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
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
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 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
Cognitive, intr a- pe r sonal, and inte r
sonal skills, kno wle dg e , a nd
a b ilitie s (NRC, 2012) linke d to suc c e ss in sc ho o l, wo rk, a nd life With skills’ impo rta nc e in mind, we fo c us
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?
Re se a rc h pe rspe c tive a nd te c hnique s 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:
inte rde pe nde nt
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
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
“Personal” or “Ego” Network
…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
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
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 …
ST E M industry 2- a nd 4- ye a r c re de ntia le d ST E M
S a nd O*Ne t da ta ) NAICS De sig na tions (BL S da ta ) E xa mple 2- a nd 4- ye a r prog ra m site s e duc a ting for
E xa mple priva te c ompa ny site s in NAICS c a te g ory (sta te - le ve l da ta )
I nfo rma tio n te c hno lo g y Co mpute r use r suppo rt spe c ia lists / So ftwa re de ve lo pe rs / Co mpute r pro g ra mme rs Co mpute r syste ms de sig n a nd re la te d se rvic e s / So ftwa re pub lishe rs Unive rsity o f Wisc o nsin- Ma diso n / Ro c he ste r I nstitute o f T e c hno lo g y / Ma diso n Co lle g e / Unive rsity o f Ro c he ste r… Jo hnso n Co ntro ls / Ra ve n So ftwa re / F ise rve , I nc . / E pic / Ze b ra T e c hno lo g ie s / Stra te g e m I nc . / Pa ra g a n De ve lo pme nt Syste ms… Ma nufa c turing I ndustria l ma c hine ry me c ha nic s / Co mpute r-c o ntro lle d ma c hine to o l
le c tric a l e ng ine e rs / Me c ha nic a l e ng ine e rs Ma c hine ry ma nufa c turing / Co mpute r a nd e le c tro nic pro duc t ma nufa c turing / T ra nspo rta tio n e q uipme nt ma nufa c turing Milwa uke e Are a T e c hnic a l Co lle g e / Unive rsity o f Wisc o nsin- L a Cro sse / We ste rn T e c hnic a l Co lle g e / Syra c use Unive rsity / E rie Co mmunity Co lle g e … Ab so lute Pre c isio n / Sydo r Optic s / Rive rside Auto ma tio n / Co mmo do re T e c hno lo g y / Ma ra tho n E le c tric / Pro fe ssio na l Po we r Pro duc ts…
a nd writte n re spo nse s to o ne o pe n-e nde d q ue stio n
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
me a ns b e twe e n e mplo ye rs a nd e duc a to rs
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
Stra uss, 1967)
* p<0.05, ** p<0.01, *** p<0.001
So c ia l Ne two rk I te m E mplo ye rs (n=70) E duc a to rs (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 e mplo ye e s/ stude nts impo rta nt skills .46 .90***
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
So c ia l Ne two rk I te m E mplo ye rs (n=32) E duc a to rs (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 re spo nde nt o rg a niza tio ns .65*** .26 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)
.15 .27
* p<0.05, ** p<0.01, *** p<0.001
E mploye r s (n=32)
Pe rc e nta g e o f tho se with tra ining - fo c use d ne two rks re po rting influe nc e
.66 Additional pe r spe c tive s o n te c hniq ue s fo r
te a c hing impo rta nt skills He lp de ve lo p tra ining e xpe rie nc e s be tte r
c r afte d to pa rtic ula r e mplo ye e g ro ups
(b a se d o n a g e , spe c ia lity, industry, e tc .)
E duc ator s (n=173)
Pe rc e nta g e o f tho se with te a c hing - fo c use d ne two rks re po rting influe nc e
.73 Infor mation and advic e o n ne w me tho ds fo r
te a c hing
Additional pe r spe c tive s o n multiple
te a c hing a nd le a rning issue s Pra c tic e r
e fle c ting on a nd ar tic ulating
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 inspir ation with like -minde d o the rs