New Ingredients for Student Success: Social Networks Bob Pearlman September 24-25, 2009 PowerPoint Slides at

_Macros New Ingredients for Student Success Director of Education and Workforce Development, Joint Venture: Silicon Valley Network, San Jose, CA Director of Strategic Planning, New Technology Foundation, Napa, CA Bob Pearlman

_Macros New Ingredients for Student Success “We play a huge role in getting students prepared for college who come in with skills below college level. If we could transform that group of students in America, that segment who are under-prepared from high school and that segment who enter community college and other institutions of higher education without the critical writing, reading, and thinking skills required for a college education and success in the workplace, we'll be doing a huge amount to move America forward.” -- TC Record Voice, September 2009

_Macros New Ingredients for Student Success Assessment of 21 st Century Skills Partnership for 21st Century Skills

_Macros New Ingredients for Student Success 21ST CENTURY SKILLS DEFINED LEARNING & INNOVATION Creativity & Innovation Critical Thinking & Problem- solving Communication & Collaboration LIFE & CAREER Flexibility & Adaptability Initiative & Self-direction Social & Cross-cultural Skills Productivity & Accountability Leadership & Responsibility INFORMATION & TECHNOLOGY Information Literacy Media Literacy ICT Literacy Partnership for 21st Century Skills

_Macros New Ingredients for Student Success Silicon Valley, % of workforce in 7 high-tech clusters

_Macros New Ingredients for Student Success VALLEY OF HEART’S DELIGHT Silicon Valley, 1970

_Macros New Ingredients for Student Success The Year 2000 There’s a major problem ………in the Silicon Valley

_Macros New Ingredients for Student Success The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to 216,000 in Most alarming is the increase in the levels of unfilled positions Note:(1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997 Source: A.T. Kearney Analysis, Workforce Study Commuters Outside Recruits Unfilled Positions Estimated Gap For High-Tech Industry Clusters (In Thousands) Total Demand For High-Tech Industry Clusters Local Labor and Voluntary Movers 62% Unfilled Positions 11% Outside Recruits 7% Commuters 21% 100% = 570,000 (1)

_Macros New Ingredients for Student Success The incremental costs to businesses in the Silicon Valley due to this workforce “gap” have escalated to over $6 billion annually Opportunity Costs 56% Hiring Costs 2% Turn-over Costs 16% Salary Premium 26% Opportunity Costs Turn- over Costs Hiring Costs Salary Premium Source: A.T. Kearney Analysis, Workforce Study Annual Workforce Gap Costs ($ Billions) Incremental Cost Components (%) 100% = $5.2-$6.6 billions

_Macros New Ingredients for Student Success Why is there this Gap? List 3 top reasons 1. ____________________________________________ 2. __________________________________________________________________ 3. ____________________________________________ The Workforce Gap

_Macros New Ingredients for Student Success 1999 Workforce Study found that Silicon Valley faced a significant workforce gap, costing industry $3- 4 billion a year Gap was composed of losses from unfilled positions plus additional salary premiums for workers linked to outside recruitment and commuting costs 2000, CA State Senator John Vasconcellos called “our workforce gap … the number one crisis facing Silicon Valley today”.

_Macros New Ingredients for Student Success Could a homegrown workforce fill the gap? Were local students interested in careers in the technology industry? Key Study Questions?

_Macros New Ingredients for Student Success High-tech employment includes not only employment in high-tech clusters, but also employment in technology positions across all traditional industries Finance Human Resources Accounting Marketing Sales Customer service Database Development/ Administration Digital Media Enterprise Systems Analysis/Integration Network Design/ Administration Programming/Software Engineering Technical Support Technical Writing Web Development/ Administration Production Logistics Warehouse operations Inventory management Others High-tech Clusters Finance Human Resources Accounting Marketing Sales Customer service Database Development/ Administration Digital Media Enterprise Systems Analysis/Integration Network Design/ Administration Programming/Software Engineering Technical Support Technical Writing Web Development/ Administration Production Logistics Warehouse operations Inventory management Other Banking Industry Finance Human Resources Accounting Marketing Sales Customer service Database Development/ Administration Digital Media Enterprise Systems Analysis/Integration Network Design/ Administration Programming/Software Engineering Technical Support Technical Writing Web Development/ Administration Production Logistics Warehouse operations Inventory management Other Construction Industry Finance Human Resources Accounting Marketing Sales Customer service Database Development/ Administration Digital Media Enterprise Systems Analysis/Integration Network Design/ Administration Programming/Software Engineering Technical Support Technical Writing Web Development/ Administration Production Logistics Warehouse operations Inventory management Other Other Traditional Industries Note:(1)High-tech industry clusters, which includes Semiconductor, Computer/Communications, Software, Bioscience, Aerospace and Defense, Innovation/Manufacturing Services and Professional Services (2)Estimates of the preceding workforce gap do not include high-tech employment in horizontal industries Source: A.T. Kearney Analysis, ITAA, AEA Job function Employment in Vertical IndustriesEmployment in Horizontal Industries

_Macros New Ingredients for Student Success However, motivation to pursue hi-tech careers is low among students; over half of the students expressed unfavorable perceptions about technology careers Source: A.T. Kearney analysis, Student Survey Most Cited Reasons for Motivation Gap (% of those responded “not interested”) “People working with computers don’t really have a life…” 11th Grader “Computers are too complicated and hard to learn…” 11th Grader “I don’t want to sit in front of a computer all day…” 8th Grader “Computers are pretty boring…” 11th Grader

_Macros New Ingredients for Student Success Source: A.T. Kearney analysis, Student Survey High access to computer and the Internet at home and public schools No correlation between access and awareness and motivation to pursue technology careers Motivation gap is especially pronounced among students Contrary to popular belief, the digital divide in Silicon Valley has less to do with access to technology, and more to do with factors that prepare and motivate students to pursue technology careers Student’s Motivation Gap

_Macros New Ingredients for Student Success Of the 32% students that are motivated to pursue hi-tech careers very few are girls Desire to pursue a technology career by Gender (1) Note: (1) Student surveys (2) Enrollment in University of California, Berkeley Source: A.T. Kearney analysis, California Department of Education, AAUW Educational Foundation Research Female Male Technology Related Overall College Enrollment by Gender (2) Plan to pursue technology careers Want to work in technology fields Female Male

_Macros New Ingredients for Student Success What are solutions? List 3 top solutions 1. ____________________________________________ 2. __________________________________________________________________ 3. ____________________________________________ The Workforce Gap

_Macros New Ingredients for Student Success The key driver of career motivation is the social network in which students gain access and exposure to information, knowledge and opportunities through members of the network Parents Summer Jobs/ Internships Media SchoolRelationships Individual Members of Social Network Source:Student Survey, A.T. Kearney analysis Most individuals obtain knowledge about careers through family, friends and mentors Students express a strong preference to careers similar to their parents’ careers Summer jobs have no future career context or experience Internships are experienced by so few that no conclusions could yet be reached Many individuals obtain career information form books, magazines, Internet, TV and other media Higher performing schools generate more interest in technology careers High correlationModerate correlationTo be determined in future studies

_Macros New Ingredients for Student Success “Social networks that can bridge across geography, race and class are key to success in the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring that provide information about what skills are necessary and a vision of how acquiring them can lead to new opportunities for all our residents”. -- Professor Manuel Pastor, Jr., University of California, Santa Cruz Professor Manuel Pastor, Jr., University of California, Santa Cruz

_Macros New Ingredients for Student Success Summary of findings The workforce gap in Silicon Valley, comprised of unfilled positions, outside recruits and commuters, has increased by over 25% since 1997 and cost business more than $6 billion a year in High access does not appear to translate into high awareness of or motivation to pursue technology careers. Motivation to pursue technology careers is less among females than males. Social networks for technology acclimation drive an individual’s motivation and preparation to pursue technology careers There are fewer technology related networking opportunities for Hispanics and African Americans than for Asians and Whites. Awareness Interest Motivation Preparation

_Macros New Ingredients for Student Success "The 2002 Workforce Study emphasizes that a cooperative regional effort is needed to expand the social networks that connect young people with the Silicon Valley jobs of tomorrow. We must ensure that young people of all backgrounds have access to accurate, reliable information on high-tech careers and have relationships with role models and other adults who can provide valuable career-related guidance.“ -- Rebecca Guerra, Vice President, Worldwide Human Resources at Riverstone Networks Rebecca Guerra Independent Human Resources Consultant, Board of Trustees, Santa Clara University

_Macros New Ingredients for Student Success Cuesta College StudentsAllan Hancock College Students So how do you enhance a student’s social network?

_Macros New Ingredients for Student Success What do they know re: Opportunities Skills that are needed How to prepare? What does the world of work or future careers look like for the students?

_Macros New Ingredients for Student Success Can Facebook enhance a student’s social network?

_Macros New Ingredients for Student Success Napa New Technology High School student Stephanie Chu points to her office door at Net-Flow Internet Solutions. Before coming to Net-Flow as an intern, she didn’t know what she wanted to do in her career or what to study in college. “Now I get paid for what I like to do”, she says. Her boss, Dean, wants her to continue working with them while in college by telecommuting. Stephanie Chu Programs and Strategies that Enhance a Student’s Social Network 1. Internships

_Macros New Ingredients for Student Success “After High School, that’s it, I’m out of here”, says Oscar Kegal, a Hispanic student from San Francisco’s Mission High. But after taking part in the Cisco Networking Academy and interning at M Squared, Inc., Kegal says he is going to college and will be successful. His supervisor, M Squared principal Claire McAulliffe, is impressed with the level of work that young people can do. “Maybe one day I will own my own networking company,” Oscar says. Oscar Kegal

_Macros New Ingredients for Student Success “My nickname was ‘Trouble’”, says Aiyahnna Johnson, an African- American student at Oakland Tech. “When I was accepted into the Health Academy I started to think more about school and what I wanted to do”. Her supervisor/mentor at the Eastmont Wellness Center, Sandra Williams, expects Aiyahnna to become an obstetrician or gynecologist and to return to work at the Wellness Center and become a community leader. Aiyahnna Johnson

_Macros New Ingredients for Student Success 400+ full-time high school interns since , plus college interns Up to 50 annually Company, maker of AutoCAD, employs 1800 in Marin County, California Win-Win for students and the company

_Macros New Ingredients for Student Success Internships Major impact on high school and college performance Major impact on Post-secondary success

_Macros New Ingredients for Student Success Intuitions Confirmed...The Bottom Line Return on School-to-Work Investment for Students and Employers This important study details impact on: Higher Academic Achievement Better College Preparation Reduced Training & Supervision Increased Retention Increased Hires Better Attendance Reduced Recruitment Costs Reduced Turnover Higher Productivity Benefits-Cost Ratios Autodesk ROI: $2.32 return for each dollar invested in the Autodesk high school intern program

_Macros New Ingredients for Student Success Mentoring can also play a key role. Organizations like International Telementor ( and BeAMentor ( link students with long-term mentors in the workplace by telecommunications. These telementors consult with students on their projects and advise students on their college and career plans. Programs and Strategies that Enhance a Student’s Social Network IBM 2. Mentoring

_Macros New Ingredients for Student Success Another way to connect students is to help their teachers become effective networkers. Programs such as IISME (Industry Initiatives in Science and Math Education, provide teachers with 6-8 week summer internships at technology companies. The experience not only updates teacher skills and provides them with new curriculum ideas, it also connects them with the industry contacts that can provide social networking opportunities for their kids. Programs and Strategies that Enhance a Student’s Social Network 3. Teacher Externships Programs and Strategies that Enhance a Student’s Social Network 3. Teacher Externships

_Macros New Ingredients for Student Success MIT Work in Technology and Society (WITS) Summer 1978 – a personal story Teacher Extern at Data General, Westboro, in Customer Education Training Center

_Macros New Ingredients for Student Success What you will know: The regional economy – what business does How people work: projects, teams, leadership and project management 21 st Century Skills What you will be able to do: Answer the question: “What am I learning this for?” Bring real life into the classroom Bring the classroom to real life Bring students to the 21 st Century Workplace through projects, mentors and internships Bring the 21 st Century Workplace to students through speakers, volunteers, telementors What Teacher Externs will know and be able to do

_Macros New Ingredients for Student Success Programs and Strategies that Enhance a Student’s Social Network 4. New Teaching and Learning Practices Programs and Strategies that Enhance a Student’s Social Network 4. New Teaching and Learning Practices

_Macros New Ingredients for Student Success Programs and Strategies that Enhance a Student’s Social Network 5. Social Networking Practices at New Technology High Schools Brown Bag Lunches (Coppell, Albany) Business Advisory Committee for Internships (Albany, Napa) Community College Partnership and Courses (All) Teacher Externships (Albany, Manor) Industry Tours (Manor)

_Macros New Ingredients for Student Success Education => Student Success The Old Formula:

_Macros New Ingredients for Student Success Education + Skills (Hard & Soft) + Social Networks The New Formula: => Student Success

_Macros New Ingredients for Student Success Contact Information Bob Pearlman 21 st Century School Development Consultant PowerPoint Slides at