The following are the talking points for my presentation to the Tucson Metropolitan Chamber of Commerce, on November 19, 2009, for Troy University.

Background

o The battered economy is driving many people back to school to retool their skills to reinvent themselves to match the job market. Many Universities and Community Colleges are reporting record enrollments.

o Employers are now routinely listing stricter degree requirements in job postings; it’s an easy way to help whittle down hundreds of applications into a manageable pile.

o According to the U.S. Department of Education, after six years, more than 40 percent of those who started at a four-year institution have not finished. So writes Phyllis Korkki in her article, “Degree Required, but You Don’t Have One,” where she offers her view of today’s environment.

“… MORE schools are reaching out to students who never finished degree requirements, creating flexible programs that can be particularly helpful to those who have just a few credits left, she said. If you are unemployed and unable to find new work, this could be an excellent time to go back to school. Money may be an issue, of course. But financial aid is available for nontraditional students.” (The New York Times; Nov 7, 2009; http://bit.ly/1Uqa8k )

o The Arizona Star’s front page article, on Monday (11/16), examined GenXer’s eagerness to change jobs, even careers, all due to the uncertain economy and the acceptance of job mobility.

o Most Major Universities have some form of non-traditional learning (Harvard, Stanford, UCLA, U of A, Troy, etc …).

o The scope of what constitutes “educational retooling” is limitless: an adult planning to embark on “educational retooling” could be; a recent immigrant seeking to verify professional credentials earned abroad; military personnel and their families (promotion or transitioning to civilian life); adults age 50 and older starting an “encore career,” or more common today-the dislocated workers.

Options for Retooling the Educational Skill Set

o Traditional programs are classroom centered experience created by the institution/teacher and accepted by the students. Learning is based on efficient communication between teacher and students in a combination of lectures, exercises, and question - answer exchanges. Degree programs range from two to four years in length and require a full-time commitment.

o Accelerated or specialized programs take the traditional program template and compress the curriculum down to the core learning outcomes to reduce the time spent in class by a measurable factor, typically 10% - 40%. May requires a full-time or flexible time commitment.

o Distance learning programs give the individual the knowledge and training needed to improve one’s career. Degree programs range from two to four years in length. Because online students don’t have to quit their full-time jobs while in school, they can get their degree and gain invaluable work experience at the same time. Requires a flexible time commitment and support of a good Content Management System [CMS] like Blackboard.

o Hybrid programs mixes the traditional, accelerated, and distance learning programs to provide some of the Teacher-Student interface, a classroom atmosphere, coupled with elements of an accelerated program and distance learning to allow for learning while you are earning. Requires a flexible commitment.

Job preparation has changed- From Training to Education 1; where Training increases skill and task competence and teaches the “HOW” of the job. Education increases the insight and understanding and teaches the “WHY”. As management is empowering their employees and asking them to do more with less, understanding the “WHY” may be the difference between success and failure.
My Journey to Obtain a PhD At 70; An Anecdotal Story

The journey followed the path of life-long learning. Timeline & utilization of the different options:

 Started with the USAF “Bootstrap” program in the mid-60s.
 Attended various Community and State Colleges in Northern and Southern California. As I climbed my professional ladder, I tried a variety of learning options, some worked for me and some did not.
 Obtained my State of California PE registration in 1978 in Quality Engineering (QU2698).
 Entered University of Redlands program for working adults, in 1980. Graduated in 1982 with my BAM, with distinction.
 Entered UCLA’s MBA Program at the Anderson Graduate School of Management in 1982. Graduated in 1984.
 Worked the next 12 years successfully advancing up the corporate and professional ladder. During that time I was intimately involved with NCSLI and the global community of National Measurement Institutes.
 In 1996 formed my own consultancy specializing in Quality, Metrology and Test Management. 2003 moved to Tucson from northern California.
 In 2004 was accepted into University of Phoenix’s doctoral program for management. On August 31, 2008 my dissertation was accepted and the University granted my Doctor of Management. My dissertation involved critical research on the relationship of Leadership and the Selection of Determinants of Organizational Effectiveness in National Measurement Institutes (there are a 148 in the world).
 Starting in 2006 my interest has shifted from the public and private application of Quality, with the underlying metrological support, towards a Learning and Development imitative sponsored by NCSLI and NIST.  This initiative is focused on education and professional development by promoting the partnership between Government, Industry and Academia. This initiative is outlined in a joint paper titled Three Case Studies on Developing Partnerships to Support Metrology Education presented at the NCSL International symposium in San Antonio in August 2009 and scheduled for the ASEE conference at Louisville in 2010.

The Challenge of Educational Retooling

A Personal commitment is necessary to engage in “educational retooling2″

 Be Involved
• Professionally
• Academically

Understand Business’ (non)acceptance of a non-traditional degree

 How should a business weight the difference between a traditional and non-traditional degree?
 Does a proven work ethic, experience and the demonstrated willingness to learn count?

 How does one characterize their educational experience?
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1. Michael Hammer, (1993). Reengineering the Corporation. p.71
2. Jean Piaget, a Swiss Philosopher (1896-1980), said; “The principle goal of education should be in creating men and women who are capable of doing new things, not simply repeating what others have done”.