Career Clusters: The New Horizon

1
Career Clusters The New Horizon

• 6th Annual Career Clusters Conference
• Atlanta, Georgia
• Broad Preparation for Current
• and Future Workplaces!

2
Entrepreneurs Innovate in all Career Clusters

• Therefore, Preparation for any Career
• requires Entrepreneurship Skills!

3
Consortium for Entrepreneurship Education

• www.entre-ed.org
• National Organization bringing Educational
  Agencies and Leaders Together To Build the Field
  of Entrepreneurship Education

4
The Consortium for Entrepreneurship Education
Mission Accelerating Entrepreneurship
Everywhere!

• Website to provide resources for teachers
  www.entre-ed.org

• Newsletter and Magazine Future CEO Stars
  featuring programs of members

• National FORUM/Conference to provide
  professional development for teachers/program
  designers November- Austin

• National Content Standards released June 2004

• National Standards of Practice released in June
  2006

• Leading education partner of annual National
  Entrepreneurship Week February 21 February 28,
  2009 www.nationalEweek.com

• Entrepreneurship Ambassador E-Group that
  encourages information sharing through educator
  networks

5
Entrepreneurship Defined

• Entrepreneurship is the transformation of an
  idea into an opportunity.
• Jeff Timmons, Babson College
• any attempt to create a new business enterprise
  or to expand an established business.
• Jay Kayne, Miami University
• Essential agents of change who accelerate the
  generation, application and spread of innovative
  ideas and in doing sonot only ensure efficient
  use of resources, but also expand the boundaries
  of economic activity. Global
  Entrepreneurship Monitor

6
Entrepreneurs

• Change agents that use innovation to exploit
  opportunity, evaluate risks and create a valuable
  service, product or system
• Assume risks to transform ideas into sustainable
  enterprises that create value
• Their efforts account for the majority of job
  growth in the US economy.
• According to Jeffrey Timmons, small entrepreneurs
  are responsible for more than half of all
  innovations.
• 67 of inventions and 95 of radical
  innovations since World War II

7
Motivation Passion

• Entrepreneurs see value in new ideas and
  creatively take innovation to a commercial
  plane.
• Ray Smilor, in Daring Visionaries, challenges the
  idea that entrepreneurs are in it for the money.
  He does believe that all entrepreneurs have some
  kind of passion
• To live the life they want
• To create a service that meets a critical need
• To grow a company that employs thousands
• To prove their worth
• To make a better life for themselves and their
  families

8
Innovation Entrepreneurship

• Creating a mindset in children that allows them
  to see economic opportunities in ideas allows
  them to create their workplace future and to
  continue the leadership of the U.S. as the most
  innovative economy in the world.
• Great opportunities are not seen with your eyes,
  they are seen with your Mind!
• - Robert Kiyosaki

9
Entrepreneurship E in Me

• Creating a mindset in children that allows them
  to realize that they are in charge of themselves
  results in higher academic performance and more
  focused participation in school.
• (Harvard Graduate School study of NFTE
  Entrepreneurship education programs, 2004)

10
Remediation Rates in 2000

• Remediation Rates for Entering First Year
  Students
• at Degree Granting Post Secondary Institutions
• Public 2-year 42 Nearly Half !
• Private 2-year 24 1 out of 4
• Public 4-year 20 1 out of 5
• Private 4-year 12 1 out of 8
• All institutions 28 Nearly 1out of 3
• Are they comprehending what they are taught in
  Pre K-12?

11
2,300 Become Independent Entrepreneurs Daily in
the USA

• These 20 million self employed individuals make
  up more than 75 of the nations 26 million plus
  business firms
• 951 Billion in receipts in 2005
• Source US Census Dept of Commerce release June
  2007

12
The Changing Economy

• 800,000 new USA businesses annually
• 1996 SBA Survey of 5.6 million new business
  owners
• 40 were age 26 or under
• From 1990 to 1997 small companies created 76 of
  net new jobs 10 million
• From 1994-1998 largest U.S. firms cut or lost -
  2 million jobs

13
Entrepreneurship - Central Comparative Advantage

• For the United States to survive and continue
  its economic and political leadership in the
  world, we must see entrepreneurship as our
  central comparative advantage. Nothing else can
  give us the necessary leverage to remain an
  economic superpower.
• Carl Schramm, Economist President of the
  Kauffman Foundation, Kansas City

14
Education levels of Small Business owners

• 22 High School or less
• 25 Some college but no degree
• 23 Bachelors degree
• 17 Post graduate degree
• Associate Degrees are not show in data
• 2002 latest data available

15
Changes in Workforce Skills Needs Across Fifty
Years
Unskilled 12
Skilled 20
Professional 20
Skilled 68
Unskilled 60
Professional 20
1955
2005
16
Challenges for Secondary Education Across Fifty
Years
Prepare 88 for college or skilled careers
Skilled 20
Prepare 40 for college or skilled careers
Professional 20
Skilled 68
Professional 20
1955
2005
17
The Changing Economy

• Occupational Distribution of USA small businesses
  employees
• 18.4 Manufacturing
• 14.1 Sales
• 13.6 Management
• 13.6 Administrative support
• 12.6 Service
• 11.2 Professional Specialty
• 2.1 Farming, Forestry, Fishing
• 14.1 Other

18
The Changing Economy

• Women represent 34 of the entrepreneurs in the
  USA
• Women own 38 of all US businesses
• 14.7 of recent immigrants are entrepreneurs
• Entrepreneurs as a percentage of employment by
  location
• 44 in Suburban areas
• 22 in rural areas
• 19 in central cities
• 2 more entrepreneurs in Western USA than other
  regions

19
The Changing Economy

• Entrepreneurs changing ethnic structure in the
  USA
• Percentage of entrepreneurs who were Caucasians
• 1979 - 91.5
• 2003 74.8
• 5.2. are African-American
• 7 are Latino
• 13 are Asian
• 74.8 are Caucasians (SBA 2003)

20
Entrepreneurship as Context

• Entrepreneurs exist in every career field
• 65- 70 of all high school students indicate
  they desire to be entrepreneurs according to
  Gallup Polls
• 85 of students said they had been taught
  practically nothing about or very little
  about business and how it works
• Students perform better in academics when they
  are focused on their personal objectives

21
Gates Foundation Study in 2006 Found

• Decision to drop out of school is linked closely
  to the lack of challenge and connection to
  real-life experience faced by students in the
  public school system.
• 81 stated that if school provided opportunities
  for real world learning it would have improved
  the students chances of graduating from high
  school

22
Lifelong Learning Model
23
ENTREPRENEURS TOLD US Focus groups of small
business owners who were early in the
entrepreneurial process with their business
What they DO. And what you need to know to do
it!
National Content Standards for Entrepreneurship
Education . . .
24
Standards Development Process

• Focus groups with early stage entrepreneurs in
  all regions of the USA
• Asked - What do you need to know and be able to
  do in order to succeed as an entrepreneur?
• Modified DACUM process used
• Started with blank slate, but built with future
  groups
• Diverse business backgrounds and business types
• Contractor used National Entrepreneur Advisory
  Group and research to create and finalize the
  categories of standards and performance
  indicators.
• CEE website is used for feedback loop for
  revision needs

25

• Resulting in The Consortium for Entrepreneurship
  Educations business advisory council developing
  15 Content Standards

• Three major categories of the
• content standards emerged
• Entrepreneurial Skills
• Ready Skills
• Business Functions
• 403 Performance Indicators define what students
  need to know be able to do if they are to
  succeed in an entrepreneurial world.

26
National Content Standards

• Entrepreneurial Process Characteristics
• Ready Skills
• Foundation Skills
• Communication Skills
• Business Functions
• Economics

27
ENTREPRENEURIAL SKILLS

• Understands concepts and processes
  associated with successful entrepreneurial
  performance. Provide the unique expertise that
  entrepreneurs use during the entire process of
  creating and managing a business.
• Entrepreneurial Processes
• Entrepreneurial
• Traits/Behaviors

28
(A) Entrepreneurial Processes

• Understands concepts and processes associated
  with successful entrepreneurial performance. The
  steps in the process of creating and running a
  business are
• Discovery (A.01-A.08)
• Dreaming about possibilities
• Concept Development (A.09-A.16)
• Choosing an idea and creating a plan
• Resourcing (A.17- A.24)
• Testing the feasibility of the plan
• Actualization (A.25-A.36)
• Starting and running the business
• Harvesting (A.37-A.40)
• Deciding on the future of the business

29
(B) Entrepreneurial
Traits/Behaviors

• Understands the personal traits/ behaviors
  associated with successful entrepreneurial
  performance. These entrepreneurial
  traits/behaviors are especially important to the
  success of the entrepreneurial processes
• Leadership
• Personal Assessment
• Personal Management

30
READY SKILLS

• The basic business knowledge and skills that are
  prerequisites or co-requisites for becoming a
  successful entrepreneur. Provide opportunities
  that enable individuals to operate in competition
  with the world and a context for experiences
  related to becoming an entrepreneur.
• (C) Business Foundations
• (D) Communications and Interpersonal
  Skills
• (E) Digital Skills
• (F) Economics
• (G) Financial Literacy
• (H) Professional Development

31
Partnership for 21st Century Skills

• Education and business leaders identified
  four significant emerging content areas that are
  critical to success in communities and
  workplaces
• Global awareness
• Financial, economic and business literacy, and
  developing entrepreneurial skills to enhance
  workplace productivity and career options
• Civic literacy
• Health and Wellness Awareness

32
P21 Life Skills

• Leadership
• Ethics
• Accountability
• Adaptability
• Personal Productivity
• Personal Responsibility
• People Skills
• Self Direction
• Social Responsibility
• Ideal for developing in entrepreneurial
  context

33
P21 Thinking and Learning Skills

• Critical Thinking and Problem-Solving Skills
• Creativity and Innovation Skills
• Communication and Information Skills
• Collaboration Skills
• Contextual Learning Skills
• Information and Media Literacy Skills
• Ideal for developing in entrepreneurial
  context

34
BUSINESS FUNCTIONS

• The business activities performed by
  entrepreneurs in managing the business. Provide
  for seeing and creating entrepreneurial
  opportunities as well as the day-to-day skills
  that are essential to the success of any business
  be it a home-based venture or a fast-growing
  corporation.
• (I) Financial Management
• (J) Human Resource Management
• (K) Information Management
• (L) Marketing Management
• (M) Operation Management
• (N) Risk Management
• (O) Strategic Management

35
Business Functions For Entrepreneurs should be
taught differently!

• In 2007 - 53 of the nations businesses operate
  from homes not in big corporate office
  buildings with layers of organizational support
• 78 of the nations small businesses have no paid
  employees
• 90 of all businesses have fewer
• than 20 employees
• More than 50 of business
• owners are under the age of 44

36
Entrepreneurship Standards and Performance
Indicators

• Allows high interest context for all academic
  benchmarks
• Allows problem-based learning potential related
  to any career cluster
• Equips/informs teachers with specific
  applications of core benchmarks
• Helps focus locus of control with the student

37
Standards linkage

• Crosswalks have been developed by users between
  national core academic standard Benchmarks in
  English, Math, Science, Social Studies and the
  Entrepreneurship Content Standards performance
  indicators
• Linkages allow achievement of both benchmarks
  /indicators in a context that is of high interest
  for students
• Preparation in any cluster achieves core academic
  and technical skills benchmarks

38
Career Technical Instruction

• Focused on practical technical concepts and
  principles
• Research based upon what business/industry needs
• Useful materials are available from publishers
  and industry sources
• Experiences of teachers from their technical
  workplace experiences and experiences of their
  students (especially those receiving on-the-job
  training)
• Information gained by teachers interacting with
  business persons in their community who are small
  business owners/ entrepreneurs

39
Career Clusters Team Work

• Essential Knowledge and Skills Statements have
  been identified at the cluster level as well as
  the specific pathway level
• Cluster Topic BAC 05
• SYSTEMS Understand roles within teams, work
  units, departments, organizations,
  inter-organizational systems, and the larger
  environment. Identify how key organizational
  systems affect organizational performance and the
  quality of products and services. Understand
  global context of industries and careers.
• Next few slides show K S statements
  identified for Business Administration Cluster
  but useful in all Career Clusters as
  Entrepreneurship opportunities exist in every
  career pathway

40
BAC 05.01 Utilize concepts, processes, and
skills associated with identifying new ideas,
opportunities, and methods and with creating or
starting a new project or venture

• BAC 05.01.01 Employ entrepreneurial discovery
  strategies to generate feasible ideas for
  business ventures
• Sample Indicators
• Explain the need for entrepreneurial discovery
• Discuss entrepreneurial discovery processes
• Assess global trends and opportunities
• Determine opportunities for venture creation
• Assess opportunities for venture creation
• Describe idea-generation methods
• Generate venture ideas
• Determine feasibility of venture ideas

41
BAC 05.01.02 Develop a concept for a new
business venture

• Sample Indicators
• Describe entrepreneurial planning considerations
•  Explain tools used by entrepreneurs for venture
  planning
•  Assess start-up requirements
•  Assess risks associated with venture
•  Describe external resources useful to
  entrepreneurs during concept development
•  Assess the need to use external resources for
  concept development
•  Describe strategies to protect intellectual
  property
•  Use components of business plan to define
  venture idea

42
BAC 05.01.03 Evaluate a new business venture
concept's potential for success

• Sample Indicators
• Critically analyze information about the new
  venture to determine the potential for success
• Evaluate alternative ventures using a variety of
  problem-solving and critical thinking skills to
  determine the ventures potential for success

43
BAC 05.01.04 Determine the resources needed for
start-up viability of a business venture

• Sample Indicators
• Describe processes used to acquire adequate
  financial resources for venture creation/start-up
• Select sources to finance venture
  creation/start-up
• Explain factors to consider in determining a
  venture's human-resource needs
• Explain considerations in making the decision to
  hire staff
• Describe considerations in selecting capital
  resources
• Identify capital resources needed for the venture
• Assess the costs/benefits associated with
  resources

44
BAC 05.01.05 Actualize a new business venture to
generate profit and/or meet objectives

• Sample Indicators
• Use external resources to supplement
  entrepreneur's expertise
•  Explain the complexity of business operations
•  Evaluate risk-taking opportunities
•  Explain the need for business systems and
  procedures
•  Describe the use of operating procedures
•  Explain methods/processes for organizing
  workflow
•  Develop and/or provide product/service
•  Use creative problem solving in business
  activities/decisions
•  Explain the impact of resource productivity on
  venture success
•  Create processes for ongoing opportunity
  recognition
•  Develop plan to invest resources into improving
  current products or creating new ones
•  Adapt to changes in business environment

45
BAC 05.01.06 Select a harvesting strategy that
matches the entrepreneur's desired goals
regarding the business venture

• Sample Indicators
• Explain the need for continuation planning
• Describe methods of venture harvesting
• Evaluate options for continued venture
  involvement
• Develop exit strategies

46

• NEW from the Consortium Members
• A definition
• Outcomes
• Concepts
• Methods
• Accountability
• Resources

47
Standards of Practice Guides Program
Administrators Program Leadership

• Rubric accompanies standards that allows program
  review and analysis (Available on
  www.entre-ed.org website)
• Gap analysis allows adjustments in
• Concepts
• Methods
• Accountabilities
• that allow courses programs to be effective

48
National Standards of PracticeMethods

• Diverse Strategies Cause
• Facilitating and Coaching
• Experiential Learning
• Problem-Based Learning
• Students as Leaders

• The Entrep. Spirit to Emerge
• People in the community
• Variety of higher level learning methods
• Lifelong Learning model for Entrepreneurship
  Education

49
National Standards of PracticeConcepts

• Encourage Big Dreams,
• Comprehensive
• Curriculum Delivery
• Basic Academic Skills
• Economic Concepts
• Personal Interest and Investment
• Risk Management

• Build Skills, Catch the vision
• Business Planning
• Career Guidance
• Ethical Behavior
• Entrepreneurship as an Economic Force

50
National Standards of PracticeAccountabilities

• Success is encouraged Thru
• Organization Vision, Mission and Goals
• Qualified Personnel in a Supportive Environment
• Quality Content Standards

• Focus, Frequent Evaluation
• Positive Benefits Add Value
• Continuous Improvement
• Diversity in Program Leadership
• Social Entrepreneurship

51
Entrepreneurship Preparation

• Entrepreneurship preparation does not exist and
  succeed in very traditional K-12 environment
• Requires experiential learning accompanied by the
  ambiguities, problems and risk of real-world
  business startup and operation
• Experiential learning is core to developing
  entrepreneurial knowledge, skills and attitudes
• Need deep community connections

52
BAC 05.01.05 Actualize a new business venture to
generate profit and/or meet objectives

• Sample Indicators
• Use external resources to supplement
  entrepreneur's expertise
•  Explain the complexity of business operations
•  Evaluate risk-taking opportunities
•  Explain the need for business systems and
  procedures
•  Describe the use of operating procedures
•  Explain methods/processes for organizing
  workflow
•  Develop and/or provide product/service
•  Use creative problem solving in business
  activities/decisions
•  Explain the impact of resource productivity on
  venture success
•  Create processes for ongoing opportunity
  recognition
•  Develop plan to invest resources into improving
  current products or creating new ones
•  Adapt to changes in business environment

53
 
They do learn what we teach Dont They ?
54
FUTUREFORCE N E B R A S K A
Supporting Nebraskas 21st Century Workforce
55
FUTUREFORCE N E B R A S K A
A collaboration of Nebraska business and
industry, education, economic and workforce
development leaders committed to providing a well
educated, highly skilled workforce for our state.
56
FUTUREFORCE N E B R A S K A
Education Training
Biotech
Finance Insurance
TDWL
Agri- Systems
Talent Pipeline
Construct.
Entrepren.
Health Sciences
Manufact.
Info Tech
7 Established Career Pathways and 3 emerging
pathways.
Purpose To engage and educate all
Nebraskans about career opportunities in our
great state that focus on high skills, high wage,
and high demand.
57
FutureForce Entrepreneurship/NET Force Example
Activities

• Development of the two-year postsecondary course
  syllabi using
• the National Content Standards for
  Entrepreneurship Education
• Development of a Links to Standards crosswalk
  of the National
• Content Standards for Entrepreneurship
  Education with Nebraskas
• Academic Standards
• Creation of the E-News Monthly newsletter for
  entrepreneurship
• educators.
• Creation of a web page on the Nebraska
  Department of Education web
• site devoted exclusively to entrepreneurship
  education at all levels
• Participation in the 4-H Entrepreneurship
  Curriculum Design Team

For more info go to www.futureforcenebraska.org
and look under talent pipeline committees for
entrepreneurship
58
Career Pathway Teams in Nebraska

• Teams come together to
• Teams are guided to deal with Entrepreneurship
  by.
• Teams have learned
• As we advance the work with FutureForce /NET
  Force Nebraska we plan to .

59
National Innovation Initiative of the National
Competitiveness Council

• Talent Stimulate Creative thinking and
  innovation through problem-based learning
  (projects)
• Investment - Build Innovation Hot
  Spots-capitalize on regional assets
• Infrastructure Develop new metrics to
  understand and manage innovation recognize
  excellence in innovation performance

60
Project Based Learning

• Projects assist students in bringing together
  what they have learned in many instructional
  disciplines
• Students learn problem solving skills as they
  complete projects
• Research concepts are learned as ways to locate
  solutions or to complete projects

61
Tell your Neighbor

• What makes a good problem or project for students
  to work on in a learning activity in the Career
  Cluster in which you teach?

62
Great Projects/Problems

• There is not a single right answer
• Not easily solved/completed/open ended
• Require research from multiple sources to arrive
  at solutions
• Allow for interaction from persons who can
  mentor/contribute to solutions/completions
• Challenge learners as real world dilemmas
• Allow for creative solutions

63

 
 
64
Six As for Designing Problems/Projects

• Authenticity
• Academic Rigor
• Applied Learning
• Active Exploration
• Adult Connections
• Assessment practices are Comprehensive
• Entrepreneurial Context Great Projects!

65
National Federation of Independent Business

• Vision Entrepreneurship taught throughout the
  school - creating successful future small
  business people

66
Entrepreneur-in-the-Classroom NFIB Programs

• Take Time to Teach (T3) mentoring program is a
  NFIB resource for educators who are interested in
  integrating entrepreneurship into their
  classrooms, regardless of discipline.
• T3 pairs educators with a local NFIB member to
  answer questions about entrepreneurship and
  possibly serve as a classroom guest.
• The program is designed to complement their
  Entrepreneur-in-the-Classroom curriculum for high
  school students. 

67
Entrepreneur-in-the-Classroom Financial Literacy
focus for Future Entrepreneurs

• A recent beta test of the New Johnny Money Online
  Game showed that
• 79 of students liked, loved or really loved
  the game
• 62 felt it helped them learn about
  entrepreneurship
• 59 of students were considering starting their
  own business after playing
• 64 of educators rated their students
  entrepreneurship comprehension as good or
  excellent after playing
• 61 of educators felt JMOG made learning fun or
  was a good addition to their curriculum
• As the U.S. competes in a truly global
  marketplace, fostering the entrepreneurial spirit
  in the next generation is vital. 

68
(No Transcript)
69
WWW.entre-ed.org

• Website is your first link to resource to connect
  you with things Entrepreneurial!
• Main Sections include
• About Entrepreneurship Education
• Network Resources
• Teaching materials
• Contacts and Memberships
• Content Standards

70
Teaching Materials(Section of the Website)

• Organizations that support Entrepreneurship
  Education
• Conferences and Workshops
• Awards for Entrepreneurship Teachers and Leaders
• Sample programs from Innovative Educators
• Publications of interest on Entrepreneurship
• Learning Activities (Downloadable)
• Business Activities and Projects
• PowerPoint slide masters (Downloadable)

71
National Entrepreneurship Week

• House Resolution 699 passed in June 2006
• Orchestrated the Celebration of the first
  National Entrepreneurship Week in February of
  2007
• 49 State Leadership teams
• Thousands of celebration events/activities
• Lots of publicity regarding the value of
  Entrepreneurship Education!

72
National Entrepreneurship Week 2009

• Preparing now for the Third National
  Entrepreneurship Week in February 2009
• Website www.NationalEweek.com

73
National Entrepreneurship WeekCreativity and
InnovationResources on Website

• I
• SYO
• OURB
• RAINI
• NABOX?

74
National Entrepreneurship Week A NEW
Perspective

• Down-load your Net-Guide for selecting the
  entrepreneurship programs that you can use in
  classrooms. Shows entrepreneurship week
  programming uploaded in February 2008.
• Available in partnership with the Cisco
  Entrepreneur Institute.

75
Ultimate Outcome

• Will your students become more likely to be an
  entrepreneur or use entrepreneurial skills in
  their chosen cluster workplaces as a result of
  involvement in your classes?
• Will your community be a better place in which to
  work because of the entrepreneurial spirit
  fostered among your students?
• Will students acquire knowledge and skills that
  prepare them for solving workplace problems in
  their career cluster?

76
THE FUTURE IS NOW !
RIGOR - RELEVANCE RELATIONSHIPS Are Keys to
Improved Student Performance

• RIGOR CAN BE PROVIDED VIA INSTRUCTION BASED ON
  THE NATIONAL CONTENT STANDARDS FOR
  ENTREPRENEURSHIP
• RELEVANCE IS SEEN BY STUDENTS AS THEY EXAMINE
  ENTREPRENEURIAL ACTIVITIES IN THEIR OWN COMMUNITY
• RELATIONSHIPS BETWEEN ALL ACADEMIC AND TECHNICAL
  SKILLS CAN BE FOUND IN ENTREPRENEURSHIP
• RELEVANCE AND RELATIONSHIPS ARE OPTIMIZED
  THROUGH COLLABORATION WITH THE BUSINESS WORLD

77
Are there things about which we have talked that
need clarification? www.entre-ed.org
78
Assessment

• Please complete a Plus Delta sheet and provide
  me ideas for improving this type of presentations
  for future participants
• Divide a sheet into two columns
• Plus/What Was Useful Delta/Needs Improvement

79
www.entre-ed.org

• Are you ready to use new information to improve
  opportunities for your students in whatever
  career cluster you prepare students?

80
www.nationalEweek.com
81
Glad to serve as a resource for you!

• Randy_at_futureforcenebraska.org
• Randy Vlasin
• 402 471 - 3104
• Lincoln, Nebraska
• Executive Director of FutureForce Nebraska
• Horace.robertson_at_mindspring.com
• Horace C. Robertson
• 1120 Balmoral Drive
• Cary, NC 27511
• 919 467 - 9933
• Secretary-Treasurer for The Consortium For
  Entrepreneurship Education