to clarify aptitudes and interests and guide learners from awareness through processes that can lead to a range of options within career clusters such as in business, engineering, healthcare, education, public service, and other categories of goups? Businesses need clear, culturally sensitive, effective communications in a increasing number of languages to market goods and services globally in paper-based formats and electronic formats. Engineering enterprises need clear and effective communications for an extensive array of activities ranging to design through application of products of varying standards with warranties. Figure 3 is a basic conceptual framework for envisioning GAP learning units. FORMAL EDUCATION Grade in Discipline Subject Centered Traditional Context "School" Math Social Studies Arts English Nat. Sciences Technology 10 Graphic Arts and Printing (GAP): Pre-Press, Press, and Post-Press 9 8 7 6 Figure 3. A Basic Conceptual Framework for Envisioning GAP Learning Units Developmentally appropriate learning units could be created independently by any teacher. Or, a district could approach Preparing Tomorrow's Teachers to Use Technology with a concise vision as is the case with one of the PT3 funded projects. The district's vision statement is as follows: "Our vision is to provide universal access to 21" century technologies that will enhance teaching and learning anywhere, anytime, for anyone." "Access to 21" century technologies" implies at least awareness about biometric, card ,voice, and wireless technologies for all shareholders. Awareness for all diverse learners suggests criteria for learning units that are articulated vertically and horizontally integrated in a problem-based format for systemic curriculum development. Assume the above-named technologies are "basics" and board policy requires their introduction in the early years. Education specifications, technological infrastructure, and professional development would be needed for counselor staff and teachers. A comprehensive approach to Career Development would require all providers of services to experience at least some of their training in an Anytime Anywhere Learning format. 7 "Universal access" offers unique challenges and opportunities. What are developmentally appropriate learning units for children and youth with arm, hand, and mobility impariments? Challenges are more complex for children and youth who are blind or have low or poor vision. Challenges are also complex for children and youth with major hearing and speech impairments. Challenges become extremely complex when above-mentioned impairments are in combinations. And, the challenges become even more complex when in combination with learning disabilities. However, children and youth accept challenges and can be guided to turn them into opportunites. Adaptive computing technology and Assistive Technology (AT) are descriptors associated with providing access and equality of opportunity for Americans with disabilities. Children and youth could find a great deal of enjoyment in assisting peers with disabilities to access, browse, and mine information during awareness and exploration stages of career development. Children and youth would learn about diagnosing impairments and problem solving for "citizenship" purposes for improving Quality Of Life (QOL). AT resources to browse and mine could include the following: Alliance for Technology Access (ATA) http://www.atacess.org Archimedes Project http://archimedes.stanford.edu/arch/ Assistive Technology Education Network http://www.aten.ocps.k12.fl.us Center for Applied Special Technology http://www.cast.org/bobby/ Center for Accesible Technology http://www.cforat.org Center for Assistive Technology (CAT) http://wings.buffalo.edu/ot/cat/index.htm National Center for Accessible Media (NCAM) http://www.wgbh.org/wgbh/pages/ncam Sun Microsystems Enabling Technologies Program http://www.sun.com/tech/access/ Trace Research and Development Center http://www.trace.wisc.edu/ Web Accessibility Initiative (WAD http://www.w3c.org/WAI/ World Wide Web Consortium http://www.w3c.org/ Advanced exploration stages in Graphic Arts and Printing coupled with insights gained from the above-mentioned Web sites and application Web sites at colleges and schools could enhance the learning by children in a classroom and possibly in classrooms through a district or service area. Level I and II research universities have a base of knowledge that is available. Examples are Oregon State University http://osu. orst. edu/dept/tap/ University of California at Los Angeles http: //www.dcp.ucla. edu/ University of Missouri, Columbia http://www. iat services. missouri. edu/adaptive/ PT3 projects at research universities can demonstrate Knowledge Management (KM) activities. Above-mentioned "aides" could browse and mine AT applications for impairments in schools. Beyond the Web sites identified for awareness and exploration earlier in this discussion, resources that could be used during advanced exploration about GAP in the middle years could include: Graphic Arts Technical Foundation (GATF) htt p : //www. gat f. org International Prepress Association (PA) http : //www. ipa. or g National Association for Printing Leadership (NAPL) http://www.napl.org Printimage International (PII) http://www.printimage.org Rochester Institute of Technology (TIT) http://www.rit.edu Windsor Professional Information http://www.infoblvd.net/jea 9 a Advanced exploration could lead to clarification about career options within broad GAP careers. "Printing and Publishing" is one of several categories of manufacturing establishments for which the Census Bureau collects information in five year increments years ending in a "2" and "5." Because e-books have evolved and Electronic Newsletters (ENs) have grown in quality and quantity, it is critical to understand concepts such as trend analysis. The November issue of Electronic Publishing contained an extensive list of digital media manufacturers. Included are: Appleton Papers http://www.appletonpapers.corn Fox River Paper Company http://www.foxriverpaper.com http://www.gp.com Georgia-Pacific Corporation http://www.hammermillpaper.com Hammermill International Paper http://www.internationalpaper.corn Neenah Paper http://www.neenahpaper.corn http://www.wausaupapers.corn Wausau Papers Weyerhaeuser http://www.weyerhaeuser.corn Xerox http://www.xerox.corn/supplies Accessing, browsing and mining high quality information are essential competencies for everyone. Curriculum development issues begin to emerge about developmentally appropriate learning units for career development in middle years relative to emphasis on professional and technical tracks. Beyond accessing, browsing, and mining competencies and skills are cognitive and technical processes for group communication/computing that may include field force wireless automation. How could such dimensions be considered and when and where should they be introduced? "Middle" years are especially important in career decision making. How can existing human and technological resources be used for career development exploration enhancement for an economy sector, like aspects of Graphic Arts and Printing (GAP)? What roles could CIOs in corporations play in collaboration with KMs in educational settings and Community Learners Centers (CLCs)? Graphic Arts and Printing (GAP): Pre-Press, Press, and Post-Press Chief Information Officer (CIO) and Knowledge Manager (KM) in Education/Training Analynng Accessing Redistributing Critiquing/Using Information Information Information Knowledge Grade in Discipline Subject Centered Traditional Context "School" Math English Social Studies Nat. Sciences Arts Technology 7-8 Advanced Exploration 4-5 Early Exploration Figure 4. Career Development Exploration Enhancement for Graphic Arts and Printing via KM 10