This project seeks to update information on Graduate Professional Development Programs (PDP) in Canadian Public Universities as presented in the 2012 Report, Graduate Student Professional Development (GSPD): A Survey with Recommendations. To accomplish this, Phase 1 of the project gathered information about the scope and delivery of professional development for graduate students in universities across Canada. This information will be used to create an on-line catalogue and national inventory of the above that will be a resource for professional development administrators. Phase 2 of the project will begin in the winter of 2017, and will explore current university practices in Canada and elsewhere to assess the reach, value, and impact of graduate student PDPs, thus laying the groundwork to optimize and expand professional development opportunities for graduate students across Canada.

From 2010 to 2013, Discover's tuition reimbursement program produced an overall 144% return on investment as a result of avoided talent management costs due to higher rates of promotion, transfers and retention and lower rates of absenteeism. Employees participating in the program received, on average, annual wage increases that were at least 41% greater than non-participating employees, while helping Discover save $10.9M.

Until recently, most research on the potential effects of automation, including our own body of work, has focused on the national-level effects. Our previous work ran multiple scenarios regarding the pace and extent of adoption. In the midpoint case, our modeling shows some jobs being phased out but sufficient numbers being added at the same time to produce net positive job growth for the United States as a whole through 2030. But the national results contain a wide spectrum of outcomes, and this report goes one step further to explore those variations. Automation is not happening in a vacuum, and the health of local economies today will affect their ability to adapt and thrive in the face of the changes that lie ahead. Our analysis of more than 3,000 US counties and 315 cities finds they are on sharply different paths. Twenty-five megacities and high-growth hubs, plus their peripheries, have generated the majority of job growth since the Great Recession. By contrast, 54 trailing cities and roughly 2,000 rural counties that are home to one-quarter of the US population have older and shrinking workforces, higher unemployment, and lower educational attainment. Automation technologies may widen these disparities at a time when workforce mobility is at historic lows.The labor market could become even more polarized. Workers with a high school degree or less are four times as likely as those with a bachelor’s degree to be displaced by automation. Reflecting more limited access to education, Hispanic workers are most at risk of displacement, followed by African Americans. Jobs held by nearly 15 million workers ages 18–34 may be automated, so young people will need new career paths to gain an initial foothold in the working world. Roughly 11.5 million workers over age 50 could also be displaced and face the challenge of making late-career moves. The hollowing out of middlewage work could continue.The future of work is not just about how many jobs could be lost and gained. Technology is altering the day-to-day mix of activities associated with more and more jobs over time. The occupational mix of the economy is changing, and the demand for skills is changing along with it. Employers will need to manage large-scale workforce transformations that could involve redefining business processes and workforce needs, retraining and moving some people into new roles, and creating programs for continuous learning. This could be an opportunity to upgrade jobs and make them more rewarding. The choices that employers make will ripple through the communities in which they operate.

The 2019 Workplace Learning Report shows that talent developers finally have the budget and support to be even more strategic partners to the business. So, what’s next for the talent developer? LinkedIn Learning surveyed over 3,300 talent developers and workplace learners to create the 2019 Workplace Learning Report. We examined how learning leaders like you leverage increased budgets and influence to close skill gaps, increase engagement, and tap into the potential of every learner. Key fndings include ; 1. L&D finally have the budgets and executive buy-in to take learning programs to the next level ;2. Skills Gaps are the Number One Focus for Talent Developers;3. What Employees Want Most: A Self-directed Learning Experience;4. Boost Engagement by Spending More Time Marketing Programs and Leveraging Managers

This paper describes the O*NET Center's initial identification of œHot Technologies. A œHot Technology is a technology requirement frequently included in employer job postings. The concept of hot technologies was developed in order to enable a wide variety of customers to learn what types of software skills are in demand within the current United States economy. The hot technologies are incorporated within the primary O*NET websites. Hot technologies are distinguished by a fire icon. In the near future, the hot technology information will be available within the O*NET Web Services.

This paper places the competencies to be measured by the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) in the context of the technological developments which are reshaping the nature of the workplace and work in the 21st century. The largest technological force currently shaping work is the computer. Computers are faster and less expensive than people in performing some workplace tasks and much weaker than people in performing other tasks. On the basis of an understanding of the kinds of work computers do well, it is possible to describe the work that will remain for people in the future, the skills that work requires and the way that computers can assist people in performing that work. The paper argues that a technology-rich workplace requires foundational skills including numeracy and literacy (both to be tested in PIAAC), advanced problem-solving skills or Expert Thinking (similar to the construct of Problem Solving in Technology-Rich Environments to be tested in PIAAC) and advanced communication skills or Complex Communication (not being tested in PIAAC).

Canadians are among the best-educated people on the planet. But are they getting the education they need — particularly in the fields of social sciences and humanities — to maximize their employment prospects in today's fast-changing workplace? This report explores the level of the so-called "skills gap" and identifies issues and solutions to equip university graduates with the tools to transition from student to employee. Key takeaways; 40% percent of social sciences and humanities undergraduates return to school within a year of graduating, 15% of them enrolling in community college. The sheer number of initiatives underway attests to the fact that universities are clearly interested in better responding to student and employer need, though efforts to date are making progress, but as our latest report shows, there is more that needs to be done.

The Condition of Work Readiness in the United States highlights levels of work readiness for various subgroups of an estimated 4 million ACT WorkKeys examinees in the United States and provides ACT Work Readiness Standards and Benchmarks for targeted occupations over the next 8-10 years. Data are presented for ACT WorkKeys examinees from 2006-2011 for three cognitive assessments: Reading for Information, Applied Mathematics, and Locating Information. These three skills have been consistently identified as important for success in a broad range of jobs, making them œessential foundational skills. Occupational profiles in the ACT JobPro® database were used to determine work readiness benchmarks for three selected groups of targeted occupations (those projected to be in demand, growing, and high paying) and grouped into three education categories (high, middle, and low). The report investigated the assumption that individuals with a given level of education have the requisite skills for occupations requiring that level of education. A gap analysis was conducted to compare examinees by education group for occupations requiring similar levels of education for entry into employment. œSkills gap was defined as a gap between the skills needed for a job requiring a given level of education versus those skills possessed by workers with that level of education.

Ontario faces a dual challenge: automation technologies have the potential to improve productivity and competitiveness, and to generate more jobs and prosperity over the long term, yet many Ontario firms have hesitated to invest. At the same time, when firms adopt automation technologies, the disruption to jobs and tasks--and thus to workers' income and well-being--can be significant. For Ontario firms and workers to thrive in the age of automation, we need to find ways to increase firms' lagging adoption of automation technologies, while also equipping workers with skills and opportunities to adapt and thrive in a changing labour market. This report provides a grounded and detailed picture of the extent and nature of automation trends in Ontario and identifies strategies to help public, private and nonprofit sector actors navigate this dual challenge. Rapid technological advances, particularly in artificial intelligence (AI), have heightened concerns about automation and the potential for job loss. These concerns have prompted a number of studies--each pointing to a large proportion of jobs or tasks that are susceptible to automation. While useful in highlighting an issue that deserves attention, the studies tend to overemphasize the risks of automation. First, most focus on whole economies, overlooking how impacts will vary by region, sector, firm and worker. Second, they tend to focus narrowly on jobs and tasks that could be automated by existing and emerging technologies in theory, and do not analyze the many factors that affect firms' decisions to automate and thus the actual rate of automation in the economy. Finally, these approaches tend to focus more on the potential for automation to eliminate jobs or tasks, and less on the potential to augment or create jobs and enhance firm productivity and competitiveness. To fill these gaps in understanding, this report offers a more granular and nuanced understanding of automation in the Ontario context, and of the dual challenge it presents. It closely examines two sectors that are broadly representative of Ontario-wide trends--manufacturing, and finance and insurance--and explores the experiences and perceptions of Ontarians from different communities. The analysis draws on relevant data, existing literature, interviews with over 50 stakeholders from the two sectors, and engagement of over 300 Ontarians through interviews, public consultations and an online survey. This report is also informed by the guidance offered by an Expert Advisory Panel of 14 individuals with academic, technological, and industry expertise.