The Overlapping Agendas of Training and Educational Programs
The Overlapping Agendas of Training and Educational Programs:
A Risk-Awareness Perspective
Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. Data as ‘Friend’ 5. A Case Study
Realities: Human Capital Development • Unemployment levels
• Labor shortages • Budgets and funding needs for training & education • Proliferation of testing, certification and accreditation • Accountable for results and ROI
Realities: Human Capital Development • Knowledge-driven economy • Multi-generational workforce • Change faster than generational succession
• Data-breaches are the here to stay • Cybersecurity risk-management is new norm
Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. Data as ‘Friend’ 5. A Case Study
Knowledge, Higher Order Thinking and Skills Road Map 1. State of Human Capital Development 2. Education and Training Continuum
• Model: Constrains budgets & restricts program development
3. Risk: What it is & how to account for it
• Higher Education: Distinguishes among education, training and 4. A Case Study professional development
5. Data as ‘Friend’
SKILLS
Trade or Profession H/O thinking FOUNDATION
Road Map
Granular View of Pyramid
1. StateTYPE of Human CapitalDRIVER Development
DELIVERY
GAP
New Training and Skills products/technolo 2. Education and Training Continuum apprenticeships
Lack foundation
Market forums 3.Profession Risk: What it is & Labor how to account forSeminars, it
Costs not broadly supported; limited confidence in efficacy
gies
and self-study
4. A Case Study Policy/Social Education 5. Data as ‘Friend’ Values
….after retirement
Slow ROI
Road Map
Granular View Cont.
Skill
Knowledge 1. State of Human Capital Development • Foreign Language 2. Education and Training Continuum
• Algebra, Geometry
• Language • Math
• Firewall Configuration 3. Risk: What it is & how to account for• it Science • Penetration Testing 4. A Case Study
• Programming
5. Data as ‘Friend’
• Chemistry • Java
Road Map
Granular View Cont.
BUYER DENIFICIARY TYPE 1. State of Human Capital Development Employer Lack foundation Skills
2. Education and Training Continuum
HALF-LIFE 3-5 YEARS
skills
Shared – employer Institutional delays 10 YEARS Profession 3. Risk: What it is &and howthe toindividual account for it
4.Education A Case Study 5. Data as ‘Friend’
Individual
….after retirement
25 YEARS
Training…an Infinite Amount of Outcomes • Quantum theory teachers: – Outcomes lie on probability continuum – Likelihoods
• We train to ‘do’ something leads to ‘expected’ outcomes
• What if something different happens? – What outcomes should you be concerned about? – How should you prioritize?
Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. Data as ‘Friend’ 5. A Case Study
Risk Characteristics & Questions • • • •
Variance from what we expected An averaging out – standard deviations Are there good and bad variances? Do we want to “average out”?
Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. Data as ‘Friend’ 5. A Case Study
The Expected (Loss) Function • Risk is the likelihood that the outcome is not
what we expected • If we know something about the average error we can study the risk profile of any event • We can calculate probabilities of losses by measuring impacts of errors
Five Elements from Basic Statistics 1. The mean or expected value
2. The average error 3. Netting out or aggregating the errors
4. The Central Limit Theory 5. Covariance matters!
The Central Limit Theorem • Errors are normally distributed about the sample mean • IFF observations are independent and random • Risk
Road Map
Central Limit Theorem
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. A Case Study 5. Data as ‘Friend’
A Normal Curve Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. A Case Study 5. Data as ‘Friend’
Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. A Case Study 5. Data as ‘Friend’
Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. Data as ‘Friend’ 5. A Case Study
A Case Study: Integrating Risk Awareness & Risk Management • Risk is everywhere • How do we adjust for it • Heisenberg uncertainty principle
What is the STEM Deficit? • How we frame it shapes the solutions
• Biased towards critical thinking failures • New employees lack the quantitative skills • Solutions need to be longer-term commitments since the deficit is foundational • Can training be re-education?
Institutional Responses Create the competency
Maintain the capability • Budget
• Assess Need
• Plan Requirements
Risk, Education and Training • Aligning content for delivery based on needs • Gap analysis can assist • Professional development
A Risk-Awareness Perspective
Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. Data as ‘Friend’ 5. A Case Study
Realities: Human Capital Development • Unemployment levels
• Labor shortages • Budgets and funding needs for training & education • Proliferation of testing, certification and accreditation • Accountable for results and ROI
Realities: Human Capital Development • Knowledge-driven economy • Multi-generational workforce • Change faster than generational succession
• Data-breaches are the here to stay • Cybersecurity risk-management is new norm
Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. Data as ‘Friend’ 5. A Case Study
Knowledge, Higher Order Thinking and Skills Road Map 1. State of Human Capital Development 2. Education and Training Continuum
• Model: Constrains budgets & restricts program development
3. Risk: What it is & how to account for it
• Higher Education: Distinguishes among education, training and 4. A Case Study professional development
5. Data as ‘Friend’
SKILLS
Trade or Profession H/O thinking FOUNDATION
Road Map
Granular View of Pyramid
1. StateTYPE of Human CapitalDRIVER Development
DELIVERY
GAP
New Training and Skills products/technolo 2. Education and Training Continuum apprenticeships
Lack foundation
Market forums 3.Profession Risk: What it is & Labor how to account forSeminars, it
Costs not broadly supported; limited confidence in efficacy
gies
and self-study
4. A Case Study Policy/Social Education 5. Data as ‘Friend’ Values
….after retirement
Slow ROI
Road Map
Granular View Cont.
Skill
Knowledge 1. State of Human Capital Development • Foreign Language 2. Education and Training Continuum
• Algebra, Geometry
• Language • Math
• Firewall Configuration 3. Risk: What it is & how to account for• it Science • Penetration Testing 4. A Case Study
• Programming
5. Data as ‘Friend’
• Chemistry • Java
Road Map
Granular View Cont.
BUYER DENIFICIARY TYPE 1. State of Human Capital Development Employer Lack foundation Skills
2. Education and Training Continuum
HALF-LIFE 3-5 YEARS
skills
Shared – employer Institutional delays 10 YEARS Profession 3. Risk: What it is &and howthe toindividual account for it
4.Education A Case Study 5. Data as ‘Friend’
Individual
….after retirement
25 YEARS
Training…an Infinite Amount of Outcomes • Quantum theory teachers: – Outcomes lie on probability continuum – Likelihoods
• We train to ‘do’ something leads to ‘expected’ outcomes
• What if something different happens? – What outcomes should you be concerned about? – How should you prioritize?
Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. Data as ‘Friend’ 5. A Case Study
Risk Characteristics & Questions • • • •
Variance from what we expected An averaging out – standard deviations Are there good and bad variances? Do we want to “average out”?
Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. Data as ‘Friend’ 5. A Case Study
The Expected (Loss) Function • Risk is the likelihood that the outcome is not
what we expected • If we know something about the average error we can study the risk profile of any event • We can calculate probabilities of losses by measuring impacts of errors
Five Elements from Basic Statistics 1. The mean or expected value
2. The average error 3. Netting out or aggregating the errors
4. The Central Limit Theory 5. Covariance matters!
The Central Limit Theorem • Errors are normally distributed about the sample mean • IFF observations are independent and random • Risk
Road Map
Central Limit Theorem
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. A Case Study 5. Data as ‘Friend’
A Normal Curve Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. A Case Study 5. Data as ‘Friend’
Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. A Case Study 5. Data as ‘Friend’
Road Map
1. State of Human Capital Development 2. Education and Training Continuum 3. Risk: What it is & how to account for it 4. Data as ‘Friend’ 5. A Case Study
A Case Study: Integrating Risk Awareness & Risk Management • Risk is everywhere • How do we adjust for it • Heisenberg uncertainty principle
What is the STEM Deficit? • How we frame it shapes the solutions
• Biased towards critical thinking failures • New employees lack the quantitative skills • Solutions need to be longer-term commitments since the deficit is foundational • Can training be re-education?
Institutional Responses Create the competency
Maintain the capability • Budget
• Assess Need
• Plan Requirements
Risk, Education and Training • Aligning content for delivery based on needs • Gap analysis can assist • Professional development
