glbra stem impact initiative project management current...

November 13, 2014

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Great Lakes Bay Regional Alliance

STEM Impact Initiative

STEM Impact Study: Findings and Recommendations

Copyright © 2014 Accenture. All rights reserved. Accenture Confidential Information. 2

• In the Fall of 2013, the Great Lakes Bay Regional Alliance Education Council expanded

its membership to include more business and education leaders and identified STEM as a

priority for the Council to address.

• The Education Council established the STEM Task Force which included some members

of the Education Council and other interested educators and business leaders.

• The STEM Task Force launched an RFP process in the spring of 2014 and hired

Accenture and Innovate+Educate to conduct the STEM Study.

• Over the past five months, the STEM Task Force grew to incorporate key stakeholders

across the region as a way to begin the process of community engagement and to frame

the study as part of a larger STEM Impact Initiative.

GLBRA Education Council and the STEM Impact

Initiative


Copyright © 2014 Accenture. All rights reserved.. 3

STEM Impact Initiative Background


Nationwide, our education and workforce system is

failing to keep pace with our economy

U.S. employers struggle to find skilled workers and there is a growing disconnect

between what current and future employers need and what prospective employees

are prepared to do.

Job Seekers Employers

54% of BA degree holders under 25 are jobless

and/or underemployed

Percentage of first year

college students who

need remediation

$23,000 in forgone revenue per unfilled position

$4.6 million in annual earnings loss for mid-

size manufacturers

4.4

2.3

BA+ AA+

STEM Job Postings by Education

There were 5.7 million

STEM job postings in

2013, which offer a salary

premium over non-STEM

jobs of $14,000.

60%


• Why are students uninterested in STEM?

• Why are students academically unprepared for STEM Careers?

• Why are there currently 4M open jobs and11M unemployed workers in the

U.S.?

• Why is there a mismatch between the skills that U.S. workers possess and the

skills that U.S. Businesses need?

• Why are there so many “Random Acts of STEM” in the GLBR?

• Where should funders invest to have the greatest impact on our community?

• Are Business, Education, Non-Profits, Government and the Public collaborating

to make this region a success?

• What is the definition of STEM?

• Am I a failure as a parent if my kid wants to be a welder or an electrician?

• Are Businesses telling Education what skills are necessary for an employee to

be successful?

• What can we do right now to ensure we are building a vibrant STEM workforce?

The State of STEM in the Great Lakes Bay Region


STEM Impact Initiative Goal

To build the workforce of tomorrow through

comprehensive STEM education and

training to meet the growing needs of current

employers and to attract new jobs and

companies to the Great Lakes Bay Region.


STEM Impact Initiative Process


STEM Impact Initiative Project Team*

Lisa Cawley is a Manager within Accenture’s Health and Public Sector practice. Lisa works collaboratively with her

public sector clients on solving their biggest problems. She brings a passion rooted in the non-profit sector to

contribute to the success of her clients through creative problem solving and enhanced organizational effectiveness.

Lisa is a co-founder of Accenture’s Pay for Success practice, where her experience helps public sector organizations

to understand the opportunities that exist through the use of innovative financing mechanisms..

Michael Loiero is a Consultant in Accenture's Health and Public Service practice, with a focus on the State & Local

space. Michael's client work has focused on strategic planning and workforce development. He is passionate about

engaging and understanding employment-related services that can help address the current skills gap in the US.

Peter Hutchinson leads management consulting strategy for Accenture’s State, Provincial and Local Government

practice throughout North America. He focuses on the toughest problems facing leaders in education, government, and

nonprofit organizations. Peter is well-known as a courageous leader and problem solver as a result of his having been

Commissioner of the Minnesota Department of Finance, Superintendent of the Minneapolis Public Schools, a deputy

mayor, a corporate vice president at the Dayton Hudson Corporation (now Target) and president of the Bush

Foundation, one of Minnesota’s largest, independent foundations. He has worked as a trusted advisor to senior

government leaders throughout the country.

Jamai Blivin is the Founder and CEO of Innovate+Educate, a national 501(c)3 working nationally on education

to employment strategies to close the skills gap. She is passionate around new disruptive strategies that will

ultimately allow new pathways to employment based on skills and abilities resulting from education, experience,

and training. Innovate+Educate was launched in 2009 by Blivin and a group of top U.S. companies believing

that a combined voice of industry could make an impact. Today, the organization is focused on regional

solutions that are demand driven and can be scaled nationally.


• Launched by Great Lakes Regional Bay Alliance

• Study Fast Facts:

STEM Impact Initiative Study

3 months of

analysis

(May 2014 -

August 2014)

150+ interviews

with key

stakeholders

8 surveys

conducted with

over 1,500

responses

received

Conducted custom

economic and

workforce data

analysis using real

time labor market

intelligence and

other tools

5 focus groups with

K-12 teachers,

principals,

curriculum

directors, and

college access

network

organizations

Conducted 3 meetings with Community Leaders to solicit input on

findings and recommendations and to build community engagement in

the STEM Impact Initiative


STEM Study Process

Data and

Research Strategies

STEM Talent

Pipeline

Requirements

Recommendations

Findings

The STEM Study was a data driven process based on an analysis of the Great Lakes Bay

Region against national best practices that form the requirements for a robust STEM Talent

Pipeline.

• 8 surveys

• 150+ GLBR

stakeholder interviews

across industry,

education, economic

development,

workforce

development, funders,

nonprofit

organizations

• Customized real time

labor market data

• Student achievement

scores

• Current state

analysis using data

to show where

GLBR stands

against four

requirements of a

STEM Talent

Pipeline

• Based on findings,

set of

recommendations

focused on what

GLBR should focus

on that will be the

most important and

impactful to create

and maintain a

STEM Talent

Pipeline

• Key activities for the

GLBR to take to

implement the

recommendations.

• Research and

interviews of high

performing STEM

states and regions

in the U.S.

• Reviewed leading

thought leadership

on

“education to

employment”,

STEM, and skills

gaps in the U.S.


Headlines

1. The economic vitality of Great Lakes Bay Region depends on

industries and jobs that require “STEM” skills

2. Businesses must speak a common language about the

specific skills they require

3. Education and training systems must produce the STEM

talent required to meet and sustain economic growth

4. The GLBR requires an effective STEM pipeline if it is to

retain existing jobs and attract new businesses.


Great Lakes Bay Region STEM Demand


Great Lakes Bay Region has a STEM driven economy

38% of the region’s GDP is primarily driven by two STEM intensive industries: Manufacturing ($1.8B)

and Healthcare ($1.3B)1

Sources: [1] Burning Glass (2014); [2] Economic Development Employer Profiles

The region’s STEM employers have a heavy emphasis on manufacturing and

healthcare.2



GLBR employs STEM talent at a higher rate than the rest

of the country

GLBR Top STEM Occupations by Concentration1

Sources: [1] Burning Glass (2014); [2] Economic Development Employer Profiles; [3] http://www.aacn.nche.edu/media-relations/fact-

sheets/nursing-shortage

2.17 2.07

1.89 1.75 1.7

1.52 1.39

CNCOperator

OccupationalTherapy Assistant

Physical Therapy Assistant

Speech Language Pathologist

Manufacturing Engineer

Welder/Solderer

Industrial Engineer

National

Average

1.0

Location Quotient

• Location Quotient quantifies how concentrated a particular

occupation is in a region as compared to the nation. It also

often reveals what makes a particular region unique

Manufacturing and Healthcare related job postings lead the region in high concentration

occupations.


GLBR is going to be more dependent on STEM jobs in

the future

Sources: [1] Burning Glass (2014); [2] Brookings Institute. “The Hidden STEM Economy,” June 2010; [3] 2010 Bureau of Economic Analysis

Regional Input / Output Model

Future job growth in the region is projected

to come from STEM occupations

Promising economic prospects for STEM

industries and jobs

STEM Industries directly and indirectly

create jobs

STEM-focused regions have significantly

higher average worker wages

• All STEM occupation groups in the region

are expected to see growth between 2014

and 20201

• The two occupation groups expected to see

the highest growth are healthcare and

computers/math, which are expected to grow

at 14% and 9%, respectively, between 2014

and 20201

• Economies that are strongly focused on

STEM, such as the Great Lakes Bay

Region’s, can realize higher job growth,

employment, wages, patenting, exports and

overall economic performance2

• Industries that offer a high percentage of

STEM jobs often indirectly create additional

jobs and generate additional GDP outside of

that industry3

• The average worker living in the most STEM

oriented metropolitan areas realizes an 11%

boost in real wages2


The GLBR requires an effective STEM pipeline if it is to

retain existing jobs and attract new businesses.


Requirements for a

High Performing STEM Talent Pipeline


Target State: STEM Talent Pipeline

Sustained by

Culture of STEM

Powered by

Career & College

Ready Students

Focused on

Strengthening

Technical Skills Needed

in the Economy

Driven by

Employer Demand

Requirements for an Effective STEM Talent Pipeline


Findings and Recommendations


Key Findings

Driven by Employer Demand

Key Findings

Finding #1: Economic growth is constrained due

to challenges finding qualified STEM talent

Finding #2: Employers struggle to find STEM

talent due to a lack of technical skills, soft skills,

and required experience

Finding #3: Difficult to get a clear picture of the

region’s talent needs because of a lack of

transparency around current and future (short-

term) demand

Finding #4: Employer job expectations are

confusing due to a lack of common language used

across industries and language used is different

from education

53%

53% of employers indicated that

applicant availability has

prevented them from

developing new products or

services

27%

27% of companies do not post

jobs online

In some cases, employers will

only create one posting even if

they are looking to hire for

multiple positions

71% of employers reported having

difficulty hiring for a STEM job

within the last 12 months

71%

Key Data Points


• Convene industry organizations to take lead on industry-specific

aggregation efforts*

• Develop survey tools that industry organizations can use to gather

employer forecasts

• Aggregate demand, supplement with external labor market data, and

communicate results

• Support efforts to enable continuous demand forecasting, aggregation, and

communication to training providers

• Bring together employers to identify in demand skill sets & competencies

and develop representative job profiles

• Develop a standardized approach for defining skill requirements on an

ongoing basis and build support for this approach within employer

community

• Build standardized process by which employers regularly communicate

skills and competencies to skill providers


Key Recommendations & Strategies

Specify technical

& workplace skills

and competencies

for high-demand

STEM positions

and communicate

needs to skills

providers

1.1

Forecast near term

demand and

aggregate STEM

workforce

requirements

1.2

Recommendations Strategies


Powered by Career and College Ready Students

Key Findings

Finding #1: Strong math, science and literacy skills are the

core competencies required for a strong STEM workforce

Finding #2: Student achievement in math and science will

need to increase significantly to ensure a STEM ready

workforce

Finding #3: Students at or below the poverty level have

lower math achievement, however, there is equal room for

improvement among all students for higher achievement in

math

Finding #4: School administrators and teachers are not

always aligned on the STEM agenda

Finding #5: Measurement of STEM programming

effectiveness is limited

Finding #6: There is limited STEM-focused professional

development

Finding #7: The STEM teacher pipeline is declining

Finding #8: Pre-Kindergarten programming is important for

child development but has no conclusive direct correlation

to STEM achievement

Key Findings

97%

97% of all STEM jobs require

foundational math skills with most

requiring proficiencies by 7th

grade1

Key Data Points

Saginaw Bay-

Arenac

Michigan Average

8th Grade Math

Proficiency (35%)

Gratiot-

Isabella

Midland

8th Grade

2013 MEAP 8th Grade Math Proficient and Above

2013 MEAP 8th Grade Science Proficient

and Above

Bay-

Arenac

Midland

Michigan Average

8th Grade Science

Proficiency (20%) Gratiot-

Isabella

Saginaw

17%26%

20%20%

0

25

50

75

100

28%

53%

33%28%

0

20

40

60

80

100



Key Recommendations & Strategies

• Implement evidence-based programs for K-12 that show increase in

STEM interest, especially in science

• Scale project based learning methodologies for STEM learning

• Leverage STEM Subject Matter Experts to supplement curriculum and add

workplace experience into classrooms with continuity across all grades

• Provide research based proven professional learning programs for 5th – 8th

grade teachers based on leading practice pedagogy which have evidence

of increasing student achievement

• Develop and implement a structured process of data driven formative

assessments and use research based interventions to address gaps in

student learning with appropriate support resources in the form of

curriculum coaches and math specialists

• Establish agreed upon math improvement measures that will be used

across all school districts

• Integrate research based programs at colleges of education that increase

math pedagogy for incoming teachers


• Increase the availability of evidence-based out of classroom STEM

experiential learning opportunities for K-12*

• Target and scale evidence- based programs for girls and minorities

Improve 5th-8th

grade math

achievement

Increase in-classroom,

research based K-12

STEM aligned

programming with

evidence of increasing

interest in science

Increase the number of

out of classroom

experiential STEM

learning opportunities

2.1

2.3

2.2



Focused on Cultivating Technical Skills Needed in the

Economy Key Findings

Finding #1: The quantity of highly skilled technical

workers coming from technical skill training

programs is not adequate to address current and

future demand

Finding #2: Misaligned incentives are a barrier to

technical skills training

Finding #3: Dated mindsets among community

stakeholders discourage pursuit of technical skill-

based careers

Finding #4: There is limited use of Work Keys or

other credentials to certify readiness for technical

(or STEM) careers

Finding #5: Working age adults represent a pool

of potential candidates to address workforce

needs through upskilling and re-training

Key Findings

• Based on the employer survey, the majority of

employers (~60%) indicated that the highest

level of education needed to fill hard to fill STEM

positions was either a high school diploma / GED

or 2 year degree/certificate2

• More than 50% of businesses surveyed cited they

could not find people with the right technical and

soft skills to perform the job

“Around here, when people hear skilled

trades, they think of the time when

people worked on a factory line.

Parents today don’t want their kids doing

that kind of work – having “dirty fingers” –

but today’s manufacturing isn’t like that

today. It’s all about technology. It’s

changed a lot.”

– Manufacturing Employer1

Key Data Points


• Obtain commitments from employers who are willing to offer experiential


• Increase job shadowing, internships, apprenticeships and coops for high

school, 2-year and 4-year students

• Develop streamlined process and universal application to facilitate easier

onboarding process for employers and students

• Develop externships for educators to further refine STEM career

knowledge

• Engage educators to evaluate structure of curricula/programs

• Convene educators to evaluate curricula against employer skill

requirements, identify gaps, and refine curricula

• Communicate the expected skills and competencies for graduates of

regional training programs

• Utilize assessments and credentials to measure job seeker skills against

technical requirements on an ongoing basis

• Build standardized feedback mechanism for continuous improvement of

programming

Focused on Strengthening Technical Skills Needed in

the Economy Key Recommendations & Strategies

Align programming

and curricula with

employer

requirements

3.1

Scale STEM

experiential

learning

opportunities

3.2



Sustained by a Culture of STEM

Key Findings

Finding #1: There is no common definition of

STEM within the GLBR

Finding #2: “Random acts of STEM” are not

aligned with a common agenda or supported by

metrics to evaluate effectiveness

Finding #3: GLBR parents are interested in

STEM, but not always aware of STEM program

opportunities

Finding #4: Students have limited exposure to

and understanding of different STEM occupations

Finding #5: Parents feel the primary barrier to

students engagement in STEM related activities

is a lack of interest

Finding #6: Businesses are generally willing to

help increase STEM awareness, but require

direction from education

Finding #7: Females perform on par or better

than males in core STEM competencies, but are

underrepresented in STEM careers in the region

Key Findings

90%

90% of teachers report that

their students have five or

less exposures to STEM jobs

each year1

62% of principals indicated

that there are no STEM

elective classes offered at

their school1

62%

89%

89% of parents rank STEM

education to be important for

their children’s development

87% of parents wanted to

see more STEM

opportunities in the

classroom 87%

Key Data Points


• Support expansion of STEM-scholarships by identifying areas of highest

need and identifying funders to fill those needs

• Convene educators to:

• Increase credit value and expand number of articulation

agreements between CTE, 2-year and 4-year universities

• Develop plan to embed industry recognized credentials into

curricula

• Examine national models for STEM early college

• Address availability/access to technology in schools

• Launch targeted marketing campaigns to increase STEM awareness

supported by regional STEM spokesperson(s) and website/portal

• Develop materials to educate guidance and career counselors on STEM

opportunities, resources, and tools (e.g. online career pathways)

• Develop and execute recurring student, parent, and teacher surveys to

measure interest in and awareness of STEM

• Develop requirements and identify host for region-specific career

exploration tools

• Engage students in the championing of STEM in the region


Recommendations and Strategies

Change

perceptions and

increase interest in

STEM

4.1

Eliminate Reduce

barriers and

incentivize

students and job

seekers to pursue

STEM careers

4.2



• Prioritize recommended advocacy areas and incorporate into Advocacy

Committee policy agenda

• Craft policy objectives for prioritized areas

• Leverage business community to support K-12 and Technical training

policy changes

• Identify existing communities/coalitions supporting similar/same policy

changes and explore collaboration opportunities

• Engage with state and national efforts focused on similar workforce

issues (e.g., U.S. Chamber of Commerce, NGA, STEMConnector, STEM

Partnership - MI and Bay Hub)

• Launch STEM Impact Initiative by standing up governance structure and

project management office

• Identify and engage key “influencers” across stakeholder groups from the

region

• Establish a regional scorecard and regular data collection mechanisms to

measure progress against goals

• Develop requirements and identify host for region-specific career

exploration tools


Recommendations and Strategies

Create a

centralized regional

STEM steering

mechanism to

guide all STEM

efforts towards a

common goal

4.3

Successfully

advocate for

policies to support

the development of

STEM talent

pipelines

4.4



Taking Action


The Implementation Phase is

focused on the long term

activities using the lessons

learned from the Launch Phase.

This phase will expand the work

started in the Launch Phase and

will add additional activities to

realize the long term vision for

the STEM Impact Initiative.

The Launch Phase is focused

on short term activities that

will allow the GLBR to “jump

start” the overall initiative as

well as specific pilot

opportunities to test solutions

with a particular community or

institution(s) before scaling

those opportunities during the implementation phase

The Mobilization Phase

is focused on getting the

proper infrastructure in

place to support the

STEM Impact Initiative

activities. This includes

standing up the PMO

organization and

securing the leaders who

will be involved in

executing on the

recommendations

Implementation Plan: Implementation Phases

Mobilize Launch Implement

Accenture recommends a four phase implementation approach that focuses on research, standing up the initiative, piloting key initiatives, and then moving forward with full implementation. GLBR is currently entering the mobilize phase.

Mar 2015 – Dec 2015 Jan 2016

. The Research Phase

focused on establishing

the current state of the

GLBR STEM system

and identifying

recommendations and

key activities to support

the region’s

implementation of a

STEM Talent Pipeline

Research Nov 2014 – Feb 2015 Mar 2014 – Oct 2014


Infrastructure for the STEM Impact Initiative

• The GLBR Steering Team will be

comprised of key stakeholders across

the region including employers, ISDs, K-

12 administrators, teachers, parents,

economic and workforce development

agencies

• The GLBR Steering Team will be

responsible for oversight of the networks

as well as be accountable to the

community on progress towards the

collective STEM goals

• The two STEM Networks will focus on

Jobs & Skills, Students & Culture. The

STEM Networks will have the power to

convene, organize, plan, and solicit

funding to support their respective

activities

• GLBRA will take responsibility for

establishing the PMO and for the

advocacy activities

For the STEM Impact Initiative, we recommend the following infrastructure support model: a

Great Lakes Bay Region STEM Steering Team, two STEM Networks and a program management

office (PMO) housed within the GLBRA.


Target State: STEM Talent Pipeline

Sustained by

Culture of STEM

Powered by

Career & College

Ready Students

Focused on

Strengthening

Technical Skills Needed

in the Economy

Driven by

Employer Demand



5 Priorities Moving Forward

1. Formalize Steering Team

2. Recruit leadership and participation in the

Networks

3. Define metrics for success

4. Immediately begin to build infrastructure

support

5. Develop a National & Regional Grant

Strategy



Key Findings


1. Economic growth is constrained due to challenges finding

qualified STEM talent

2. Employers struggle to find STEM talent due to a lack of

technical skills, soft skills and required experience

3. Difficult to get a clear picture of the region’s talent needs

because of a lack of transparency around current and future

(short term) demand

4. Employer job expectations are confusing due to a lack of

common language used across industries and language used

is different from education

Focused on Cultivating Technical Skills Needed in the

Economy

1. The quantity of highly skilled technical workers coming from

technical skill training programs is not sufficient to meet

current and future demand

2. Misaligned incentives are a barrier to technical skills training

3. Dated mindsets among community stakeholders discourage

pursuit of technical skill-based careers

4. There is limited use of Work Keys or other credentials to

certify readiness for technical (or STEM) careers

5. Working age adults represent a pool of potential candidates

to address workforce needs through upskilling and re-training


1. Strong math, science and literacy skills are the core

competencies required for a strong STEM workforce

2. Student achievement in math and science will need to

increase significantly to assure a STEM ready workforce

3. Students at or below the poverty level have lower math

achievement, however, there is equal room for improvement

among all students for higher achievement in math

4. School administrators and teachers are not always aligned on

the STEM agenda

5. Measurement of STEM programming effectiveness is limited

6. There is limited STEM-focused professional development

7. The STEM teacher pipeline is declining

8. Pre-Kindergarten programming is important for child

development but has no conclusive direct correlation to STEM

achievement

Sustained by a Regional STEM Culture

1. There is no common definition of STEM within the GLBR

2. “Random acts of STEM” are not aligned with a common

agenda or supported by metrics to evaluate effectiveness

3. GLBR parents are interested in STEM, but not always aware

of STEM program opportunities

4. Students have limited exposure to and understanding of

different STEM occupations

5. Parents feel the primary barrier to students engagement in

STEM related activities is a lack of interest

6. Businesses are generally willing to help increase STEM

awareness, but require direction from education

7. Females perform on par or better than males in core STEM

competencies, but are underrepresented in STEM careers in

the region



1.1 Specify technical &

workplace skills and

competencies for high-

demand STEM positions and

communicate needs directly

to skills providers

1.2 Forecast near term

demand and aggregate STEM

workforce requirements

Findings to Recommendations:


A High Performing

STEM Workforce

must be Driven by

Employer Demand

Difficult to get a clear picture of the region’s talent needs because of a

lack of transparency around current and future (short term) demand

Requirement Findings Recommendations

Employer job expectations are confusing due to a lack of common

language used across industries and language used is different from

education.

The quantity of highly skilled technical workers coming from technical

skill training programs is not sufficient to meet current and future

demand

There is limited use of Work Keys or other credentials to certify

readiness for technical (or STEM) careers

Employers struggle to find STEM talent due to a lack of technical skills, soft

skills, and required experience

Economic growth is constrained due to challenges finding qualified STEM

talent

*Note: Not all findings map to recommendations within related section

Demand Findings

Technical Skills Findings Demand Findings not used for this recommendation


3.1 Improve 5th-8th grade

math achievement

3.2 Increase in-classroom,

research based K-12 STEM

aligned programming with

evidence of increasing

interest in science

3.3 Increase the number of out

of classroom experiential

STEM learning

opportunities



A High Performing

STEM Workforce

must be Powered

by Career and

College Ready

Students

Opportunity

Student achievement in math and science will need to increase

significantly to assure a STEM ready workforce

The STEM teacher pipeline is declining

Strong math, science and literacy skills are the core competencies

required for a strong STEM workforce


Measurement of STEM programming effectiveness is limited

There is limited STEM-focused professional development

Students have limited exposure to and understanding of different

STEM occupations

Students at or below the poverty level have lower math achievement,

however, there is equal room for improvement among all students for

higher achievement in math

Pre-K programming is important for child development but has no

conclusive direct correlation to STEM achievement

School administrators and teachers are not always aligned on the STEM

agenda

K-12 Findings

K-12 Findings not used for this recommendation

STEM Culture Findings



2.1 Align programming and

curricula with employer

requirements

2.2 Scale STEM experiential



Focused on Cultivating Technical Skills Needed in

the Economy

A High Performing

STEM Workforce

must be Focused

on Cultivating

Technical Skills

Needed in the

Economy

Economic growth is constrained due to challenges finding qualified

STEM talent

There is limited use of Work Keys or other credentials to certify

readiness for technical (or STEM) careers

Employers struggle to find STEM talent due to a lack of technical skills,

soft skills, and required experience



STEM occupations

Dated mindsets among community stakeholders discourage pursuit of

technical skill-based careers

Misaligned incentives are a barrier to technical skills training

The population of working age adults represent a pool of potential

candidates to address workforce needs through upskilling and re-training

The quantity of highly skilled technical workers coming from technical skill

training programs is not sufficient to meet current and future demand

Demand Findings

Technical Skills Findings

Technical Findings not used for this recommendation

STEM Culture Findings




demand


4.1 Change perceptions and

increase interest in STEM

4.2 Eliminate reduce barriers

and incentivize students

and job seekers to pursue

STEM careers



A High Performing

STEM Workforce

must be Sustained

by a Regional

STEM Culture

Dated mindsets among community stakeholders discourage pursuit of

technical skill-based careers

Parents feel the primary barrier to students engagement in STEM

related activities is a lack of interest

Parents are interested in STEM, but not always aware of STEM

program opportunities


STEM occupations




demand

Misaligned incentives are a barrier to technical skills training

Females perform on par or better than males in core STEM

competencies, but are underrepresented in STEM careers in the region

“Random acts of STEM” are not aligned with a common agenda or

supported by metrics to evaluate effectiveness

There is no common definition of STEM within the GLBR

Businesses are generally willing to help increase STEM awareness

The population of working age adults represent a pool of potential

candidates to address workforce needs through upskilling and re-training

School administrators and teachers are not always aligned on the

STEM agenda

K-12 Findings STEM Culture Findings not used for this recommendation STEM Culture Findings Technical Skills Findings


4.3 Create a centralized

regional STEM steering

mechanism to guide all

STEM efforts towards a

common goal

4.4 Successfully advocate for

policies to support the

development of STEM talent

pipelines



A High Performing

STEM Workforce

must be Sustained

by a Regional

STEM Culture


“Random acts of STEM” are not aligned with a common agenda or

supported by metrics to evaluate effectiveness

There is no common definition of STEM within the GLBR

STEM Culture Findings Copyright © 2014 Accenture. All rights reserved.


1.1 Specify technical & workplace skills and competencies for high-

demand STEM positions and communicate needs directly to

skills providers

1.2 Forecast near term demand and aggregate STEM workforce

requirements

Requirements to Recommendations

We have identified a set of recommendations with associated strategies to help GLBR meet the

requirements for a STEM Talent Pipeline.

STEM Talent Pipeline Requirements GLBR Recommendations

Driven by

Employer Demand

Powered by Career

and College Ready

Students

Cultivated by Technical

Skills Needed in the

Economy

3.1 Align programming and curricula with employer requirements

3.2 Scale STEM experiential learning opportunities

2.1 Improve 5th-8th grade math achievement

2.2 Increase in classroom, research-based K-12 STEM aligned

programming with evidence of increasing interest in science

2.3 Increase out of classroom experiential STEM learning

opportunities

4.1 Change perceptions and increase interest in STEM

4.2 Eliminate barriers and incentivize students and job seekers to

pursue STEM careers

4.3 Create a centralized regional STEM steering mechanism to guide

all STEM efforts towards a common goal

4.4 Successfully advocate for policies to support the development

of STEM talent pipelines

Sustained by a

Culture of STEM


GLBR STEM Definition

The STEM definition for the Great Lakes Bay Region is occupation driven. The region's

tailored list of SOC (Standard Occupation Classification) codes consists of five categories of

jobs:

• Analysts/Accounting are defined as occupations that focus on mathematics, data analysis, and

accounting.

• Engineering/Skilled Trade includes traditional engineering occupations such as Civil Engineers,

Mechanical Engineers, Engineering Technicians, and Drafters, in addition to those Skilled Trade

occupations with intensive STEM training requirements, such as CNC Machinists, Electricians,

and Plumbers.

• Healthcare includes the full range of clinical care occupations.

• IT includes all Information Technology jobs that support functions in application and website

development, database administration, networking and support, and management.

• Sciences category includes roles in hard sciences, such as biology (including non-clinical

medical research) roles, chemistry and physics.

Sources: [1] Florida STEM Index; [2] Florida STEM Index – A detailed occupation list customized for the GLBR is located in the appendix of this document


GLBR STEM Definition (continued)

An occupation driven STEM definition uses STEM occupations as the basis of understanding

what makes a STEM industry – and ultimately what STEM means to the region.

Science, Technology, Engineering, and Math is what enables the Great Lakes Bay

Region to be competitive in a constantly changing global economy.

• A STEM job requires2 application of knowledge across the areas of science, technology, engineering,

and/or mathematics, and demands higher order critical thinking and problem-solving skills. A STEM Job:

• Requires a post-secondary degree, industry certification/ licensure, and/or advanced training;

• Links to career pathways with increased earning potential; and

• Provides opportunities for advancement and continuous learning in STEM and non-STEM fields.

• A STEM Industry1 has a high concentration of STEM jobs, drives economic prosperity, and

promotes innovation. STEM Industry links with the Talent Pipeline to align education and training

with demand-driven and market-relevant skills.

Sources: [1] Florida STEM Index; [2] Florida STEM Index – A detailed occupation list customized for the GLBR is located in the appendix of this document

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