Article Review
Running head: CASE STUDY FOR A WORKFORCE BOARD 1
Research Case Study Cover Page 1
Case Study: A Systematic Review of the 2 Most Effective Career Training 3
Programs for a Workforce Board 4 5
Tagline 6 Workforce boards or workforce development organizations oversee workforce programs in their local 7 area. The responsibility of the board is to ensure that the funds they spend in workforce development 8 results in advancing employment opportunities for incumbent workers. Toward that goal, this study 9 researched effective training programs in four of the most relevant industries in the northeastern U.S.; 10 healthcare, hospitality, advanced manufacturing, and the marine economy. Recommendations made from 11 this study can be used when making decisions on specific employment development programs. 12
Keywords 13 absorptive capacity, career development, employment, hiring, OJT, systematic review, workforce board, 14 workforce initiatives 15
Executive Summary 16 A systematic review was conducted for a state-sponsored workforce board, a non-profit quasi-17 governmental workforce development organization located in the northeastern U.S., to determine what 18 are the most effective career training programs in healthcare, advanced manufacturing, hospitality, and 19 marine economy industries for job seekers in U.S. based organizations. The absorptive capacity theory 20 was utilized in examining the research problem through a theoretical lens. The results indicated that on-21 the-job training (OJT) was found to be the most effective training technique across all the industries. 22 Career advising was also considered a crucial element of career training within the healthcare, hospitality, 23 and marine economy industries. Recommendations for the workforce board included revamping their 24 current OJT program and connecting with career advisors at the local high schools. Industry-specific 25 recommendations for the workforce board included providing academic support in healthcare, workforce 26 flexibility in advanced manufacturing, multilingual training in hospitality, and exposure to oceanic 27 concepts in academics for the marine economy. 28
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Research Case Study 29
Case Study: A Systematic Review of the 30 Most Effective Career Training 31
Programs for a Workforce Board 32 33
Introduction 34 Workforce boards are responsible for managing federal and state funding to increase sustainable 35 employment by providing training and counseling despite recent cuts of $238 million to underperforming 36 career centers (National Association of Workforce Boards, 2017; U.S. Department of Labor, 2017). The 37 purpose of this case study is to use an evidence-based approach to research and recommend the best 38 career training programs to offer job seekers increased employment opportunities within their region. As 39 case studies help researchers to examine the particular circumstances of one entity, this case study will 40 provide evidence that adds value to research and is generalizable across workforce boards in the United 41 States (Yin, 2012). 42 43 Career training and development has been evolving over the past 100 years as the focus has shifted to the 44 well-being and overall trajectory of the employees (Pope, 2000; Wilson & Brown, 2012). For the past 45 twenty years, states have created methods to reach the goals to maintain funding through the Workforce 46 Investment Act (WIA) of 1998 (Wilson & Brown, 2012). The targeted organization, a non-profit quasi-47 governmental organization, is one of many workforce centers covering cities in the U.S.. The targeted 48 workforce board is mandated and funded by the Department of Labor (DOL) through the Workforce 49 Innovation and Opportunity Act (WIOA) to provide educational and occupational skills programs. 50 51 The workforce board management recognizes the importance of improving overall metrics by supporting 52 job seekers and needs an active knowledge capture and evaluation process to avoid complacency or 53 settling for the status quo. The recent organization change of a new career center staff has the potential to 54 interrupt the effective information sharing and may prevent the absorptive capacity of new knowledge. 55 Finally, it is imperative that board decisions are made based on the latest knowledge of the industries and 56 that the board ensures that the recent organizational change is contributing to increased realized capacity 57 and not missing out on opportunities. 58
Review of Research and Theory 59 A theoretical framework is the application of a recognized theory to a problem at hand to assist the 60 researcher in understanding the various concepts and definitions (Grant & Osanloo, 2014). The absorptive 61 capacity theory was selected as the best fit to the organizational problem because it considers the amount 62 to which a firm can understand the value of new external information, comprehend it, and then apply it to 63 achieve their organizational goals (Cohen & Levinthal, 1989, 1990). Firms that are more innovative and 64 flexible through new knowledge from internal research and development, operations, consultants, 65 “absorptive capacity,” will have a competitive advantage over firms with lower abilities to retain new 66 knowledge (Miles, 2012, p.18). 67 68 Other researchers have applied the absorptive capacity theory to boards to understand how information 69 contributed to an increase in competitive advantage and increased the profit of the organization (Zahra, 70
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Filatotchev, & Wright 2009; Zhang, 2008). The application of the theory applies because the board is 71 open to information sharing and knowledge creation that could lead to improved employment rates for the 72 citizens of the region. 73 74 With a high absorptive capacity, the workforce board can use the information they gain to enhance their 75 programs to evolve into more effective career training opportunities and accomplish their metrics. 76 Examples of external sources providing information are board members, professional staff, the staff at the 77 career center, and consultants. When these sources provide knowledge, employees and volunteers should 78 be willing to hear new suggestions that can be applied to increase job placement. By assessing which 79 career development programs perform the best in each of the four major industries, the board will be able 80 to apply this knowledge to their current offering of services and increase their performance goals. A 81 theoretical concept model has been created to assist in understanding the problem through the theoretical 82 lens utilizing absorptive capacity theory (Figure 1). 83
84 85 86
Figure 1. The theoretical concept model is depicting the problem based on the absorptive capacity 87 model. 88
89 Alternative Perspectives 90 The social network theory was one of two alternative theories considered because the workforce board 91 serves as a broker between the employers and job seekers (Miles, 2012). The researchers dismissed this 92 theory due to a lack of interaction between the board and job seekers because of the vertical 93 organizational structure. The stakeholder theory was the second theory considered because it explains 94 how individuals align themselves with organizations for the sake of self-benefit (Freeman, 1984). The 95 self-benefit does not appear to apply because the board members are volunteering and not receiving any 96 reward or tangible benefit from the program. 97 98 However, there are weaknesses with the use of the absorptive capacity theory in that there is a lack of a 99 clear definition of “absorptive capacity,” and theorists developed the theory with a research and design 100 (R&D) focus rather than through an organizational lens (Miles, 2012). In this application of the theory, 101
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the researchers view the absorptive capacity as the ability of the workforce board to absorb the 102 information and the ability to change. The authors contend that the accumulation of new knowledge and 103 absorption into the feedback loop from the career center/job seekers back to the board reflects a potential 104 for increasing the success of the organization to provide the best opportunities for employees. 105
Methodology 106 A systematic review was chosen as the methodology for gathering evidence or new knowledge for this 107 case study since it is accepted as a rigorous and transparent process in identifying, evaluating and 108 synthesizing qualitative and quantitative studies to generate empirical evidence to answer a specific 109 research question for this organization (Mallett, Hagen-Zanker, Slater, & Duvendack, 2012). Given the 110 transparent and rigorous process that a systematic review entails, the recommendations provided herein 111 are supported through evidence identified in 33 scholarly articles. 112 113 The systematic search was conducted using the ProQuest ABI/INFORM Collection database and a 114 university library OneSearch research tool that simultaneously searches 45 library research databases. 115 Due to the varying nature of the four industries of study, different search strings were utilized to capture 116 and include the best available relevant research studies. The inclusion criteria for this systematic review 117 were scholarly (peer-reviewed) journals; qualitative and quantitative research in the four industries; and 118 studies of U.S.-based organizations. The exclusion criteria were non-English articles; studies of 119 international organizations (except for the marine economy); and studies of other types of industries. 120 After implementing the exclusion criteria in the abstract review, 139 articles were read beyond the 121 abstract to see if the study met the criteria resulting in 33 articles for inclusion in the case study. The 122 researchers evaluated the quality of the 33 articles chosen using the seven principles of the TAPUPAS 123 framework; transparency, accuracy, purposivity, utility, propriety accessibility, and specificity (Long, 124 Grayson, & Boaz, 2006). To maximize the usefulness of the TAPUPAS results, the Weight of Evidence 125 (WoE) benchmark was used as an additional measure of assessing the quality of the studies, and 126 individual results were averaged and grouped based on the relative importance, computing an overall 127 average quality rating for each of the 33 studies (Gough, 2007; Gough, Oliver & Thomas, 2017). All of 128 the articles were ultimately evaluated as being relevant to the research. 129 130
The Workforce Board 131 The workforce board studied was a non-profit, quasi-government organization in the northeastern U.S. 132 with employment professionals that connect businesses and job seekers through their statewide network. 133 They are one of several workforce development centers in the northeast, and cover several cities in their 134 state. They are mandated by the Department of Labor (DOL) through the Workforce Innovation and 135 Opportunity Act (WIOA) to provide educational and occupational skills to the citizens in their area. The 136 board receives the majority of its funding from federal grants from the DOL, but they also receive state 137 and private gifts as well. 138
The DOL measures the workforce board using a variety of key performance indicators that they are 139 regulated to report. One strategy that the board has developed to improve program performance metrics 140 mandated from DOL is to concentrate on the industries which have the most impact in their region; 141 healthcare, advanced manufacturing, hospitality, and marine economy. The workforce board uses key 142 performance indicators such as employment rates of job seekers that are placed, as well as the literacy of 143 youth. However, supplying career training, mentoring, job placement, and other services can be extremely 144 costly, so the board leaders want to ensure they are maximizing the funds spent on each potential worker 145 to have the highest impact of increasing employment. 146 147
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Workforce development organizations are responsible for training and developing skills for job seekers 148 for potential employment and for assisting employers to find qualified candidates and to improve the 149 training of their current workforce. Career counseling has evolved over the decades, along with an 150 increasing need for talent within the targeted industries. Career counseling has been occurring throughout 151 history since the early 1900s and has been changing to adapt to the needs of society. Pope (2000) 152 described career counseling in the U.S. in six stages. From 1890 to 1919, career placement, also referred 153 to as vocational guidance, was offered as society became more urban and industrial. From 1920 to 1939, 154 education in elementary and secondary schools became the focal point; while the shift to college and 155 university education and training of counselors was from 1940 to1959. From 1960 to 1979, meaning in 156 one’s work and systematic career development began the boom for counseling. Next was the transition 157 from the industrial age to the information era where outplacement counseling and independent career 158 counseling was the focus from 1980 to 1989. The current state of the career counseling phase, with the 159 changing demographics and constant increase in technology, has focused on multicultural career 160 counseling and a school-to-job transition. Transitional changes have been occurring in career counseling 161 and training for decades. 162 163
The primary industry of focus by the workforce board was healthcare since that sector employs 20 percent 164 of employees in the area and is on the rise (Data USA, n.d.). The increase in demand for healthcare was 165 attributed to a growing aging population, which means that many healthcare services are in higher 166 demand and increasing (Bureau of Labor Statistics, 2018a). Many of the high demand jobs will also be 167 the lowest paying jobs, which are home health aides (Bureau of Labor Statistics, 2018b). For these 168 positions, job seekers need a high school diploma and academic training to pass the certification exams. 169 170 Advanced manufacturing is the center of innovation and a generator of economic power in the U.S. 171 (National Science and Technology Council, 2018). Advanced manufacturing systems (AMS) use 172 improvements in technology such as robotics and precision tools to evolve production (Tao, Cheng, 173 Zhang, & Nee, 2017). After decades of decline, advanced manufacturing is on the rise and employs 13 174 percent of the area workforce (Data USA, n.d.; Giff et al., 2015; National Science and Technology 175 Council, 2018). The number of manufacturing job openings is increasing creating, an opportunity for the 176 workforce board to improve performance by matching businesses and individuals; however, the lack of 177 skills by job seekers may leave many of these positions unfilled (Giff et al., 2015). 178 179 Nationally, hospitality accounts for 10 percent of non-farm jobs or 16.3 million jobs; however, 10 percent 180 of workers are employed part-time (Bureau of Labor Statistics, 2016; Bureau of Labor Statistics, 2018c; 181 Employment and Training Administration, Department of Labor, U.S., 2010). According to the Bureau of 182 Labor Statistics (BLS), as of October 2018, the hospitality and leisure industry, which includes art, 183 entertainment, recreation, accommodation, and food service, accounted for 16,342,000 jobs (Bureau of 184 Labor Statistics, 2018). Entry-level positions such as front desk operations, housekeeping, engineering, 185 food and beverage, and revenue management require communication skills, problem-solving, and 186 customer service to meet the needs of high service expectations (Dias & Phillip, 2016). High turnover is 187 typical in the hospitality industry, potentially a cause of why there is a lack of training and development 188 for employees within these organizations. 189 190 Another of these industries is the marine economy or sometimes referred to as a “maritime economy” or 191 “blue economy.” The whaling and fishing industries have primarily dominated the marine economy. 192 Today, the maritime economy accounts for one of the largest industries in the workforce area among New 193 England’s states and accounts for $6.4 billion in gross state product, employing over 90,000 workers and 194 paying $3.4 billion in total wages. This sector of the economy is robust, with employment growing by 195 18.2 percent from 2005 to 2015. The maritime economy is made up of six sectors; tourism and recreation 196 (coastal), living resources, marine construction, offshore minerals, ship and boat building, and 197
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transportation. Of these six, “tourism and recreation is by far the largest sector in terms of employment, 198 although it accounts for a smaller share of total wages and gross state product” (p. ii). (Borges et al., 199 2017) 200 201 There are external and internal processes that play into achieving the goals of the workforce board, as 202 shown in the systems diagram in Figure 2. The board connects businesses and job seekers through their 203 statewide network and is measured on measurable skill gains, eg., GEDs and EMTs, program completion 204 rates, attendance rates, job placements, and post-secondary placements. The board developed 205 performance metrics to concentrate on the industries that impact their region. The management challenge 206 was to determine how the board can work more closely with their new career center partner to ensure the 207 appropriate training is being offered, and employees are providing quality employment to the community 208 within the top four industries (Urbon, 2018). 209
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Figure 2. Systems Diagram of the Workforce Board Interfaces. 212
Organizational Assessment 213 The targeted workforce board is interested in understanding the most effective career training or 214 intervention programs for job seekers in four major industries in the region; they include healthcare, 215 advanced manufacturing, hospitality, and the marine economy. Six months earlier, the board contracted 216 with a new company to run the Career Center (Urbon, 2018). Also, the board wants to maximize the 217 return from the funding provided by ensuring that the training programs provided to their clients will help 218 them to get hired and stay hired. This specialized training can be expensive, so it is important that the 219 workforce board provide oversight to the Career Center to ensure the right training is offered to the right 220 beneficiaries. Complicating the situation is that the workforce board also wants to demonstrate its impact 221 on the community by partnering with businesses and community groups to ensure they are satisfied with 222
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the employees delivered to them through the Career Center. The challenge was to address, How can the 223 workforce board collaborate with their new partner to ensure the appropriate training is being offered and 224 that the employees are providing quality employment to the community within the top four industries? 225
An organizational assessment was conducted of the targeted workforce board to better understand the 226 organization. A business model canvas of the key areas was analyzed, as illustrated in Figure 3. A value 227 chain analysis was performed to understand the activities that the organization performs to improve and 228 strengthen its competitive position (Porter, 1985). This analysis led the researchers to determine that 229 aggressive marketing is not needed. Instead, the organization should focus on quality outputs, 230 transparency to stakeholders, and consistency with other workforce boards. 231 232
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Figure 3. Business Model Canvas adapted from Strategyzer (2018) 235 236 The researchers identified the organization’s strengths, weaknesses, opportunities, and threats using a 237 SWOT analysis, depicted in Figure 4 (SWOT Analysis, 2009). Per the analysis, the strengths were 238 identified as the diversity of the members of the board as well as the experienced staff, whereas a primary 239 weakness was assumed based on their new career center and need to build new relationships. Examples of 240 opportunities are an exclusive workforce training provider in the area with diverse industries and 241 businesses. Finally, the threats are primarily financial due to the reliance on federal funding and their 242 dependence on the economy of the state and local area. 243
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244 245
Figure 4. SWOT Analysis for the Workforce Board 246
Discussion 247 Based on 33 articles identified in the systematic review of the literature, six themes emerged from the 248 evidence. The first theme demonstrated the importance of on the job training (OJT); and while it may 249 seem obvious, because it requires increased staffing, it might not be viewed as the best option. There are 250 staff members in the workforce board who have been incredibly supportive of OJT, and so the dominance 251 from this theme will provide them with the necessary confidence in their work. The second dominant 252 theme relating to career advisors required actively managing relationships with multiple educational 253 outlets and employers. Because the evidence supports work in high schools and community colleges, this 254 expands the training requirements for career advisors and complicates the sharing of updated information. 255 256 The four industry-specific themes are identified for this organization and other workforce boards so that 257 they can understand the nuances regarding training in a variety of industries. In the healthcare field, it was 258 clear that job seekers need a strong academic foundation to pass their training and exams. This academic 259 rigor should take place in the high schools, but the training should also be offered in community colleges. 260 The advanced manufacturing industry is challenged by sometimes cost-prohibitive training and diverse 261 requirements to satisfy the training needs of new employees. For companies to keep up with the training, 262 it could cut into their profit. The hospitality theme outlined the language barriers and the need for finding 263 ways to increase the confidence and job satisfaction of potential employees. This requires costly 264 language-based training and oversight to measure employees’ perceptions. The marine economy suffers 265 from a lack of general awareness among young people and women; also, there is not enough training 266 available. To improve in both areas, there needs to be an explicit plan to increase training opportunities in 267 schools and the community. 268 269 By reinforcing the importance of gaining and applying the new knowledge found in the themes, the 270 workforce board can break away from the status quo and increase their absorptive capacity. By sharing 271 this information with the new career center staff, new ideas on the best way to provide training and 272 opportunities for job seekers will emerge and improve their metrics. Since the members of the board are 273
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open to generating and listening to new ideas from external sources to find the most effective career 274 development methods for employment in the local areas’ critical industries, they can use the knowledge to 275 increase the efficiency of training programs, human capacity, and funding resources. Synthesizing and 276 evaluating the findings through the theoretical lens of the absorptive capacity theory assisted the 277 researchers in developing a set of recommendations to improve performance metrics for the board. 278
Recommendations 279 The themes that emerged during the systematic review serve as a conduit to providing recommendations 280 that the workforce board can consider for enhancing their career training programs. 281 282 Revamp Current OJT Program 283 The workforce board should look at their current OJT program to ensure that it is incorporated into every 284 job seekers’ career pathway. Different types of OJT could include internships, apprenticeships, and job 285 shadowing. Hanks and Madland (2018) reported that OJT could improve employees’ employment rate 286 more than formal schooling, especially when they are industry-specific and appropriately matched 287 between the employee and business. These changes would likely require the career center staff to dedicate 288 more time to finding suitable employers, matching the applicants, managing the expectations of both 289 parties, assisting in developing a training plan that fits the employer’s needs, and guiding the employer 290 through the OJT process to ensure a successful outcome. The board could specifically look at what types 291 of industry positions would be best for job seekers to come in and work as interns or in apprenticeships. 292
Connect with Career Advisors at High Schools 293 The workforce board should connect with local high school career advisors to share with them on the 294 center's current career offerings and training initiatives, especially for the out of school youth program. 295 The career advisors at the high school should relay this information to their students to assist with career 296 planning and development. Career counselors can help to introduce students to careers and fields they 297 might be unfamiliar with (“Career planning for high schoolers,” 2015). The state of Ohio piloted a new 298 program to provide students with mentors, experiential learning, integrated academic coursework with 299 career training, and career-focused counseling, and after just one year, the schools reported positive 300 impacts attributed to the increased focus on the students and providing educators with the tools needed to 301 help the students (Ohio Department of Education, 2017). 302
Offer Healthcare Training at High School and Community College 303 An academic partnership with the local high schools and the community college needs to provide students 304 and job seekers with the academic rigor necessary to complete training for healthcare and pass state 305 certification exams. One successful healthcare partnership program in schools is the Health Care Connect 306 in Chester County, Pennsylvania, which had a White Coat ceremony for 75 local middle and high school 307 students (“Future Health Care Workers Celebrated at White Coat Ceremony,” n.d.). Community colleges 308 are also natural partners in educating students in healthcare because they can provide basic education as 309 well as the specific training needed for healthcare. The National Association of Counties (2010) 310 encourages making healthcare training investments in schools and encourages web-learning and 311 mentorships to offset the high cost. 312
Create Workforce Flexibility 313 Since advanced manufacturing training is costly, the workforce board should strive for more efficient 314 training through customized training and integrated learning to create workforce flexibility by directing 315 resources to incumbent workforce training. For example, it is not always advantageous to pull current 316 employees off the production floor for training. Instead, finding creative ways to provide training in the 317 field would be more advantageous. A registered apprenticeship initiative that combines “on-the-job 318 learning, related instruction, mentoring, and incremental wage increases” developed by the National 319
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Institute for Metalworking Skills was shown to be effective in improving recruitment and retention, job 320 skills, and the quality of production (Employment and Training Administration, United States Department 321 of Labor, n.d., p. 6). This competency-based training proved to be an efficient process for apprentices to 322 acquire new skills and reduce training costs. 323
Offer Classes in English and Other Languages 324 The workforce board should consider developing training programs for communication skills in the 325 hospitality industry. Training could be offered in their native language so that they can understand the 326 training, but English classes should also be offered so students can improve their communications with 327 others in the workplace. McDonald’s realized this potential; and assisted employees in improving their 328 English skills, earning a high school diploma, working towards a college degree, and making an education 329 and career plan with advisors (“McDonald's Archways to Opportunity,” n.d.). McDonald's contracts with 330 community colleges to tailor training to the employees’ needs and to provide advanced courses (Meinert, 331 2018). In a high-turnover industry, the program has improved retention rates among participants, with 88 332 percent still working for McDonald’s one year after course completion, and 75 percent remained after two 333 or three years (Meinert, 2018). 334
Incorporate Oceanic Studies in School Curriculum 335 To attract new workers in the marine economy, the workforce board should consider working with the 336 local middle and high schools to develop a curriculum that incorporates oceanic studies that further 337 educates students from a career perspective. Taking part in the curriculum may generate interest from 338 students, who ultimately will gravitate to career opportunities within the marine sector. Within the 339 curriculum proposal, the board can incorporate marine spatial planning (MSP) education as a central 340 focus. MSP is a useful tool for planning and management of marine waters in a sustainable way, to 341 resolve the issues and gaps that exist in current educational programs related to the field of MSP (Gissi & 342 Suarez de Vivero, 2016). The workforce board may further research MSP to determine if there is a need 343 to develop an in-house maritime training program that can provide appropriate training to job seekers in 344 the area. 345
Further Considerations for Implementation 346 To implement the recommendations within this case study, the workforce board should employ dedicated 347 staff to build relationships with businesses in each industry. Staff can work with businesses to offer 348 internships, mentoring, and apprenticeships to job seekers. Within the high school and community college 349 level, trained staff should visit and build relationships with the surrounding schools and the guidance 350 counselors. The discussions with the schools should include internship opportunities, career advising, and 351 suggestions on enhancing the curriculum to include educational opportunities for these industries. 352 Concerning the advanced manufacturing industry, the workforce board can consider providing a direct 353 resource for incumbent workforce training to strengthen and reinforce workers’ skills within this industry. 354 Finally, the board should work with the local community to offer training programs in the native language 355 of their clients as well as offering English courses to help job seekers improve their written and oral 356 English skills. 357
Implementation Risks 358 There are risks associated with implementing the recommendations. When executing the 359 recommendations, it is important not to neglect the current successful operations and strategies. The 360 implementation plan may require hiring additional staff members who add a financial burden to the 361 organization. There is a potential risk to damage relationships with businesses in the various industries 362 and the integrity of the programs by providing non-qualified job seekers. Thus, it is critical that the 363 organization matches job seekers with the best fit industry so that the job seeker will complete the 364 program. An unintended consequence of upskilling job seekers is that it may lead to artificial salary 365 inflation that would be costly to employers or employees may leave the organization taking their new 366
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skills with them (Snell et al., 2000). During the process, the workforce board will want to make sure they 367 are not duplicating efforts the career center has already been implementing. Instead, the board can use 368 these recommendations to confirm what they are already accomplishing and identify additional areas of 369 improvement. 370
Conclusions 371 After completing a systematic review and evaluating the themes that emerged from the evidence, this 372 paper provided insight to the targeted workforce board in identifying the most effective career training 373 programs in the healthcare, advanced manufacturing, hospitality, and marine economy industries for job 374 seekers in U.S.-based organizations. Job seekers who have OJT, career advisors, academic support in 375 healthcare, workforce flexibility in advanced manufacturing, language training in hospitality, and 376 exposure to oceanic concepts in academics are more likely to get hired and stay employed. Evidence 377 found through the systematic review supports the recommendations provided, and the workforce board 378 leadership was advised to share these findings with the key stakeholders to gain buy-in from the board 379 members, the staff at the career center, and the job seekers. 380
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Running head: CASE STUDY FOR A WORKFORCE BOARD 1
595
Reviewer Appendix 596
The RCS Question 597 The case study was prompted by a doctoral course requirement to use evidence based research to address an organizational problem of 598 a known organization. Problems were gathered from alumni and faculty associates and assigned to student research teams. Prior to the 599 project, the research team was not familiar with the case organization. The research team met with the person responsible for 600 managing the MassHire GNB program to gain her perspective on the organization and the issues she was encountering. The team then 601 prepared and presented to the client a research proposal. Upon approval of the research proposal, the members of the research team 602 conducted a scoping review in the format of a Rapid Evidence Assessment (REA), following the guidance from the Center for 603 Evidence Based Management. The scoping reviews helped the team to focus their case study on the four industries and the literature 604 surrounding them. The research team met via Zoom and in person with stakeholders from the organization at various stages of the 605 research including; research problem formulation, organizational assessment, findings from REAs, and presentation of preliminary 606 findings and recommendations. The final client report containing the detailed analysis and synthesis was sent to the client for their 607 review and feedback. The client presented our detailed findings to the board members. While the board member gave permission for 608 the case study to be published, they wished for the organization to remain anonymous as they were part of a greater state-wide 609 program. Hence, while the name of the organization is provided here in the reviewer’s appendix for the reviewer’s awareness, it is not 610 referred to by name in the paper submitted for publication consideration and will not be named in the final paper. 611
Case Research Design 612 The research focused on a single case, the MassHire Greater New Bedford workforce development board. By addressing a single case, 613 the recommendations could be targeted and tailored for the organization and provide them with the most benefit. Although the 614 findings and recommendations can likely be generalized, four specific industries were chosen based on this single case. The research 615 design included a systematic review of the literature that was assessed as being relevant to answer the MassHire GNB research 616 question of “What are the most effective career training programs in the healthcare, advanced manufacturing, hospitality, and marine 617 economy industries for job seekers in U.S. based organizations?” By conducting a thorough review of the literature using four 618 different (but parallel) searches in a large number of library databases, most all of the relevant literature should have appeared for the 619 research synthesis. The overall research approach is shown in Appendix A, under the supplemental analysis. 620
The study used a systematic review methodology because it is a rigorous and transparent process in identifying, evaluating, and 621 synthesizing qualitative and quantitative studies to generate empirical evidence to answer a specific research question (Mallett, Hagen-622
CASE STUDY FOR A WORKFORCE BOARD 2
Zanker, Slater, & Duvendack, 2012). Given the transparent and rigorous process that a systematic review goes through, the 623 recommendations provided within the paper are supported through the body of evidence. 624 625 Search Strategy 626 The systematic search was conducted by using the OneSearch library research tool that simultaneously searched 45 library research 627 databases as well as the ProQuest ABI/INFORM Collection database. Due to the varying nature of the four industries of study, 628 different search strings were utilized to capture the best available relevant research studies to be included (Appendix B). The inclusion 629 criteria for this systematic review were scholarly (peer-reviewed) journals; qualitative and quantitative research in the four industries; 630 and studies of U.S. based organizations. The exclusion criteria were non-English articles; studies of international organizations; and 631 studies of other types of industries. One exception to the international exclusion were articles searched about the marine economy 632 because it was very under-represented in the literature among only U.S. based organizations. A limitation was that other databases 633 might have yielded additional relevant studies that could have enhanced the findings although primary business and management 634 databases were selected. 635 636 Study Selection 637 The initial results of the search strings yielded 1,418 articles; 51 articles more articles through snowballing (or searching the reference 638 lists of already included articles to identify additional research). After duplicates were removed, 1,236 articles remained for analysis. 639 After implementing the exclusion criteria in the abstract review, 139 articles were read beyond the abstract to see if the study met the 640 criteria of the research question. Articles were excluded based on relevance to the research question. A PRISMA flow diagram and a 641 full list of databases table were constructed to provide transparency of the search and screening process that resulted in 33 articles for 642 inclusion in the case study (Appendices C and D). 643 644 Critical Appraisal 645 The 33 articles chosen were then evaluated for quality utilizing the seven principles of the TAPUPAS framework (transparency, 646 accuracy, purposivity, utility, propriety accessibility, and specificity) (Long, Grayson, & Boaz, 2006). The TAPUPAS factor checklist 647 questions (Appendix E) were assessed using the general guidelines (Appendix F) resulting in an average rating of low, low/medium, 648 medium, medium/high or high (Appendix G). To maximize the usefulness of the TAPUPAS results, a weight of evidence (WoE) 649 benchmark grouped the averages on the individual results based on the relative importance to compute an overall average quality 650 rating for each of the 33 studies and as an additional measure of assessing the quality of the studies the epistemological approach by 651 the authors (Gough, 2007; Gough, Oliver & Thomas, 2017) (Appendix H). Each article was evaluated independently by at least two 652 researchers. For those articles receiving a low quality score, the articles were reviewed once again to see that they added value by 653 addressing the research question. All of the 33 articles remained for the synthesis. 654 655
CASE STUDY FOR A WORKFORCE BOARD 3
We synthesized the qualitative research using a thematic analysis. Thematic analysis is the process of finding themes among 656 qualitative data that can represent a concept or idea (Boyatzis, 2009; Saldana, 2013). From there, analytical themes are uncovered and 657 related to each other to synthesize new information (Evers, 2016; Thomas & Harden, 2008). A meta-data code framework of the 658 information about each study was captured (Appendix I). The emerging themes were finalized into subcategories under the main 659 themes (Appendix J). Additional appendices show the detailed coding for each of the industries (Appendices K-P). 660 661
Supplemental Analysis 662 The following appendices show the detail of the rigor and transparency through which the systematic review and thematic analysis was conducted. 663
664
CASE STUDY FOR A WORKFORCE BOARD 4
Appendix A 665
Research Approach of the Systematic Review 666
667
668
669
CASE STUDY FOR A WORKFORCE BOARD 5
Appendix B
Search Strings
Search String Database
("career development" OR "career training" OR "career counseling" OR "career guidance" OR "occupational training" OR "job training" OR "professional training" OR "Career pathway" or "career pipeline" or "career education" OR "professional development" or (career n5 train*)) TI title)
AND
((healthcare OR "health care" OR "allied health" OR medical OR "health science" or clinical) n3 (career or job or field or employ*)) ABS (abstract)
OneSearch
ab(("career development" OR "career training" OR "career counseling" OR "career guidance" OR "occupational training" OR "job training" OR "professional training" OR "Career pathway" OR "career pipeline" OR "career education" OR "professional development" OR (career NEAR/5 train*)))
AND
((healthcare OR "health care" OR "allied health" OR medical OR "health science" OR clinical) NEAR/3 (career OR job OR field OR employ*))
ABI/Inform
CASE STUDY FOR A WORKFORCE BOARD 6
("job training" OR "occupational training" OR "career training" OR "vocational training" OR "vocational education") n5 (placement OR hire* OR hiring OR select*) AND manufactur*
OneSearch
("job training" OR "occupational training" OR "career training" OR "vocational training" OR "vocational education") n/5 (placement OR hire* OR hiring OR select*) AND manufactur*
ABI/Inform
("career development” or “career training” or “career counseling” or “career guidance” or “occupational training” or “job training” or “professional training”) (AB Abstract) AND (“job placement” or employment) (TX All Text) AND (hospitality or restaurant or hotel or “entertainment industr*”) (AB Abstract)
OneSearch and ABI/Inform
("career development" or "career training" or "career counseling" or "career guidance" or "occupational training" or "job training" or "professional training") AND ("job placement" or employment) AND (maritime or marine or "marine economy" or seafarer or “boat building” or offshore or coastal) NOT (“marine corps”)
OneSearch and ABI/Inform
CASE STUDY FOR A WORKFORCE BOARD 7
Appendix C PRISMA Flow Diagram
This figure is the PRISMA Flow Diagram for the literature search conducted in this case study. Adapted from “Preferred Reporting Items for Systematic Reviews and Meta-Analyses: PRISMA Diagram” by D. Moher, A. Liberati J. Tetzlaff and D. Altman, 2009. The Journal of Clinical Epidemiology, 62(10), 1006-1012, doi: 10.1016/j.jclinepi.2009.06.005.
Records identified through database searching
(n = 1,418)
Sc re
en in
g In
cl ud
ed
E lig
ib ili
ty
Id en
ti fi
ca ti
on
Additional records identified through other sources
(n = 51)
Records after duplicates removed (n = 1,236)
Records after abstract review for relevance
(n =139)
Records excluded (n = 1,097)
Full-text articles assessed for eligibility
(n =139)
Full-text articles excluded, with reasons
(n = 106)
Studies included (n = 33)
CASE STUDY FOR A WORKFORCE BOARD 8
Appendix D
Databases Used in the Systematic Review with Number of Articles
Database Number of Articles
ABI/INFORM Collection 9
Business Source Complete 7
Complementary Index 1
Education Research Complete 1
ERIC 1
Health Business Elite 1
JSTOR 1
MasterFile Premier 2
ScienceDirect 4
*Scopus 6
CASE STUDY FOR A WORKFORCE BOARD 9
Total 33
Note. *One article was found utilizing the forward snowballing method in this database. Truman (2009) as cited in Bretz and
Thompsett (1992).
CASE STUDY FOR A WORKFORCE BOARD 10
Appendix E TAPUPAS Principle Factor Checklist
A. Transparency - clarity of purpose 1. Does the author(s) clearly state the purpose? 2. Does the author(s) present an explicit RQ/Hypothesis? 3. Does the author(s) identify the methodology? 4. Does the author(s) discuss potential bias? 5. Does the author(s) discuss limitations?
B. Accuracy – accurate
1. Does the author(s) identify inclusion and exclusion criteria? 2. Does the author(s) indicate how the research was conducted? 3. Does the data support the findings? 4. Does the author(s) avoid overreach?
C. Purposivity - fit for purpose method
1. Are the methods appropriate for the RQ/Hypothesis?
D. Utility - provides relevant answers 1. Does the research design ensure value-driven findings?
E. Propriety - legal and ethical research
1. Was the research conducted in an ethical manner? F. Accessibility – understandable
1. Is the article easy to follow? 2. Does the author(s) use "plain" language? 3. Does the author(s) identify search strings? 4. Does the author(s) explain tables, figures, and appendices?
G. Specificity - method-specific quality
1. Is strong research knowledge evident? 2. Is there strong practitioner applicability?
Note. TAPUPAS principle factors adapted from Gough (2007).
CASE STUDY FOR A WORKFORCE BOARD 11
Appendix F
Quality Ratings Answer Key
TAPUPAS Principle Factor Answers Rating
Not at all Low
Not really Low/Med
Somewhat Med
Mostly Med/High
Yes High
Not applicable N/A
CASE STUDY FOR A WORKFORCE BOARD 12
Appendix G
TAPUPAS Principle Factor Ratings
Author(s) / Year of publication T A P U P A S
Ali, Brown, & Loh (2017) High High High High High High High
Arora, Schneider, Thal, & Meltzer (2011)
Med Low High High High Med Low
Beer & Meethan (2007) Med High High High High Med High
Bretz & Thompsett (1992) High Med Med Med High Med Med
Brownell (2004) Low/ Med
Med Med Med/ High
High Med Med
Chuang (2011) High High High Med/ High
High High High
Chuang, Walker, & Caine-Bish (2009) Med/ High
Med/ High
High Med High Med High
Darrah (1995) Low Med Med Med Med High Med
Dias & Phillip (2016) Med Med Low/ Med High Med Med
CASE STUDY FOR A WORKFORCE BOARD 13
Med
Dickey, Watson, & Zangelidis (2011) High High High High High High High
Egan & Andress (2018) Low Low Low High High High Low
Frash, Antun, Kline, & Almanza (2010) Med Med Med/ High
Med High High Med/ High
Fullwiler & Meyeraan (2010) Med Low Low Low Med High Low
Gissi & Suarez de Vivero (2016) Med Med High High High Med High
Goldstein, Lowe, & Donegan (2012) High Med Med Med High High Med
Goodman & Kallenbach (2018) Med Med Med High High Med Med
Holzer (2012) Med Low Low High High Med Med
Hoyt & Matuszek (2001) Med Med Med Med High High Med
Jaworski, Ravichandran, Karpinski, & Singh (2018)
Med/ High
Med/ High
High Med High High Med
CASE STUDY FOR A WORKFORCE BOARD 14
Kanagui-Munoz, Garriott, Flores, Cho, & Groves (2012)
Med Med High Med High High High
Lu, Weng, Huang, Leung, & Wang (2018)
High High High High High Med High
Lusby & Cader (2010) Med Low Low Low High Med Med
Morgan, D'Amico, & Hodge (2015) High High High High High Med High
Raelin (2011) Low Low Low Med High High Low
Ravichandran, Cichy, Powers, & Kirby (2014)
Med Med Med Med Med High Med
Ruggunan & Kanengoni (2017) High High High High High High High
Snell, Lepak, Dean, & Youndt (2000) High High Med High High High High
Thomas (2004) Med High High Med Med High High
Tillman & Tillman (2008) High High High High High High High
Truman (2009) High High Med High High Med High
CASE STUDY FOR A WORKFORCE BOARD 15
Wirojanagud, Gel, Fowler, & Cardy (2007)
Med Med Med Med Med Low Med
Wu, Chen, Ye, & Ho (2017) High High High High High Med High
Yang & Chen (2005) Low Low Med Low Med High Med
Note. Med = Medium, T = Transparency, A = Accuracy, P = Purposivity, U = Utility, P = Propriety, A = Accessibility, and S = Specificity. TAPUPAS principle factors adapted from Gough (20
CASE STUDY FOR A WORKFORCE BOARD 16
Appendix H
Overall WoE Assessment Rating and Epistemological Approach
Author(s)
Year of publication
WoE A AVG
Transparency Accuracy
Accessibility
Specificity
WoE B AVG
Purposivity
WoE C AVG
Utility
Propriety
Overall
WoE
Quality Rating
Epistemological Approach by the
Author(s)
Ali et al. (2017)
High High High High Post-Positivist
Arora et al. (2011)
Low/Med High
High Med/High Post-Positivist
Beer & Meethan (2007)
Med/High High High High Realist
Bretz & Thompsett (1992)
Med Med Med/High Med Positivist
Brownell (2004)
Med Med High Med Realist
CASE STUDY FOR A WORKFORCE BOARD 17
Chuang (2011)
High High High High Pragmatist
Chuang et al. (2009)
High High Med/High High Pragmatist
Darrah (1995)
Med Med Med Med Interpretivist
Dias & Phillip (2016)
Med Low/Med Med/High Med Realist
Dickey et al. (2011)
High High High High Post-Positivist
Egan & Andress (2018)
Low Low High Low Realist
Frash et al. (2010)
Med Med/High Med/High Med Realist
Fullwiler & Meyeraan (2010)
Low/Med
Low
Low/Med
Low
Realist
CASE STUDY FOR A WORKFORCE BOARD 18
Gissi & Suarez de Vivero (2016)
Med High High High Post-Positivist
Goldstein et al. (2012)
Med/High Med Med/High Med Interpretivist
Goodman & Kallenbach (2018)
Med Med High Med Interpretivist
Holzer (2012)
Med Low High Med Interpretivist
Hoyt & Matuszek (2001)
Med Med Med/High Med Positivist
Jaworski et al. (2018)
Med/High High Med/High High Pragmatist
Kanagui- Munoz et al. (2012)
Med/High High Med/High High Interpretivist
CASE STUDY FOR A WORKFORCE BOARD 19
Lu et al. (2018)
High High High High Post Positivist
Lusby & Cader (2010)
Med Low Med Med Realist
Morgan et al. (2015)
High High High High Interpretivist
Raelin (2011)
Low Low Med/High Low Interpretivist
Ravichandr an et al. (2014)
Med Med Med Med Interpretivist
Ruggunan & Kanengoni (2017)
High High High High Post Positivist
Snell et al. (2000)
High Med High High Interpretivist
Thomas (2004)
High High Med High Post Positivist
CASE STUDY FOR A WORKFORCE BOARD 20
Tillman & Tillman (2008)
High High High High Realist
Truman (2009)
High Med High High Positivist
Wirojanagu d et al. (2007)
Med Med Med Med Positivist
Wu et al. (2017)
High High High High Post Positivist
Yang & Chen (2005)
Low/Med Med Low/Med Low/Med Interpretivist
Note. AVG = Average, Med = Medium. WoE adapted from Gough (2007).
CASE STUDY FOR A WORKFORCE BOARD 21
Appendix I
Meta-Data Codes (Categorical Coding)
Author(s)
Year of publication
Article Title Database Sector
Population
Sample Size
Research Design Main Findings
Ali et al. (2017)
Project hope: Evaluation of health science career education programming for rural Latino and European American youth
ABI/INFORM Collection
Latino and European American eighth-grade students in Midwest rural communities enrolled in a career planning course
Sample size: Study 1- 73, Study 2- 50
Two quasi- experiments
Study 1: All students only had a moderate increase in vocational and math/science self-efficacy. There are no significant differences between Latino and European American students between their increases. Study 2: There was not a significant increase in math/science or health career self-efficacy. However, there was a difference between Latino and European Americans. EA had higher health science self-efficacy while Latino students had a higher interest in becoming a physician
Arora et al. Design of an intervention to
Scopus High School juniors in Chicago who are
Quasi-experiment This study is only describing the design but did not
CASE STUDY FOR A WORKFORCE BOARD 22
(2011) promote entry of minority youth into clinical research careers by aligning ambition: The teach (training early achievers for careers in health) research program
participating in the University of Chicago's Collegiate Scholars Program
Sample size: 60
provide quantifiable. Some sample findings of the interviews were provided that showed students in the TEACH group provided more specific answers to questions about careers in health research than the control group of students
Beer & Meethan (2007)
Marine and maritime sector skills shortages in the South West of England: Developing regional training provision
ERIC Marine and Maritime Sector
Sample size: 0
Qualitative Organizations decide the training necessary and not at a national level. Organizations do not want to invest if they lose their employee. They are concerned with the loss of productivity while the employee is being trained. The concern with costs associated with upgrading workshops.
Bretz & Thompsett (1992)
Comparing traditional and integrative learning methods in organizational training
Business Source Complete
Employees at Kodak
Sample size: 172
Quasi-experimental (pretest/training/postte st/control group)
Trained participants performed significantly better than the control group. Trained participants reacted more favorably to integrative-learning-based training, but performance did
CASE STUDY FOR A WORKFORCE BOARD 23
programs not differ between training interventions.
Brownell (2004)
Ingredients for success in career development
Complementar y Index
Eight hotel companies, 187 general managers; 111 usable survey responses, 59.3% response rate
Mixed Method (5- point Likert Scale, Open-ended questions, survey)
Interpersonal communication skills, leadership, and trustworthiness are important for hospitality success. 35% of all general managers indicated that finding qualified staff was their biggest problem. Hospitality industry often is not considered to be a top career choice for well-qualified young people in the job market. Classroom training methods alone are insufficient to prepare leaders to handle the dynamics of unanticipated events in a constantly changing workplace.
Chuang (2011)
Job-related barriers and coping behaviors in the career development of hospitality undergraduates
Scopus 430 surveys; 377 responses from hospitality students at two universities
Mixed Method (demographic, open ended-questions, 7- point Likert Scale, survey)
"When students were given a choice to rate a predetermined list from the PCB scale, they rated the tight job market as the top concern, followed by lack of connection. According to the results from opened- questions, students cited lack
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of experience and competition as their top concerns" (p.23).
Chuang et al. (2009)
Student perceptions of career choices: The impact of academic major
Education Research Complete
150 undergraduate students in 3 majors: Hospitality Management, Human Development, and Family Studies, and Nutrition and Dietetics at a university in northeastern Ohio
Mixed-Method (demographic, open ended-questions, 7- point Likert Scale, survey)
"Students rely on faculty expertise to help them make well-informed career goals" (p.26). "Professional advisors at the School or College levels may be helpful as students enter the University and begin the transition from high school to college" (p.26). "By working closely with professional counselors in their College or University's career services department and partnering with high-quality professionals in the field, faculty advisors can better meet the career assistance needs of their students" (p.26).
Darrah (1995)
Workplace training, workplace learning: A case study
JSTOR Kramden Computer Manufacturing
Sample size: Unknown
Qualitative case study (participant observations, semi- structured interviewing)
OJT conducted off the plant floor failed to resolve workmanship problems.
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Dias & Phillip (2016)
The effects of a career development course on hospitality students’ career decision making self-efficacy
Business Source Complete
52 students Quantitative (pre/post surveys using a 5- point Likert Scale)
After taking a career development course, students had more confidence in their preparation to enter the job market. The career development course included: understanding the role of networking in the hospitality industry and its relation to the individual professional development of career goals, learning interviewing techniques, preparing a resume and cover letter, developing an e- portfolio, and practicing the essentials of business etiquette.
Dickey et al. (2011)
Job satisfaction and quit Intentions of offshore workers in the UK North Sea oil and gas industry
Business Source Complete
Offshore Workers
Sample size: 321
Quantitative Shortage of skilled workers who fail to attract and retain new workers. Job satisfaction, promotion prospect and training opportunities
Egan & Andress (2018)
Strengthening adult career pathways in Minnesota: A professional
MasterFILE Premier
Managers of Adult Basic Education in the state of Minnesota
Case study Using an experiential learning model to build a curriculum for the professional development of managers in Adult Basic
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development cohort for managers
Sample size: Not provided
Education and Career Pathway programs
Frash et al. (2010)
Like it! learn it! use it?: A field study of hotel training
Scopus 25 hotels in 5 states (IN, IL, PA, VA, NC, & SC) 150 total participants
Mixed Methods (field Study using: three measures of transferred performance through role-play and a forty- item survey)
"Build the individual's motivation to transfer" (p.409). "Design training interventions with the trainee in mind" (p.409). "Performance expectations should be clear, attainable, and rewarded when achieved" (p.410).
Fullwiler & Meyeraan (2010)
Confronting poverty with jobs and job training: A Northeast Iowa case study
ABI/INFORM Collection
Job seekers in Northeast Iowa
Sample size: 188
Case Study Of the 188 people who expressed interest in the certified nursing assistant program, 118 were accepted. Of the 118 accepted, 83 completed training and 77 took the exam. 67 of those 77 passed and 60 were hired (72% of those who completed the training were hired).
Gissi & Suarez de Vivero (2016)
Exploring marine spatial planning education: Challenges in structuring
ScienceDirect Marine Spatial Planning
Sample size: 191
Quantitative MSP training exists in higher education but not at the vocational level.
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transdisciplinary
Goldstein et al. (2012)
Transitioning to the new economy: individual, regional and intermediation influences on workforce retraining outcomes
Business Source Complete
Students enrolled in BioWork - a community college course offered in NC
Sample size: 250/84
Qualitative study (field observations)
Institution influences job placement, job, and local market experience influences job placement, demographics did not influence job placement, accessibility did not have a positive relationship with job placement
Goodman & Kallenbach (2018)
Blending college preparation and career development for adult students in New England
MasterFILE Premier
Adult learners in New England who participated in "Transition to College and Careers" project
Sample size: 397
Longitudinal study Of the students who started the program, the majority finished it and improved their reading and math skills. Barriers to completing the program were lack of transportation and health issues. All students took an online health science course about health science careers, and the students responded very positively to the course.
Holzer (2012)
Good workers for good jobs: improving education and workforce
ABI/INFORM Collection
Job creation, skills demanded by employers, the supply of workers with skills in the
Literature review The labor market in the U.S. creates good jobs, but workers do not have the desired skills.
CASE STUDY FOR A WORKFORCE BOARD 28
systems in the US
United States
Sample size: N/A
Hoyt & Matuszek (2001)
Testing the contribution of multi-skilled employees to the financial performance of high-tech organizations
Business Source Complete
Automotive parts and accessories, semiconductor components, instrumentation equipment manufacturing
Sample size: 39 companies (pilot test) to establish measures based on financial records and company policy
Mixed-Method cross- sectional study (qualitative and quantitative), stratified sampling
Multi-skilled workers are not a significant predictor of financial performance.
Jaworski et al. (2018)
The effects of training satisfaction, employee benefits, and incentives on part-time employees’ commitment
ScienceDirect 120 responses, usable response rate of 88.9%
Quantitative (questionnaire using a 5-point Likert Scale)
The highest satisfaction with training methods was on-the- job training and job shadowing. Satisfaction with training significantly impacted job commitment (p.9).
Kanagui- Latina/o Food Scopus Ten focus groups, Qualitative (semi- Career counselors working
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Munoz et al. (2012)
industry employees’ work experiences: Work barriers, facilitators, motivators, training preferences, and perceptions
75 people interviewed in total
structured focus group interviews)
with Latina/o immigrants should consider hands-on learning and visual training, understanding their former work experiences, consider offering English classes to improve workplace communications.
Lu et al. (2018)
Assessing the seafaring intention of maritime students in Hong Kong
ScienceDirect Maritime in Hong Kong
Sample size: Multiple ANOVA
Quantitative Organizations will try to keep costs down by using labor from developing countries. There is a lack of appropriate recruitment to draw interest in new recruits.
Lusby & Cader (2010)
The workforce investment act and worker shortage in rural health: Preliminary evidence from Louisiana
ABI/INFORM Collection
Non-physician healthcare job seekers in Louisiana
Sample size: N/A
Population survey Louisiana uses funds from the Workforce Investment Act (WIA) of 1998 to train job seekers. Healthcare is a high demand employment field and allows for job seekers to use a voucher system to gain education for job skills. The study evaluated the relationship between people who received vouchers for training (Registered Nurses and Licensed/Practical vocational nurses and those who found
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employment in healthcare in Louisiana. The study used census and department of labor information and concluded that access to training funds did not help with the shortage of nursing employees in Louisiana.
Morgan et al. (2015)
Major differences: modeling profiles of community college persisters in career clusters
ABI/INFORM Collection
Non-physician healthcare job seekers in Louisiana
Sample size: 1540
Longitudinal study Relationships between students who stayed enrolled in college were found with their major of study (career cluster).
Raelin (2011)
Work-based learning in US higher education policy
ABI/INFORM Collection
US-based institutions of higher learning
Sample size: N/A
Literature review Work-based learning has demonstrated that knowledge can be gained through the reflection of their workplace lessons
Ravichandra n et al. (2014)
Exploring the training needs of older workers in the foodservice industry
ScienceDirect Two focus groups, 19 people interviewed in total
Qualitative (focus group interviews)
Older foodservice employees appreciate the benefits of incorporating technology into training, however, are frustrated with the short time allocated to learning new technology. There are a variety of current training
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methods for foodservice employees. Participants felt they benefited most from on- the-job training. Apprenticeships were preferred for more specialized back-of-house jobs.
Ruggunan & Kanengoni (2017)
Pursuing a career at sea: an empirical profile of South African cadets and implications for career awareness
ABI/INFORM Collection
Maritime Policy & Management
Sample size: Multiple
Quantitative Lack of recruitment strategies/career awareness.
Snell et al. (2000)
Selection and training for integrated manufacturing: The moderating effects of job characteristics
Scopus Manufacturing firms using advanced manufacturing systems (AMS)
Sample size: 74 plants
Qualitative (scale questionnaires)
Integrated manufacturing does impact selection and training for technical and problem-solving skills. For routine tasks, selection and training are used equally. Selection is less utilized than training for task uncertainty or interdependence.
Thomas (2004)
‘Get yourself a proper job girlie!’: recruitment,
Business Source Complete
Recruitment and Retention of Women in Marine
Qualitative Gender stereotypes continue in the industry. Industry viewed women as having limited or no experience and
CASE STUDY FOR A WORKFORCE BOARD 32
retention and women seafarers
Sample: unknown that only males can be effective.
Tillman & Tillman (2008)
What's CTE gotta do with it: Are CTE graduates employed in the fields in which they received their training?
ABI/INFORM Collection
Members of the National Technical Honor Society
Sample size: 1066
Case Study 57.1% of NTHS program graduates were working in the field they studied. The largest group of unemployed graduates were in the medical/health/social services field
Truman (2009)
Behaviour modelling, instruction and exploration training approaches in group and individual contexts
Scopus
Forward snowball method: Cited Bretz and Thompsett (1992)
Private university in the Northeastern United States
Sample size: 84 students
Quasi-experimental (pretest/training/postte st/operation defined control group)
Behavior modeling has a greater effect on performance than individual exploration.
Wirojanagud et al. (2007)
Modelling inherent worker differences for workforce planning
Business Source Complete
Testbed dataset of the Modelling and Analysis of Semiconductor Manufacturing Laboratory at Arizona State University
Quantitative case study
Worker differences should be considered when planning and managing the workforce.
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Sample size: unknown
Wu et al. (2017)
Career development for women in maritime industry: organization and socialization perspectives
ABI/INFORM Collection
Women in Maritime Industry
Sample: 202
Qualitative A low number of women in the maritime industry in low- level (non-management or supervisory) positions.
Yang & Chen (2005)
Systemic design for improving team learning climate and capability: A case study
Health Business Elite
NNO, manufacturer electronic grade laminates
Sample size: 21 (president, 8 division managers), 12 (assistant managers/engineers )
Qualitative case study (questionnaires, interviews, and observations)
Participant selection, course content design, course process design, and vision projects as practice fields are important in designing a systematic training program.
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Appendix J
Thematic Synthesis
Industries All 4
Industries
Healthcare, Hospitality, &
Marine Economy
Healthcare Advanced
Manufacturing Hospitality Marine Economy
Themes
On the Job Training is the most effective
career advisors
structured academic-based
career development
program
technology innovations, competing resources
Communication, employment satisfaction.
Lack of Strong Recruitment and
Career Awareness
Ali, Brown, & Loh (2017)
X X X
Arora, Schneider, Thal, & Meltzer (2011)
X X X
Beer & Meethan (2007)
X
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Bretz & Thompsett (1992)
X
Brownell (2004) X X X
Chuang (2011) X X X
Chuang, Walker, & Caine-Bish (2009)
X X X
Darrah (1995) X X
Dias & Phillip (2016) X X
Dickey, Watson, & Zangelidis (2011)
X
Egan & Andress (2018)
X X
Frash, Antun, Kline, & Almanza (2010)
X X
Fullwiler & Meyeraan (2010)
X X X
Gissi & Suarez de Vivero (2016)
X X
CASE STUDY FOR A WORKFORCE BOARD 36
Goldstein, Lowe, & Donegan (2012)
X X
Goodman & Kallenbach (2018)
X
Holzer (2012) X X X
Hoyt & Matuszek (2001)
X X
Jaworski, Ravichandran, Karpinski, & Singh (2018)
X X
Kanagui-Munoz, Garriott, Flores, Cho, & Groves (2012)
X X
Lu, Weng, Huang, Leung, & Wang (2018)
X X
Lusby & Cader (2010) X
Morgan, D'Amico, & Hodge (2015)
X X
CASE STUDY FOR A WORKFORCE BOARD 37
Raelin (2011) X X
Ravichandran, Cichy, Powers, & Kirby (2014)
X
X
Ruggunan & Kanengoni (2017)
X X X
Snell, Lepak, Dean, & Youndt (2000)
X
Thomas (2004)
X
Tillman & Tillman (2008)
X
Truman (2009) X
Wirojanagud, Gel, Fowler, & Cardy (2007)
X
Wu, Chen, Ye, & Ho (2017)
X X
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Yang & Chen (2005) X
X
Total articles 21 15 7 8 7 6
Running head: CASE STUDY FOR A WORKFORCE BOARD 1
Appendix K
Coding: On-the-Job Training
On-the-job training (OJT) was found to be the most effective training method across healthcare, advanced manufacturing, hospitality, and the marine economy industries.
Internships/ Mentoring/ Apprenticeships:
Understanding the training styles for job seekers and employees are important:
Partnerships with employers are important for career development:
Culturally similar role models in healthcare might increase a student's confidence in that career (Ali, Brown, & Loh, 2017, p.67)
Workplace training programs. Workers were able to collaborate and train more effectively using OJT training on the production floor (Darrah,1995, p. 31)
Adult career pathway managers should focus on strong workplace partnerships (Egan & Andress, 2018, p.23)
Student engagement was increased by offering hands-on clinical research through internships (Arora, Schneider, Thal, & Meltzer, 2011, p. 592)
Customized training and retraining strategy required for transition from traditional to advanced manufacturing (Goldstein, Lowe, & Donegan, 2012, p. 106)
Employment relationships were created between health care providers and the individuals who passed the Certified Nurse Assistant certification (Fullwiler & Meyeraan, 2010, p. 1077)
Students became more engaged after observing physicians on rounds (Arora,
Experience = better outcomes (Goldstein, Lowe, & Donegan, 2012, p.
Sectoral training programs bring workers, trainers, and employers together (health care is an example)
CASE STUDY FOR A WORKFORCE BOARD 2
Schneider, Thal, & Meltzer, 2011, p. 589)
106 and 115) (Holzer, 2012, p.7)
Youth are positively influenced by mentors and role models (Arora, Schneider, Thal, & Meltzer, 2011, p. 590)
Cross training may lead to job satisfaction and commitment (Hoyt & Matuszek, 2001, p. 177)
Incumbent worker training provides funds from states to employers to train their employees (Holzer, 2012, p.8)
Mentoring relationship take more than six weeks to build (Arora, Schneider, Thal, & Meltzer, 2011, p.594)
Systematic training program. OJT classroom training and production floor training to develop hard and soft skills (Yang & Chen, 2005, p. 728)
Private funding can help increase work-based learning by paying employers (Raelin, 2011, p.11)
High-quality career and technical education that includes apprenticeships and school-to-career models motivate students (Holzer, 2012, p. 6)
Training methods measured included: lecture style, shadowing, on-the-job, scenarios, employment tests, skills tests, training hours, and training follow- up (Jaworski et al., 2018).
"Design training interventions with the trainee in mind," (Frash et al., 2010, p.209).
Work-based learning promotes high levels of self-efficacy and transition to the work environment (Raelin, 2011, p.10)
Laboratories, team activities, experiential exercises, community service projects, and internships all help for the instruction (Brownell,
Consider different learning styles, teaching methods, and environmental factors (Frash et al., 2010)
CASE STUDY FOR A WORKFORCE BOARD 3
2004).
Work-based learning helps with frontline health care to train employees for their current job and other jobs in healthcare (Raelin, 2011, p.12)
Problem-solving, decision- making skills, flexibility, financial management, and strategic thinking are other categories that are also important for hospitality success (Brownell, 2004).
"Training managers can offer more individualized methods of training that will accommodate the trainee's learning style as well as his or her readiness," (Frash et al., 2010, p.409).
Some work-based learning allows students to earn academic credit for working (Raelin, 2011, p.12)
"Classroom training methods alone are insufficient to prepare leaders to handle the dynamics of unanticipated events in a constantly changing workplace," (Brownell, 2004, p.13).
The career development course included: understanding the roles of networking in the hospitality industry and its relation to individual professional development of career goals, learning interviewing techniques, preparing a resume and cover letter, developing an e-portfolio, and practicing the essentials of business etiquette (Dias & Phillip, 2016).
Work-based learning is effective when students are reflecting about their current work situation (Raelin, 2011, p.12)
"Training should be offered through assorted media, including technological inventions that benefit learners who prefer oral, visual, or more hands-on approaches," (Frash et al.,
After taking a career development course, students had more confidence in their preparation to enter the job market (Dias & Phillip, 2016)
CASE STUDY FOR A WORKFORCE BOARD 4
2010, p.409-410).
"Hospitality internship programs have successfully helped students build positive career expectations and professional competencies" (Chuang, 2011, p.17-18).
One-on-one training methods can be used for low-cost methods of training (Jaworski et al., 2018).
Lack of appropriate recruitment strategies to draw interest in maritime careers (Lu et al., 2018, p. 259)
Most HM students were already employed in career- related positions, which may have been due to the internship requirements for the industry classes (Chuang, Walker, & Caine-Bish, 2009)
Other training for the foodservice industry included: classroom instruction, textbook, manuals, case studies, online training and simulations (Ravichandran, 2014).
Companies could work to enhance the perception of maritime jobs (Lu et al., 2018, p. 259)
"Satisfaction with on-the-job training and shadowing were statistically significant with satisfaction with overall training" (Jaworski, Ravichandran, Karpinski & Singh, 2018, p.9).
Create training that is more codified (easily transferable) and less tacit (Beer & Meethan, 2007, p. 475).
Yielding higher positive attitude about maritime will increase the chance that the individual will work in the industry (Lu et al., 2018, p. 262)
"Job shadowing can be a useful method to generate employee interest and
Lack of awareness among secondary and post-secondary students (Ruggunan & Kanengoni,
CASE STUDY FOR A WORKFORCE BOARD 5
engagement" (Jaworski et al., 2018, p.10)
2017, p. 291)
"On-the-job training most preferred and frequently applied training method for foodservice employees" (Ravichandran et al., 2014, p.158)
Lack of sufficient training to help workers achieve higher positions (Ruggunan & Kanengoni, 2017, p. 291)
Shadowing - working with another more experienced employee for a specific time period is an implemented training program that was widely perceived to be insufficient on-the-job training (Ravichandran et al., 2014).
High school teachers play an important role in providing career awareness (Ruggunan & Kanengoni, 2017, p. 295)
Food service training mostly consists of on-the-job training and participants expressed a preference for continuous on- the-job training (Ravichandran et al., 2014)
Women's development opportunities are far less than men's in maritime-related industries (Wu et al., 2017, p. 884).
"Apprenticeships were preferred for more specialized back-of-house job positions"
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(Ravichandran et al., 2014).
Hospitality industry offers numerous opportunities for ownership and entrepreneurship opportunities (Chuang et al., 2009).
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Appendix L
Coding: Career Advisors
Students working with career advisors, as early as high school, are more likely to have a customized career path and confidence.
Access to career advisors increased confidence in career
decisions:
Customized career advising: Educating Youth about job opportunities starting
earlier:
High school teachers play an important role in providing career awareness (Ruggunan & Kanengoni, 2017, p. 295)
MSP training is focused in higher educational programs but not at vocational level training programs (Gissi & Suarez de Vivero, 2016, p. 49)
Lack of awareness among secondary and post-secondary students (Ruggunan & Kanengoni, 2017, p. 291)
Youth are positively influenced by mentors and role models (Arora, Schneider, Thal, & Meltzer ,2011, p. 590)
Adult career pathway managers need to engage with employers such as healthcare and manufacturing (Egan & Andress, 2018, p.23)
High-quality career and technical education that includes apprenticeships and school-to-career models motivate students (Holzer, 2012, p.6)
Mentoring relationship take more than six weeks to build (Arora, Schneider, Thal, & Meltzer, 2011, p.594)
Students in a transition to college program were motivated to change jobs and complete their degree (Goodman & Kallenbach, 2018, p.7)
Students need to link their interests to jobs (Ali, Brown, & Loh, 2017, p.63)
CASE STUDY FOR A WORKFORCE BOARD 8
Students find it hard to balance school, work and family (Goodman & Kallenbach, 2018, p.8)
Colleges should customize advising, orientation and other structures based on students' majors/career paths (Morgan, D'Amico, & Hodge, 2015, p.15)
To engage youth, they need to be exposed as adolescents with highly structured career development (Arora, Schneider, Thal, & Meltzer, 2011, p.590)
Self-efficacy increased with students who completed the program (Goodman & Kallenbach, 2018, p.9)
"Classroom training methods alone are insufficient to prepare leaders to handle the dynamics of unanticipated events in a constantly changing workplace," (Brownell, 2004, p.13).
College transition programs need to partner with education providers and community colleges (Goodman & Kallenbach, 2018, p.16)
Having a career counselor, materials and online access increased students' confidence in career decisions (Goodman & Kallenbach, 2018, p.15)
Schools that offer career academies have higher employment rates (Holzer, 2012, p.7)
Dropout and completion rates for high school and college are high among minority and low- income students (Holzer, 2012, p.5)
Faculty advisors are required to play a greater role in career planning of their students as they transition from college to the professional work world (Chuang, Walker, & Caine-Bish, 2009,
CASE STUDY FOR A WORKFORCE BOARD 9
p.26).
High school dropout rates are high because students don't see their future in a career (Holzer, 2012, p.6)
"It is also recommended that faculty advisors equip themselves with up-to-date career-related knowledge," (Chaung, Walker, Caine-Bish, 2009, p.26).
After taking a career development course, students had more confidence in their preparation to enter the job market (Dias & Phillip, 2016)
"Students preferred to seek inward or internal solutions for coping strategies for barriers that include improve self, work hard, rather than seek external assistance through professional help" (Chuang, 2011, p.24).
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"Students rely on faculty expertise to help make them well-informed career goals" (Chuang, Walker, & Caine-Bish, 2009, p.26).
"Career counselors working with Latina/o clients may note the impact of personal relationships in their work performance and career satisfaction" (Kanagui-Munoz et al., 2012, p.132).
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Appendix M
Coding: Academic-based Career Development Programs in the Healthcare Workplace
A structured academic-based career development program to prepare students for academic requirements is necessary in the healthcare workplace.
Structured career development programs through education benefit students
Math/Science aptitudes need to be addressed to help students get training and
jobs in healthcare
Students need to link their interests to jobs (Ali, Brown, & Loh, 2017, p.63)
Students who completed the HOPE program had a moderate increase in math/science self-efficacy (Ali, Brown, & Loh, 2017, p.66)
The HOPE program increased math/science self-efficacy in European American students (Ali, Brown, & Loh, 2017, p.67)
As part of a learning program, students should be encouraged to discuss how barriers to math/science growth can be overcome (Ali, Brown, & Loh, 2017, p.63)
To engage youth, they need to be exposed as adolescents with highly structured career development (Arora, Schneider, Thal, & Meltzer, 2011, p.590)
Students should be shown how math/science is used daily in healthcare (Ali, Brown, & Loh, 2017, p.63)
Local community college was established as the CNA training provider (Fullwiler & Meyeraan, 2010, p.1077)
After completing the HOPE program, Latino students were more interested in being doctors and improved their
CASE STUDY FOR A WORKFORCE BOARD 12
math/science skills. (Ali, Brown, & Loh, 2017, p.67)
Private donations in the form of scholarship money which covered training costs were raised (Fullwiler & Meyeraan, 2010, p.1077)
Students found an online course about health science careers challenging but learned skills (Goodman & Kallenbach, 2018, p.8)
Healthcare providers who had committed to hiring individuals who completed the Barnabas training also committed to paying for additional training up the career ladder for nursing (Fullwiler & Meyeraan, 2010, p.1078)
Students who came into the TCC with low math only improved a little (Goodman & Kallenbach, 2018, p.16)
188 people were interested, and 118 were accepted. Of the 118 people who made it through the program, 83 completed and 77 took the state exam. Of the 77 who took the exam, 66 passed and 60 were immediately hired (Fullwiler & Meyeraan, 2010, p. 1078)
Reading and writing were barriers to completing the coursework (Fullwiler & Meyeraan, 2010, p. 1079)
Students in a transition to college program were motivated to change jobs and complete their degree (Goodman & Kallenbach, 2018,
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p.7)
Students find it hard to balance school, work and family (Goodman & Kallenbach, 2018, p.8)
Self-efficacy increased with students who completed the program (Goodman & Kallenbach, 2018, p. 9)
Transportation and work schedules are barriers to completion (Goodman & Kallenbach, 2018, p.10)
The TCC fostered a feeling of support and community (Goodman & Kallenbach, 2018, p.10)
Having a career counselor, materials and online access increased students' confidence in career decisions (Goodman & Kallenbach, 2018, p.15)
College transition programs need to partner with education providers and community colleges (Goodman & Kallenbach, 2018, p.16)
Dropout and completion rates for high school and college are high among minority and low-
CASE STUDY FOR A WORKFORCE BOARD 14
income students (Holzer, 2012, p.5)
High school dropout rates are high because students don't see their future in a career (Holzer, 2012, p. 6)
Healthcare training costs are high for community colleges (Holzer, 2012, p.6)
Schools that offer career academies have higher employment rates (Holzer, 2012, p.7)
There were no statistically significant findings that individual training accounts (ITAs) affected the number of nurses employed. (Lusby & Cader, 2010, p.184)
There was a slight negative correlation between ITAs and Registered Nurses (RNs) (Lusby & Cader, 2010, p.184)
There was a slight positive relationship between ITAs and LPNs (Lusby & Cader, 2010, p.184)
Difference in the relationships between the ITAs and different nurse degree might be the length of time required (RN takes more time
CASE STUDY FOR A WORKFORCE BOARD 15
than LPN) (Lusby & Cader, 2010, p.185)
ITA users might only use their training voucher for the higher-level training which would be a higher level of nursing (Lusby & Cader, 2010, p.185)
Access to ITAs does not help with the shortage of nursing employees in Louisiana (Lusby & Cader, 2010, p.185)
Colleges should customize advising, orientation and other structures based on students' majors/career paths (Morgan, D'Amico, & Hodge, 2015, p.15)
There was a significant relationship between the program of study of a Career and Technology Education (CTE) and the job choice made after graduation (Tillman & Tillman, 2008, p. 36)
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Appendix N
Coding: Competing Resources in the Advanced Manufacturing Industry
Due to technology innovations there are competing resources to consider for career training in the advanced manufacturing industry.
There are old and new training approaches in
advanced manufacturing.
Technology innovation is rapidly changing advanced
manufacturing training.
There are competing resources for training in advanced
manufacturing.
"traditional" training Computer workstation training is a vital part of advanced manufacturing training (Darrah,1995)
cost/benefit analysis
Traditional training methods are outdated (Bretz & Thompsett, 1992)
Type and number of skill sets must be considered for training in high tech industries (Hoyt & Matuszek, 2001, p. 167)
Large organizations such as "Alcan, Apple, AT&T, Bell Atlantic, Eastman Kodak, General Motors...among others" invest resources in integrative learning (Bretz & Thompsett, 1992, p. 941)
Textbook training is not as relevant in the evolving manufacturing industry (Darrah, 1995)
"Multiple skill sets may also come about as companies reengineer their infrastructures" (Hoyt & Matuszek, 2001, p. 178)
"Analyses of the relative costs and benefits of each approach might be the most effective way of determining the value of different training
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approaches" (Bretz & Thompsett, 1992, p. 950)
First step to successful training is to understand traditionally learned (Darrah, 1995, p. 31)
Assessing the advanced manufacturing technology and TQM on training for technical and problem- solving skills (Snell et al., 2000, p. 445)
Training on the production floor costs less (Darrah,1995, p. 31)
Traditional job training faced difficult transition to new technology training (Goldstein et al., 2012, p. 106)
Training has a direct relationship with integrated manufacturing for technical and problem-solving skills (Snell et al., 2000, p. 461)
Issues on production floor often viewed as "workmanship problems" instead of organizational problems (Darrah, 1995, p. 35)
Traditional training should be updated for today's technological advancements (Snell, Lepak, Dean, & Youndt, 2000)
AMT-advanced manufacturing technology has the strongest relationship to training (Snell et al., 2000, p. 461)
Organization technology is not supported across the company causing manufacturing to be a separate entity and scapegoat (Darrah, 1995, p. 35)
Traditional training and behavior modeling resulted in the same performance (Truman, 2009)
AMT, TQM, and JIT "are positively associated with higher levels of selection and training for technical and problem-solving skills" (Snel
Innovative biomanufacturing training is costly (Goldstein et al, 2012, p. 106)
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et al., 2000, p. 461)
Instruction is a traditional form of training (Truman, 2009)
Complex computer tasks require a high level of skill (Truman, 2009)
Costs are too high for diversity (cross training) (Hoyt & Matuszek, 2001)
Behavior modeling and traditional training take less time than exploration training (Truman (2009, p. 512)
Manufacturing systems (Wirojanagud, Gel, Fowler, & Cardy, 2007, p. 526)
Multi-skilled worker is not a predictor of financial performance (Hoyt & Matuszek, 2001, p. 167 and 176)
Operation of semiconductors require highly skilled labor (Wirojanagud et al., 2007, p. 526)
"The additional costs associated with the development and maintenance of a workforce with multiple skills...must be offset with improved efficiencies in training" (Hoyt & Matuszek, 2001, p. 178)
"advanced" training Organizations strive for workforce flexibility (agility) (Wirojanagud et al., 2007, p. 525)
Agile orgs may not be cost efficient (Hoyt & Matuszek, 2001)
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Systematic training programs are present in "90% of all private organizations" (Bretz & Thompsett, 1992, p. 941)
Productivity structure influences cross-training selection (Wirojanagud et al., 2007, p. 550)
Advanced manufacturing training costs are high (Wirojanagud et al., 2007)
Integrative learning (IL) is utilized in education (Bretz & Thompsett, 1992, p. 941)
Diversity training is necessary when there is a large number of machines or workers (Wirojanagud et al., 2007, p. 551)
Cross-training is expensive (Wirojanagud et al., 2007, p. 526-527)
Alternative institutional arrangements for job seekers is a priority (Goldstein et al., 2012, p. 106)
Missed production contributes to organizational costs (Wirojanagud et al., 2007)
Customized training and retraining strategy required for transition from traditional to advanced manufacturing (Goldstein et al., 2012, p. 106)
Quality improvement helps sustain competitive advantage (Yang & Chen, 2005, p. 727)
Workforce intermediation necessary to support training requirements (Goldstein et al., p. 106)
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Upskilling the workforce is necessary when technology changes (Snell et al., 2000, p. 461 and 463)
foundational considerations
"Integrated manufacturing systems are multifaceted and incorporate technical, social and administrative elements into an overarching paradigm" (Snell et al., 2000, p. 462)
Same learning with traditional and IL-based learning (Bretz & Thompsett, 1992, p. 948)
"The exploration training approach is based on "assimilation theory and Lewin's experimental learning model" (Truman, 2009, p. 495)
Training is a predictor of performance (Bretz & Thompsett,1992)
Behavior modeling training is based on "social cognitive theory" (Truman, 2009, p. 497)
IL minimizes barriers (Bretz & Thompsett, 1992, p. 942)
Behavior modeling outperformed exploration (Truman, 2009)
Advanced organizers increase learning (Bretz & Thompsett, 1992, p. 942)
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Systematic training program. OJT classroom training and production floor training to develop hard and soft skills (Yang & Chen, 2005, p. 728)
Diverse media enhances learning (Bretz & Thompsett, 1992, p. 942)
Repeating material is advantageous for effective training (Bretz & Thompsett, 1992, p. 942)
Workplace training programs. Workers were able to collaborate and train more effectively using OJT on the production floor (Darrah, 1995, p. 31)
Improved education (Darrah, 1995, p. 31)
Individuals have diverse learning experiences (Darrah, 1995, p. 31)
"Workplace training cannot be divorced from workplace learning" (Darrah, 1995, p. 31)
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Training classes fail when they do not match instructor’s intention and participants have hidden agendas (Darrah, 1995, p. 32)
Training generally addresses messes, but organizational issues may be contributing to the mess (Darrah, 1995, p. 40)
Training historically was viewed as a special activity "peripheral to daily work, and by doing so it excluded the production workers as active learners" (Darrah, 1995, p. 40)
Education with strong workforce intermediation = better outcomes (Goldstein, Lowe, & Donegan, 2012, p. 106 and 114)
Training practices are influenced by many factors (Snell et al., 2000, p. 445)
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"Behavior modeling has been associated with higher learning outcomes compared to other training approaches" (Truman, 2009, p. 493)
Continuous quality improvement requires "knowledge of how to improve learning ability" (Yang & Chen, 2005, p. 728)
A learning organization facilitates team skills (Yang & Chen, 2005, p. 728 and 738)
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Appendix O
Coding: Communication and Satisfaction in the Hospitality Industry
Communication with the job seeker and understanding their employment satisfaction are important to consider when implementing the career training program.
Communication is extremely important in the hospitality industry between job seekers and advisors
and the language of the training programs.
Employee satisfaction of their job is important when considering career
options and training programs available.
Interpersonal communication skills, leadership, and trustworthiness is important for hospitality success (Brownell, 2004, p.7-8).
Interactive computer-based training has been an effective retaining tool, particularly for workers with limited education and English language skills (Ravichandran et al., 2014, p.158).
"Students preferred to seek inward or internal solutions for coping strategies for barriers that include improve self, work hard, rather than seek external assistance through professional help" (Chuang, 2011, p.24).
"Students rely on faculty expertise to help make them well-informed career goals" (Chuang, Walker, & Caine-Bish, 2009, p.26).
Faculty advisors are required to play a greater role in career planning of their students as they transition from college to the professional work world (Chuang, Walker, & Caine-Bish, 2009, p.26).
"Training satisfaction significantly and positively impacted job commitment" (Jaworski et al., 2018, p.7).
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"It is also recommended that faculty advisors equip themselves with up-to-date career-related knowledge," (Chaung, Walker, Caine-Bish, 2009, p.26).
"Career counselors working with Latina/o clients may note the impact of personal relationships in their work performance and career satisfaction" (Kanagui-Munoz, 2012, p.132).
"Training managers should plan exercises in advance of the training that show tangible relationships between the training elements and the trainees' job performance" (Frash et al., 2010, p. 409).
"The training initiative must include a substantial amount of feedback opportunities on the job" (Frash et al., 2010, p. 410).
Latina/o immigrants can face language difficulties and credential disqualification that are barriers in their career development and advancement (Kanagui-Munoz et al., 2012, p.122).
"Counselors can also promote the benefits of language programs for all employees - English classes for employees whose first language was not English and Spanish classes for native employees - to improve communication in the workplace" (Kanagui-Munoz et al., 2012, p.134).
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CASE STUDY FOR A WORKFORCE BOARD 27
Appendix P
Coding: Lack of Strong Recruitment and Career Awareness in Marine Economy
Lack of Strong Recruitment and Career Awareness
Training Concerns Among Organizations
Lack of formal training Low number of Women in the Industry
Organizations decide the training necessary (Beer & Meethan, 2007, p. 469)
Shortage of skilled workers which results in failure to attract and retain new workers (Dickey et al., 2011, p. 627)
Women felt that their opportunities for promotion were equal, but had challenges getting jobs due to gender or other barriers (Thomas, 2004, p. 313).
Organization's do not want to invest if they lose the worker (Beer & Meethan, 2007, p. 469)
Lack of MSP training in the industry (Gissi & de Suarez Vivero, 2016, p. 49).
Employers had a positive experience with women and their performance and found it superior to men's (Thomas, 2004, p. 315).
Loss of productivity while the employee is being trained (Beer & Meethan, 2007, p. 469)
MSP training is focused in higher education programs but not at vocational level training programs (Gissi & de Suarez Vivero, 2016, p. 49)
Organizations that had negative views of women typically had limited or no experience employing women (Thomas, 2004, p. 315)
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Reduction of training programs since 2001 (Beer & Meethan, 2007, p. 475)
Lack of appropriate recruitment strategies to draw interest in maritime careers (Lu et al., 2018, p. 259)
Women had a positive experience working in maritime but had problems gaining access to vessels for initial training and qualifications or were rejected solely on their gender (Thomas, 2004, p. 316)
Cost associated with updating workshops (Beer & Meethan, 2007, p. 475)
Companies could work to enhance the perception of maritime jobs (Lu et al., 2018, p. 259)
Increase the promotion of sea-fare jobs as a potential career for young females (Thomas, 2004, p. 316)
Create training that is more codified (easily transferable) and less tacit (Beer & Meethan, 2007, p. 475).
Yielding higher positive attitude about maritime will increase the chance that the individual will work in the industry (Lu et al., 2018, p. 262)
Women have to be physically, emotionally, and spiritually tough to overcome the obstacles and challenges (Wu et al., 2017, p. 884).
Employers would prefer to employ foreign workers from developing countries to reduce operational costs (Lu et al., 2018, p. 259)
Lack of awareness among secondary and post- secondary students (Ruggunan & Kanengoni, 2017, p. 291)
Women are pressured to prove their ability by having to work harder (Wu et al., 2017, p. 884)
CASE STUDY FOR A WORKFORCE BOARD 29
Job satisfaction, promotion prospect, and training opportunities are the most important determinants of intents to quit (Dickey et al., 2011, p. 628)
Lack of sufficient training to help workers achieve higher positions (Ruggunan & Kanengoni, 2017, p. 291)
Women's development opportunities are far less than men's in maritime-related industries (Wu et al., 2017, p. 884).
Employees who had training in the last 12 months report higher job satisfaction but are also more likely to intend to quit (Dickey et al., 2011, p. 628)
High school teachers play an important role in providing career awareness (Ruggunan & Kanengoni, 2017, p. 295)
Lack of awareness contributions to a skill shortage (Ruggunan & Kanengoni, 2017, p. 302)
- Tagline
- Keywords
- Executive Summary
- Introduction
- Review of Research and Theory
- Methodology
- The Workforce Board
- Organizational Assessment
- Discussion
- Recommendations
- Connect with Career Advisors at High Schools
- Offer Healthcare Training at High School and Community College
- Create Workforce Flexibility
- Offer Classes in English and Other Languages
- Incorporate Oceanic Studies in School Curriculum
- Further Considerations for Implementation
- Implementation Risks
- Conclusions
- References
- Reviewer Appendix
- The RCS Question
- Case Research Design
- Supplemental Analysis