October 6, 2017
WORKFORCE & LEARNING PATHWAYS IN A PERIOD OF DYNAMIC CHANGE
October 6, 2017, 8:30am to 5:30 pm
Stanford University, Arrillaga Alumni Center
No Cost Registration Is Required
The pipelines for highly skilled talent are global. Around the world, organizations compete aggressively to recruit the best and the brightest minds to invent a digital transformation.
The pathways into many of these pipelines are local. Opportunities open up through family involvement, community choices, and mindsets for the future. These vary widely from one locale to another.
There is a shortage of highly skilled talent for the digital transformation. Older workers are now falling out of the workforce because they lack means to upgrade to the digital mindset and technologies. The pipeline of young STEM-savvy talent is not sufficient. Access to global talent, once a panacea for Silicon Valley and other high tech hubs, is now constrained. Productive citizens, high performing employees and a fluid exchange of information are all essential for a high performance future. Organizations and nations without a pipeline of highly skilled talent are vulnerable.
The challenges of the coming transformation are diverse. The forces for education and employment are shifting. Changes made today will, in all likelihood, take several years to show impact. The need for change is urgent, and creative leadership is a necessity.
Join us on October 6th as thought leaders from the mediaX community discuss:
*Poverty, Mobility and Displacement in the U.S.
*Global economic, social and political impact
*System Experiments for a Competitive Workforce
*Perspectives on the Opportunities
*Market-Shaping Forces and Responses
*Financing the Transformation
*Experiments with Extensible Insights
*Experiments with Promising ROI
*Pathways for Mobility
Participate in the conversation. Contribute your perspectives.
No Cost Registration Is Required
Please contact Addy Dawes is you are having any issues registering or have any questions.
Roy Pea is the David Jacks Professor of Education and the Learning Sciences at Stanford University, Co-Founder and Faculty Director of the H-STAR Institute, Director of the PhD Program in Learning Sciences and Technology Design, and Professor, Computer Science (Courtesy). Since 1981, Dr. Pea has been exploring how information technologies can support and advance the scientific understanding and practices of learning and teaching, with particular focus on topics in science, mathematics, and technology education and their associated symbolic and communicative interchanges that are integral to learning.
David B. Grusky is the Barbara Kimball Browning Professor of Sociology at Stanford University, Director of the Center on Poverty and Inequality (CPI), Director of the California Welfare Laboratory, Director of Recession Trends, and coeditor of Pathways Magazine and the Social Inequality Series. He is a Fellow of the American Association for the Advancement of Science, co-recipient of the 2004 Max Weber Award, founder of the Cornell University Center for the Study of Inequality, and a former Presidential Young Investigator.
Van Ton-Quinlivan is a nationally recognized thought leader in workforce development with a proven track record for implementing large-scale system change. Appointed by the governor in 2011 as vice chancellor of Workforce & Economic Development, she oversees federal and state funding that advance the workforce mission across California’s 113 community colleges, one of the largest and most complex higher education system in the nation. Her administrative responsibility has grown to $900 million from an initial $100 million in program funds as a result of her ability to inspire others toward a common, unifying vision.
Alex Kass Alex has over 30 years of experience working at the intersection of technology, human learning, and human performance. He currently helps lead the Digital Experiences group within Accenture Labs, with a focus on the impact of technology on the future of work. He helps Accenture and its enterprise clients leverage technology to re-imagine how individuals, teams, and organizations get work done. His team contributes to all phases of the innovation lifecycle, from producing early-stage thought leadership, to technical research, patentable invention, live pilots, and at-scale implementation of new approaches. The biggest focus in recent years has been on bringing the crowdsourced “Liquid Workforce” to life.
Jennifer House is President of RedRock Reports, an education funding services company. A noted education market leader, Dr. House is a former teacher, reading specialist, school district administrator and educational technology innovator. In addition to heading up the Curriculum Department for the Cupertino Union School District in CA, she also led engineering education and marketing programs for Hewlett-Packard, managed K-12 marketing programs for Apple Computer, held executive positions with Tenth Planet, Classroom Connect, and other leading K-12 organizations.
Sabine Remdisch is a Professor of Personnel and Organizational Psychology and Head of the Institute for Performance Management at Leuphana University Lüneburg. Her current focus is leadership and working in the digital world. She is a guest researcher at the H-STAR Institute at Stanford University, Silicon Valley, and is a member of the Leadership Garage. She teaches leadership, personnel development and coaching. It accompanies companies in the field of digital change and the development of a digital corporate culture.
Chris Jacobs is a digital-workforce education evangelist. She leads Cisco’s Global Certifications business, which supports the acclaimed community of three million CCIE technology leaders. The CCIE certification is recognized the most prestigious networking certification in the industry and is a critical part of Cisco’s digital business strategy. She marries almost two decades of experience in IT, with her background in human resources and HR enterprise systems to help technology leaders become business leaders and innovators for their organizations’. She has more than 30 years of experience in organizational change and establishing new human resources infrastructures to enable business transformation and innovation.
Banny Banerjee is Director of Stanford ChangeLabs, and teaches Design Innovation and Strategy at the Hasso Plattner Institute of Design (Stanford University's d.school). His area of expertise is the use of Design Thinking for strategic initiatives and large-scale transformations directed towards sustainable futures. He founded Stanford ChangeLabs, which has ongoing research in Innovation Methodologies and transdisciplinary initiatives aimed at developing a new field: Innovation of Scaled Transformations. His research initiatives are centered on processes, paradigms, and integrated strategies to address complex challenges such as the future of water, energy, governance systems, and organizational transformations.
Erin Young is a doctoral student in Education, specializing in digital technologies and interdisciplinary collaboration. Alongside her doctoral work, Erin works part-time for the International Institute of Educational Planning (IIEP) at UNESCO. She is also a Research Assistant at the Oxford Internet Institute, exploring the digital transformation of teaching through objects. Between her periods of study, Erin has worked as an Analyst for The Futures Company (WPP) in London, and within the Finance division for Thomson Reuters in New York City.
Martin Carnoy is the Vida Jacks Professor of Education at Stanford University School of Education. Dr. Carnoy is a labor economist with a special interest in the relation between the economy and the educational system. To this end, he studies the US labor market, including the role in that relation of race, ethnicity, and gender, the US educational system, and systems in many other countries. He uses comparative analysis to understand how education influences productivity and economic growth, and, in turn, how and why educational systems change over time, and why some countries educational systems are marked by better student performance than others'.