How Skillifying Can Make our Institutions More Employer-Friendly

ABOUT THIS EPISODE

Kelly Ryan Bailey, Global Skills Evangelist at Emsi joined the podcast to talk about forging new partnerships with local employers by creating a shared skills language between us.

The majority of students that come toour school are toing because their goal is to get a job fom you forward intheir career, you're, listening to enrolment growth,university from helic education, the best professional development podcastfor higher education leaders looking to grow in Roman at their college oruniversity, whether you're looking for fresh and Roman growth techniques andstrategies or tools and resources. You've come to the right place. Let'sget into the show, welcome back to enrolment growthuniversity, a proud member of the connect Evu podcast network, I'm EricOlson with helicks education and we're here today with Kelly Ryan, Bailey,global skills, Evangelistat, MC and host of the innovation and skills basedhiring and learning podcast. Let's talk about skills, Baby Kelly I's great tohave you on the show. Thank you so much for having me Eric, really excited totalk with you today about forging new...

...partnerships with local employers bycreating a shared skills language between us. Before we dig into that,can you give the listeners a little bit of background of both MZ and your role?There sure, of course, so emvy is a labor market analytics firm based inMoscow Adaho, but they actually work below bellie. My role. There is reallyto facilitate change to a skill, bace, hiring and learning economy throughopen skilled standards, innovative prodestant services and globalinitiatives and partnerships love it so so excited about this conversation.Let's start on the scary side and then work our way back to hope by the endKelly. So many colleges have increased their focus on employer partnerships asenrolment growth channels, but scare us a little bit. Why don't? Employers needcolleges anymore? Well, in all honesty, there are so manyalternative learning and development...

...options. Now employers typically needto move a lot faster than traditional higher education can move, so they arelooking at these alternative resources really closely and partnering with them.You know one example would be late last year, wrong, stod partner with Eutomy,and you know obviously plenty more examples like that, but because theyneed those employee is upskilled in a very quick fashion. They have a lot ofoptions now and so in order to secure new employerpartnerships, you believe it's more important than ever for institutions toprove and show their value to an employer. Can you walk us through yourrecent case study with southern New Hampshire University and how they'reattempting to do that by deconstructing their programs into a shared skills,language for employers? Of course? So you know, I think the work that we'redoing with Snhu is really fascinating, because the idea is that what highereducation offers it's extremely...

...valuable. The biggest issue is justthat employers don't understand it because they understand what they needin terms of skill and that's not necessarily what higher education talksabout when they're talking about what they offer in terms of program. So IEssinaou they're working with Mvy to actually break down all of theirprogram courses, everything they offer into skills and that common language ofskill that employers use that nvy has kindly open sourced as available toeveryone, higher education organizations. You know government, etcand they're, allowing we call it here. skillifying education, but, butessentially you know ther they're, just making it so that they understand andhave in some visible fashion what they're teaching in terms of skill. So,let's walk through an example of what this would look like to establish thiskind of employer partnership. Let's say...

...the institution is doing a really goodjob. Listening, Theyre hearing a local employer who is looking to both upskill,their current workforce, as well as hire in a new set of skills. What arein the institutions next steps after hearing those problems to create aprogram proposal from that? Well, let's talk about this sort of like before.You actually understood the skills that you taught in your programs right. Sotraditionally what would happen when an employer came to you as an institutionto ask that question you sort of scramble and create this brand newcustom curriculum, because you wanted to make sure that right, you wereoffering that theyanked for, but the thing is that, once you actually havevis ability into the skill that you're offering in your program sort of brokendown to its smallest component. Let's say in the majority of school that at acourse level you then have the ability to use what you already have created atyour fingertips to cust. You know when...

I say custom I mean just reshuffle andrepackage courses that you already have into something like a badge or amicroprudential, or you know whatever flavor of that B, you offer yeah, andso you mentioned about you, know trying not to scare us away in terms of thishypercustomization, but I'm sure most of our academic listeners are havegotten in those conversations before where it's a collig with to crate a new,completely custom program for their employer. I'm sure there's still somefear in the lift involved in creating these one offs. Even for a bigpotential feeder employer, why does that big, lift not necessarily have tobe the case once you skillify your program, yeah, I think you know. Ireally would emly Hav created an really wonderful software that sort ofhandles this, but I think just generally speaking- and I can talkabout that- a little bit more specifically if you're interested, butgenerally speaking, it's sort of this-...

...you know it's more the visibility. Soif I can paint a picture for the listeners in their mind, the idea beingthat what if I could take- let's say a sylabus document or, of course,description- and I could actually see what skills I'm talking about and thenmake that comparison to also what is going on in the labor market todetermine you know. Am I actually talking about all of the skills thatI'm teaching in the way that employers understand and almost have it availablein a software interface, where I then can search and quickly and easily justclick on a few courses based on the skills that this employer is lookingfor, to create that custom program and again, I say custom loosely because ofcourse right. It's. This is custom in a very different way. It's a repackagesolution, as opposed to creating from scratch on what are some other benefitsof that repackaging. If we are moving...

...from this storytelling experience wherewe are telling the outcomes of our program, but now we're telling it froma skills perspective, how can this skillified program storytelling alsohelp us better, recruit new students well on the footside, just as a you'renoticing now with employers, you know them understanding, thei return oninvestment in partnering with you with an institution. These same hugelyenormous options are also available to students when it comes to what optionyou know where they want to turn for their education and learning Ned. So Ithink, the idea being that students are changing. You know the average personhas ten jobs throughout their life were living longer. There's so many thingsyou know the labor market is changing so quickly that they've really lookedat their ability to, let's say sit down for that four year. Degree, maybe in aslightly different way, and so, when...

...you're able to express to them, youknow hey. This is really what you're learning it's sort of a you knowmarketing, because of course you know, you've got all these other resourcesout there that are sharing the same messages as return on investment withyour potential students and so you're really talking about the value thatyou're bringing to them and focusing in on their goals right, because themajority of students that come to our schools are coming because their goalis to get a job from you forward in their career. You mentione this focuson helping us to evolve what our learning economy looks like. Can yougive us a future sneak peak ten years from now? Let's say a lot moreinstitutions ar taking this skillified methodology to create constructiandcustomize their programs. What does that future learning economy? Look likeboth from a student perspective and from an employer perspective? In allhonesty, I think the three work more...

...closely together, meaning the students,Lsh empoyees, the employers and, of course, the education institution, butthe way that I see that, in all honesty, I think it's not going to be surprisingto hear that you know my take, and- and this is not the mvtake- this istheckelly Ryn illy case is that you know I will just preface with that. Mytake is that in that time frame we're going to start to see less status of adegree holder as opposed to how quickly I can move and upskille myself throughmy life, career and learning pathway and the idea that I need to step in andout of education, and I would love to have a trusted resource in my amamaterto turn to maybe I'm working towards a bachelor's degree or a master's degreeor more throughout that life. But I need more options and I need faster,quicker options, as does my employer,...

...so that's kind of the vision that I seewhen someone asks me about what does this future of education and work? Looklike it's a closer tied relationship and it's better theturn on investmentfor all such good stuff Kelly. Any final next step, advice prinstitutionswho are hearing this nodding along slightly terrified, but also withfeelings of excitement and looking to create, or at least progress toward theshared skills, language between their institutions and their local employers,where they start first yeah. I think you know. In all honesty, I would alsosay: Do not be scared. This is a fantastic opportunity fortransformation and growth for your institution and those that you stirve,which is a great place to be there's so many options, of course, since I amhere today on behalf of enty, you know what I suggress, and I'm here you knowon behalf of them, do because I truly...

...believe in the work that we're doing it.Mv Is that number one they havenat oten sourced skills, library, Tbut, anyinstitution or organization, can use, and it's a great way to start tounderstand. What way is you can look at your curriculum in this shared skills,language of employers? There are also some free resources on the skillswebsite, which is skilled, dot, MZ Datacom that allow you to actually copyand pase in a syllabust document or a course description and start to viewwhat type of skills you are talking about in your curriculum, because thereare times to remember that: it's not that you are not teaching the skills.You may not be communicating them in your coarse description and yoursyllabust document, so that is a great sort of entry level place to start andthen, of course, if you really want to get into this and start to look at thismore broadly across all of the curriculum that you operate, yourinstitution envy is just a few weeks...

...shy of releasing their softwaresolution around this, which is called Skillabi, and so I highly suggest thatis the technology that we testid out with groups like southern new,Hampshire, university and others, and it has made a whole host of differencein the way that they can look at their curriculum and creating again, like Isaid, repackage solutions for employer partnerships and other potentialpartnership Kelly thanks. So much of your time today, what's the best placefor listeners to connect with you, they have me follow up questions. I amprobably most active on linked in and I'm there at Kelly Ryan Bailey, I'malso on twitter. If anyone wants to jump over their platform or platform ofchoice of court but yeah, I would say, if you don't mind messaging me onLinkedin, that's where you can find me and I'd love to connect with youawesome thanks. So much for joining us today, Kelly thank again Ericattracting today's new post.

Traditional learners means adopting newenrolmant strategies. Keelics educations data driven enterprise, wideapproach to enrolment growth is uniquely helping colleges anduniversities thrive in this new education, landscape and Helik has justpublished the second edition of their enrollment growth playbook, with fiftypercent brand new content on how institutions can solve today's mostpressing enromant growth challenges download it today for free at Helock's,Educationcom playbook you've been listening to enromentgrowth university from helicks education to ensure that you nevermissed an episode subscribe to the show in Itunes or your favorite podcastplayer. Thank you so much for listening until next time.

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