Helena Business and Industry Survey

Conducted by the Helena Education Foundation

July-August, 2008

Summarized by:

Patrick Kelly, National Center for Higher Education Management Systems

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12

0 2 4 6 8 10 12 14

Other

Mother

Media

Career Development

Project Management

Veterinary Medical

Construction

Information Technologies

Health Care

Marketing

Engineering

Landscaping

Energy/Utilities

Entertainment/arts

Restaurant, Hospitality or Tourism

Education

Sales

Government and Public Administration

Human Services

Finance and Insurance

Helena Business and Industry Survey – Respondents by Industry

Total = 61

Levels of Education Required for Entry-Level Work vs. Levels Required for Positions Above Entry-Level

4.9%

32.8%

9.8%

4.9%

37.7%

9.8%

0% 10% 20% 30% 40% 50% 60%

Graduate Degree

Bachelors Degree

Associate Degree

Industry Certification

High schooldiploma/GED

Less than high schooldiploma

Required for Entry-Level

13.2%

54.7%

9.4%

3.8%

17.0%

1.9%

Required Beyond Entry-Level

Are You Aware of Any Current Employees (20 and Older) Who Lack a High School Diploma or GED?

Will not hire a person without a high school diploma – GED is not sufficient

Will hire a person without a high school diploma or GED with hesitancy – generally lack problem solving, language, and communication skills

We require a high school diploma or GED and verify their credentials

Comments

No 74%

Yes 26%

Would You Support Efforts by the Helena Educational Community to Help Adults Earn a GED?

Yes – but would rather see more focused efforts on preventing dropout – reconnecting adults is reactionary rather than proactive

Yes – it is failing our nation when we have such high dropout rates – our nation is no longer the leaders as a result of high dropout rates

As long as testing criteria for the GED is relevant for what is needed in the workforce

Comments

No 5%

Yes 95%

Is the Helena Educational System Adequately Preparing Students for Postsecondary Education and Work?

Yes – postsecondary, but need to focus more on those not planning to attend college

Do well with more advanced students but need to improve with those more likely to enter the workforce

The school district is not meeting the needs of those interested in vocational careers

Comments

Some students are better prepared than others . . . Due as much to parental influence and home environment

Need to do better with those struggling – improve drop-out rate

Not keeping up with the changing demands of employers

Writing and math skills are lacking

No 44%Yes 56%

What Could be Done to Better Prepare Students for Postsecondary Education and the Workforce?

More rigor – raise expectations among students and parents, more effective use of the senior year, expand opportunities for dual enrollment

More effective interaction (for students) between schools and businesses – work study, internship, apprenticeships, job shadowing programs, customized programs developed by educators and employers

More effective communication of career opportunities, realistic wages, associated with directly entering the workforce vs. continuing into college

Focus more on reading, writing, and math skills (and their application in the workforce)

More specific courses designed for success in the vocational trades – e.g. applied vs. traditional mathematics

More emphasis on communication, social, and life skills

Suggestions for Improvement

No 44%Yes 56%

First Skills Needed to Learn Directly Out of High School vs. the Most Desired Foundational Skills

Note: Could include more than one response

3.1%

4.6%

9.2%

20.0%

27.7%

35.4%

0% 10% 20% 30% 40%

Organization

Leadership

Hard Skills - Reading,Math, etc.

Inquiry and ProblemSolving

Work Ethnic,Timeliness, Loyalty

Communication

Skills Needed to Learn DirectlyOut of High School

3.2%

3.2%

25.4%

7.9%

27.0%

33.3%

Foundational Skills MostDesired

Are Students Given Sufficient Guidance and Preparation in Making Career Choices?

Too many demands on teachers and counselors – opportunity to incorporate career education is limited

More focused on four-year degree

Guidance counselors tend to discourage kids from attending college outside of Montana and are not helpful in guiding students toward specific careers – teachers and employers do a much better job of this

Comments

Counselors deal more with crisis/disciplinary action than career counseling – not enough time to deal with both

Struggle with home environment for some kids

Counselors should be able to distinguish – and guide accordingly – between students going to college vs. directly into the workforce

Counseling system seems reactive rather than proactive

No 70%

Yes 30%

Statements that Most Closely Fit Business’s Needs

6.0%

25.4%

32.8%

35.8%

0% 10% 20% 30% 40%

Send us fully qualified applicants; we neither havethe time or resources to provide training.

Send us applicants who can read and locateinformation, apply mathematics, and problem-

solve; we will teach them whatever else they needto succeed in our business.

Send us applicants with adequate soft skills (workethic, teamwork, communication skills, etc); we willteach them specific occupational/technical skills.

Send us applicants with specificoccupational/technical skills; we will develop otherskills needed commensurate with our company's

culture.

Note: Could include more than one response

Difficulty Hiring/Filling Positions with the Following SkillsMost Common Examples (from 50% of Respondents who Indicated Difficulty)

Nursing

Health Technology

Information Technology

Other Technology – Auto, Electric

Engineering

Management

Sales and Customer Service Skills

Writing Skills

Math Skills – Teaching and On-the-Job

Most Serious Personnel Issues in Businesses

2.2%

2.2%

4.5%

7.9%

12.4%

19.1%

23.6%

28.1%

0% 10% 20% 30%

Drug and alcohol abuse

Worker injuries

Work Ethic

Leadership problems

Absenteeism

Worker loyalty/turnover

Lack of trained/skilledworkers

Communicationproblems

Others:

Retirement/Replacement

Seasonal Nature of Business

Note: Could include more than one response

Adequate Input Into Our Local Education System?

Contact District Administrators

Through Committee Process

Through Teachers

Contacting School Board Members

“Never heard of school district asking for what we need in employment skills”

Provide contact person for employment, training, and feedback

Community Forums

Consider using small business owners as guest lecturers

Expose teachers to more business activities

Yes: What is the Best Way to Provide Input?

No: How Could the School District Facilitate Input?

17.4%

5.8%

7.0%

8.1%

14.0%

14.0%

14.0%

19.8%

0% 10% 20% 30%

Other (please specify)

Providing internship opportunities for teachers

Donating equipment for educational programs

Serving on a business/industry advisorycommittee

Providing internship opportunities for students

Hosting student tours of our place of business

Not Engaged

Being a guest speaker in classes

How are You Engaged with a Local K-12 Education Program?

Others:

Serve on Committees

Fund Programs

Volunteering

Parent

Employee

Note: Could include more than one response

4.3%

6.0%

11.1%

15.4%

17.1%

21.4%

24.8%

0% 10% 20% 30%

Other (please specify)

Donating equipment

Providing internship opportunities for teachers

Hosting student tours of our place of business

Providing internship opportunities for students

Serving on a business/industry advisorycommittee

Being a guest speaker in classes

Business would Be Willing to Partner with a Local Education Program in the Following Areas?

Others:

Volunteer

Note: Could include more than one response