2006 N.C. skills market survey : reconnecting public education with economic reality.

              The 2006 N. C. Skills

Market Survey

Reconnecting Public Education

With Economic Reality

Cherie Berry, Commissioner

N. C. Department of Labor

1101 Mail Service Center

Raleigh, NC 27699- 1101

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Employer Opinions on High Schools and Graduates . . . . . . . . . . . . . . . 4

Employer Opinions on the N. C. Skills Market . . . . . . . . . . . . . . . . . . . . . 9

Discussion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

2006 N. C. Skills Market Survey Contents

ii

In my travels across the state, employers have expressed concerns about the

scarcity of skilled labor and the difficulty they have finding qualified employees.

For this reason, I wanted to conduct a survey to better gauge the opinions of North

Carolina employers on the ability of today’s high schools to prepare young people

for work, if they are satisfied with the skills of recent high school graduates, and

what difficulty they are having finding qualified workers.

The results from the 2006 N. C. Skills Market Survey discussed in this report are

not surprising. We have known that our state and nation face a growing shortage

of skilled labor because of at least two factors. First, aging baby boomers are

beginning to retire, and a low U. S. birth rate means there are fewer workers to

replace them. Second, fewer young people are willing to consider skilled trades as

a career choice. There also is decreasing support for career education in our pub-lic

high schools that are almost exclusively focused on higher education. Because

of these factors, the shortage of skilled workers in construction, manufacturing

and services is growing more severe each year, and unless the trend is reversed,

the shortage will grow worse over the next 15 years to 20 years.

While some of the findings do indicate improvement, mostly they tell us we are

facing serious challenges. Solving the problem will require multiple solutions,

with everyone— education, government, business, parents and students— working

together to build a first- rate workforce for North Carolina. The recommendations

made in this report are based on the findings from the survey and involve most of

the key stakeholders. Most importantly, the survey indicates that business and

industry in North Carolina, as well as the education and government systems, have

work to do. This report calls for more action on the part of our business commu-nity

on both a corporate and local level.

The education and skills that our citizens bring to the workplace are our most crit-ical

economic development issue. Without an educated and skilled workforce, we

will lag behind in our efforts to attract new industry. We risk losing jobs to other

states or outsourcing them to other countries with skilled labor available. We also

run the risk of our small employers, our best generator of new jobs, going out of

business because they do not have the resources to recruit, train and keep skilled

workers.

If we want to improve our labor pool, then we need to give the issue much more

attention than currently is being given by education, government and our business

community. I hope this report helps us move toward closing the skills gap and

building a brighter future for our children and grandchildren.

Cherie Berry

N. C. Commissioner of Labor

2006 N. C. Skills Market Survey Preface

iii

The purpose of the 2006 N. C. Skills Market Survey was to determine employer

opinions on the ability of North Carolina high schools to prepare graduates for

work and the status of the state’s skills market. A total of 1,411 N. C. employers

responded. According to the respondents, most ( 52.9 percent) entry- level jobs

require only a high school diploma. In comparison to a previous survey of N. C.

employers in 1989, the percentage of entry- level jobs requiring only a high school

diploma has gone virtually unchanged. Moreover, nearly three out of four ( 73.2

percent) said that their entry- level jobs require a high school diploma or less, and

only one out of seven ( 14.4 percent) require a postsecondary degree.

When N. C. employers were asked if they would hire high school students for

part- time work and give them job- specific skills training, nearly two- thirds

( 62.5 percent) said they are unlikely to do so. While two- thirds are happy with

the computer and reading skills of recent high school graduates ( 65.1 percent

and 63.0 percent, respectively), a similar percentage ( 64.8 percent) is not satis-fied

with graduates’ employability skills, and a majority ( 51.0 percent) said

recent graduates do not have the necessary oral and written communication

skills for their entry- level jobs. Also, more N. C. employers are satisfied than

dissatisfied with recent high school graduates’ math and science skills ( 46.8

percent and 36.7 percent, respectively). In comparison with previous surveys in

1989 and 1994, N. C. employers seem to indicate there has been an improve-ment

in the academic skills of high school graduates. Yet one- fourth to one-third

of employers are still dissatisfied with the reading, science and math skills

of graduates ( 22.3 percent, 26.5 percent and 33.4 percent, respectively). As an

overall grade for N. C. high schools ability to prepare graduates for the work-force,

nearly one- half of employers ( 49.6 percent) gave the schools a C and

while a quarter either gave an F or D ( 4.7 percent and 21.0 percent, respective-ly)

or gave an A or B ( 2.3 percent and 22.4 percent, respectively). Moreover,

one- third of N. C. employers ( 34.2 percent) do not participate in any activities

with local schools.

Based on N. C. employers’ written comments, they perceive recent high school

graduates as immature, disrespectful, irresponsible and unethical. Many recent

graduates seem to believe that a job and a paycheck are an entitlement. Employers

also describe them as lazy and lacking any discipline, dependability, motivation to

work or desire to succeed. Personal appearance, appropriate or professional dress,

and hygiene are also problems encountered by employers. Moreover, N. C.

employers believe high schools are too focused on preparing graduates for college

and believe that not enough emphasis is placed on preparing graduates to go

to work.

These results clearly indicate that N. C. employers primarily value work experi-ence

and employability skills. Job applicants with prior work experience are more

likely to have developed the attitudinal qualities, soft skills and behaviors that

employers say they want to see in people applying for their entry- level jobs.

Traditionally many high school students develop employability skills by working

2006 N. C. Skills Market Survey Executive Summary

iv

“ As an electronics manufacturer in

northeastern North Carolina, our single

biggest challenge is finding and retain-ing

personnel. Our experience is that the

lack of technical skills and general

employability ( work ethic, attendance)

are a growing problem. We are strug-gling

with this on a daily basis, and

have not yet been able to find a strategy

to overcome these obstacles.”

( Manufacturing, 25- 49 employees)

part- time jobs after school, on weekends and during summer months. In point of

fact, there is good evidence that teenage employment has many beneficial effects

including postsecondary educational attainment, even when adolescents have low

educational promise upon entry to high school and it confers advantages in the

early socioeconomic career.

Yet a declining number of North Carolina’s 16- and 17- year- olds are benefiting

from the effects of part- time employment. The number of Youth Employment

Certificates being issued to the state’s 16- and 17- year- olds has dropped apprecia-tively

from 52 percent in 1995 to 28 percent in 2004, nearly a 50 percent drop.

Moreover, N. C. employers are dismayed by the state’s skills market. Nearly three

out of four N. C. employers ( 78.5 percent) tell us they have some degree of prob-lem

finding qualified help, with little over one- third ( 36.9 percent) saying it is

either a difficult or severe problem. By and large, employers have the most trou-ble

finding skilled/ technical labor. They are also pessimistic regarding the future.

Most ( 56.6 percent) believe the problem will get worse, and only 10 percent

believe it will get better. The skills shortage appears to be a chronic problem in

North Carolina based on prior employer surveys going back to 1989 and 1994.

When describing the N. C. skills market, many employers used negative terms

such as prehistoric, dismal, poor, deteriorating, very weak, limited, inadequate or

losing ground, while only one gave a positive comment.

When rejecting job applicants, N. C. employers are most likely ( 61.5 percent) to

do so for inadequate employability skills, lack of work experience and job- specif-ic

skills, poor communication skills, and no prior references. When making hiring

decisions, employers tell us the most important factors are job applicants’ attitude

( 69.9 percent), followed by their ability to communicate ( 44.4 percent) and their

appearance ( 37.2 percent). They are also likelier to hire veterans, women, recent

high school graduates and older people, and least likely to hire the disabled and

former prison inmates.

Because of the skills scarcity, N. C. employers are likelier ( 61 percent) to meet

their need for qualified workers by hiring people with fewer skills than required

for the job and train them. Most employers ( 53.9 percent) said they are spending

more, and most of their training dollars are devoted to training employees in tech-nical

and basic skills. However, some of the employers complained that there is

not enough unskilled labor that is trainable because of poor skills, difficulty with

the English language or substance abuse problems.

Recommendations

Less than six out of 10 students who go to college will earn a baccalaureate degree

and less than half entering community colleges return the second year. This sig-nals

a “ disconnect” between the messages students receive and economic realities.

Approximately three out of four jobs currently require a high school diploma or

less and that ratio is not expected to change for the next 10 years. As a conse-quence,

high schools will remain the largest supplier of workers for our state’s

2006 N. C. Skills Market Survey Executive Summary

v

“ The schools need to embrace the tech-nical

aspect of instruction better. We

need more skilled labor than we need

computer operators.” ( Construction, 10-

24 employees)

“ It would be helpful to incorporate more

technical training and job knowledge for

area employability. Most high schoolers

do not understand what is required

beyond high school to meet the qualifi-cations

for certain jobs or what is avail-able

in their area.” ( Government, 500-

999 employees)

employers and the more significant educational institution in preparing young

people for work. N. C. high schools need to take more seriously the workforce

needs and requirements of our state’s employers. Consequently:

• Every high school graduate needs to be job- ready, which means that N. C. high

schools need to continue improving the basic academic skills of all graduates so

that they have an adequate foundation in which to be trained in job specific skills.

• N. C. high schools must reverse the trend of fewer high school students receiving

the beneficial effects of work experience by reviving cooperative education and

expanding other work- based learning opportunities such as internships, registered

apprenticeship and even entrepreneurial opportunities. Moreover, middle schools

and high schools need to help students begin thinking about their future occu-pational

goals by exposing them to different occupations through means such as

field trips and job shadowing. Parents, who for the most part have one vision

for career and financial success which is the attainment of a four- year degree,

also need to be exposed to career information and opportunities to help their

children make good career choices.

• Our state’s retiring baby boomers with knowledge and experience in skilled

trades should be enlisted into a volunteer community service organization like

Volunteers in Service to America ( VISTA) to work with schools to mentor and

coach students and teachers.

The best way for N. C. employers to solve their own skills crisis and guarantee that

graduates that high school graduates are job- ready is by becoming more involved

in local schools. N. C. employers should not expect the school’s to take the initia-tive

or bear this responsibility alone. As a result:

• N. C. employers should take leadership in creating viable business- education

partnerships organized to improve employment- readiness of high school grad-uates

and have agreed upon benchmarks for accountability. Such partnerships

need to be sanctioned by local school boards and the mission clearly defined.

At a minimum, partnerships should have employers assist local schools in

developing work- relevant curriculums, expose students and parents to career

information and opportunities in their local area, and provide work- based learn-ing

opportunities for students.

• N. C. employers that hire high school graduates must request high school tran-scripts

and test scores from job applicants to signal the importance of academic

achievement.

However, reforming schools will not alone solve the growing skills shortage nor

should N. C. employers expect government and education to fix the problem. N. C.

employers will have to help themselves. Therefore:

• N. C. employers will need to develop strategies to retain current workers longer

by developing employee retention programs and consider such options as offering

financial and fringe benefit incentives, flexible retirement options, flexible

2006 N. C. Skills Market Survey Executive Summary

vi

“ I think a lot of people entering the mar-ket

don't realize the value of practical

experience. They have book knowledge,

but have never applied it, so are sur-prised

when they get on the job and see

what is expected of them.” ( Services,

100- 249 employees)

“ The problems are growing, not getting

better. I strongly believe that in order to

address these issues it will take a

focused partnership of the education

system ( from kindergarten to high school,

as well as the community college system)

and the business community to provide a

different orientation towards career

development and advancement.”

( Manufacturing, 25- 49 employees)

schedules, reduced workloads, shorter workweeks, job sharing and training and

education.

• N. C. employers will have to consider tapping potential labor pools that may

have gone unnoticed or underutilized before. N. C. employers will need to

actively recruit from special populations such as those who have given up on

the labor market, women, older people, the disabled and ex- offenders. In some

cases, this may require offering incentives such as family- friendly policies to

attract stay- at- home parents. In other cases it may require partnering with the

N. C. Department of Corrections to prepare inmates returning to society for

work or attracting women to nontraditional occupations such as construction. In

any case, this will require N. C. employers to think differently about the labor

market and how and where they recruit potential workers.

High school students are usually presented with an “ either/ or” option. In other

words, you can choose either to go to a postsecondary institution or go directly

into the workforce. The “ either/ or” option tends to narrow our vision when it

comes to alternate learning paths to higher education and how higher education is

defined. Going from high school directly to a two- or four- year college is not the

only route, nor is higher education strictly the domain of colleges and universities.

Agood example of both an alternate route and a different definition of higher edu-cation

is registered apprenticeship. Registered apprenticeship is a national training

program that requires at least 2,000 hours of on- the- job training and 144 hours of

related classroom instruction. Currently there are 900 apprentice- able occupations

ranging from aircraft mechanics and electricians to personnel systems managers

and soil conservation technicians. For this reason:

• N. C. high schools need to begin acting upon registered apprenticeship as an

alternate and viable path to higher education. But registered apprenticeship as

an alternate path is not possible without the support and buy- in of N. C. employ-ers.

Accordingly, not only will current apprenticeship sponsors need to make

apprentice opportunities available to high school students, more sponsors will

be needed to meet growing demand.

Registered apprenticeship is the best way for employers to ensure that workers are

trained the way they want them. Results from satisfaction surveys show that

approximately 75 percent of employers that have apprenticeship programs say that

the program is either very important or critically important relative to the company’s

goals. Results also show that apprenticeship programs reduce turnover and

improve productivity, quality workmanship, recruitment, employee problem- solving,

employee versatility and skills of employees.

In the end, solving the skills crisis is not the responsibility of a single institution

but the responsibility of all, which include schools, government, business and

even parents and students themselves. N. C. employers cannot sit idly by and wait

upon public schools to change for the better because they are not likely to change

upon their own volition. N. C. employers need to be knocking at the school house

door and ready and willing to roll- up their sleeves to go to work.

2006 N. C. Skills Market Survey Executive Summary

vii

“ As Baby Boomers retire, we are going

to see a big skills gap in the workplace.

Young people have a wonderful opportu-nity

to fill that gap, but they MUST have

or obtain the necessary skills.”

( Manufacturing, 500- 999 employees)

The 2006 N. C. Skills Market Survey asked N. C. employers for their opinions

about the job readiness of our state’s high school students and graduates and the

current status of North Carolina’s skills market.

The 5,800 businesses and government agencies that subscribe to the department’s

electronic bimonthly newsletter, NC Labor Ledger, received the survey. Labor

Commissioner Cherie Berry sent an e- mail asking each recipient to open the Web-based

survey using an Internet browser. Of the 5,800 recipients, 1,411 responded

for a completion rate of 24 percent. Although the recipients were not randomly

chosen, the number of respondents makes the survey results very significant. The

results are also similar to other surveys such as the National Association of

Manufacturers’ 2005 and 2001 surveys.

Who Are the Employers?

Figure 1 shows the number of employees of the survey respondents. The response

according to size was fairly balanced among small, medium and large companies

and agencies. The survey respondents by industry sector are shown in Figure 2 and

are ranked according to the number of respondents for each sector. The manufac-turing

sector represents nearly 30 percent of the total respondents, followed by

government ( 16.2 percent), services ( 14.2 percent), construction ( 12.9 percent),

health care ( 7.0 percent) and retail ( 4.3 percent).

Educational Attainment

A majority of employers said that a high school diploma is the highest level of

education required for most of their entry- level jobs ( see Figure 3). One out of five

employers said they either had no educational requirements or required less than

a high school diploma. Another 12.4 percent said that they require some education

or certification beyond a high school diploma. Only one out of 14 employers said

a four- year degree, one out of 20 said a two- year degree, and one out of 42 said a

graduate degree was required.

2006 N. C. Skills Market Survey Introduction

1

Figure 1: Survey Respondents by Number of Employees

199

272

172

134

148

148

195

143

0

50

100

150

200

250

300

0- 9 10- 24 25- 49 50- 99 100- 249 250- 499 500- 999 1,000 or more

“ Generally we seek some experience/ post

high school education and rarely hire

graduates directly from high school. I

have great concern with the high school

drop out rate. Without a HS diploma we

rarely will even consider the applica-tion.”

( Government, 500- 999 employees)

Two prior scientific studies were conducted among N. C. employers in 1989 and

1994 to determine perceptions about graduates’ preparation for the workforce and

other labor market issues. Figure 4 compares employer responses from all three

surveys. Although there was a drop between 1989 and 1994, the comparison

shows that the number of entry- level jobs requiring only a high school diploma

has gone virtually unchanged between 1989 and 2006. At the same time, the num-ber

of jobs requiring some education or certification has doubled between 1989

and 2006, while those jobs requiring less than a high school diploma have

dropped. What is surprising is that the jobs requiring either a two- year, four- year

or graduate degree have not significantly changed in the last 17 years. Overall,

nearly three out of four entry- level jobs require a high school diploma or less, and

only one out of seven require a postsecondary degree.

2006 N. C. Skills Market Survey Introduction

2

Figure 2: Survey Respondents by Industry Type

6

14

29

61

200

99

35

41

43

42

182

229

430

0 50 100 150 200 250 300 350 400 450 500

Military

Telecommunications

Agriculture

Finance, Insurance, Real Estate

Transportation

Mining

Electric, Gas, Sanitary Services

Retail

Health Care

Construction

Services ( lodging, personal, pro, repair, etc.)

Government

Manufacturing

Figure 3: Educational Requirements for Entry- Level Jobs 2006

2.4%

4.8%

12.4%

12.5%

52.9%

7.2%

7.8%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%

Graduate Degree

2- year Degree

4- year Degree

No educational requirements

Some education/ cerfication beyond

HS Diploma

Some education but < HS Diploma

HS Diploma

“ It seems to me that technology and

medicine are fields of emphasis. This

area also has employment opportunities

in biotechnology. A focus on these are-nas

would seem to increase a person's

chance of securing an entry level job

while perhaps going to technical school

or college.” ( Health Care, 50- 99

employees)

“ We do work with our community col-lege

for training needs for out entry

level jobs. We prefer an Associates

degree but will hire someone with expe-rience

and no degree, if the experience

is relevant. We also do pre- employment

skills testing as part of our interview

schedule.” ( Manufacturing, 25- 49

employees)

There are also notable differences between industries, as seen in Figure 5. Looking

at the top six industries with the highest number of survey respondents, almost one-half

of all entry- level jobs in construction require less than a high school diploma.

For the five remaining industries, a high school diploma is the largest percentage

of entry- level jobs. While some education beyond a high school diploma or a post-secondary

degree is a significant requirement in government, services and health

care sectors, it is less of a requirement in manufacturing, construction and retail. At

the same time, higher percentages of entry- level jobs in the manufacturing, con-struction

and retail sectors require less than a high school diploma, while smaller

percentages of entry- level jobs in government, services and health care do so.

2006 N. C. Skills Market Survey Introduction

3

Figure 4: Comparsion of N. C. Employers’ Educational Requirements

for Entry- Level Jobs Between 1989, 1994 and 2006 Surveys

52.7%

5.7%

31.8%

5.6%

2.9%

0.6%

41.3%

43.4%

6.7%

3.1%

3.0%

0.1%

52.9%

12.4%

20.3%

7.2%

4.8%

2.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Graduate Degree

2- year Degree

4- year Degree

No educational requirements/ Less than HSDiploma

Some education/ certificationbeyond HSDiploma

HSDiploma

1989 1994 2006

Figure 5: Educational Requirements for Entry- level Jobs by Industry

64.2%

55.7%

42.0%

50.2%

4.8%

12.0%

7.1%

26.2%

24.6%

48.9% 46.5%

39.6%

15.3%

21.5%

25.3%

6.6%

5.8%

6.6%

29.7%

24.5%

21.2%

11.4%

4.9% 5.3%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Construction Manufacturing Retail Health Care Services ( lodging,

personal, pro, repair,

etc.)

Government

Less than HS Diploma HS Diploma Some Beyond HS Postsecondary Degree

“ More time and energy needs to be

spent developing a program to train the

service providers such as electricians,

carpenters, plumbers, heating and air

conditioning service technicians and

refrigeration contractors and service

technicians.” ( Construction, 0- 9

employees)

Nearly two- thirds of N. C. employers responding to the survey indicate they are

either unlikely or very unlikely to hire high school students and train them in job-specific

skills ( see Figure 6). Only one- fourth of the employers are likely or very

likely to hire high school students and provide them skills training. When consid-ered

by industry as shown in Figure 7, retail establishments are likelier ( likely and

very likely) than any other sector to provide high school students entry- level

employment and provide them job- specific skills training. However, a majority of

employers for all sectors except retail are unlikely ( unlikely and very unlikely)

to do so. The ability for many sectors to offer such opportunities to high school

students is governed by youth employment laws because many high school students

under age 18. Still, it is apparent that others are unwilling to do so because of other

concerns.

2006 N. C. Skills Market Survey Employer Opinions on High Schools and Graduates

4

Figure 7: Likelihood of N. C. Employers by Industry

Hiring High School Students for Entry- Level Jobs

and Providing Job- Specific Skills Training

81.0%

72.1%

62.1%

60.6%

11.9%

16.3%

18.3%

19.5%

20.3%

21.4%

22.9%

27.5%

28.0%

30.3%

32.5%

54.1%

65.5%

65.8%

67.4%

57.2%

65.7%

57.7%

56.0%

37.7%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%

Electric, Gas, Sanitary Services

Mining

Government

Transportation

Manufacturing

Telecommunications

Finance, Insurance, Real Estate

Agriculture, Forestry, Fishing

Construction

Health Care

Services ( lodging, personal, pro, repair, etc.)

Retail

Likely Unlikely

“ Reading and writing at an acceptable

level is a problem for some graduates. No

one should graduate from high school

without mastering basic skills. Many high

school ( students) cannot fill out a job

application and spell all the words cor-rectly.

How can we teach them job skills

when they lack the basics?” ( Manu-facturing,

500- 999 employees)

“ Majority of 17 to 21 year olds have very

poor employability skills. Most are termi-nated

before 3 months for attendance,

tardiness or poor work performance.”

( Manufacturing, 100- 249 employees)

Figure 6: Likelihood of N. C. Employers Hiring High School Students

for Entry- Level Jobs and Providing Job- Specific Skills Training

35.2%

27.3%

12.5%

6.1%

18.9%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

Very Unlikely Unlikely Not Sure Likely Very Likely

As shown in Figure 8, when asked if recent high school graduates have the neces-sary

skill level to be trained for their entry- level jobs, about two- thirds of employers

said that graduates have the necessary computer skills and reading skills. While

more employers agree graduates have the required skill level in mathematics, one-third

disagrees. Likewise, roughly one in three agreed graduates have the necessary

science skills, while one in four said they do not.

Almost two out of three employers said that recent high school graduates do not

have the necessary employability skills such as work ethic, attendance or time-liness,

and a bare majority said they don’t have the necessary written or oral

communication skills. In addition, more employers disagree than agree that

graduates have the required vocational and technical skills for their entry- level

jobs. Employers in the construction, manufacturing, and electric, gas and sanitary

services are likelier to disagree than other industry sectors that graduates have the

required vocational and technical skills.

A comparison of the 2006 results with the results from the 1989 and 1994 busi-ness

and industry surveys shows that employer opinions on the reading, math and

computer skills among high school graduates have improved, as indicated in

Figure 9. On the other hand, Figure 10 shows that communications skills appear

to have stagnated. While oral and written communications were separate values in

the 1989 and 1994 surveys, only one- third agreed in all three surveys that oral and

written skills were adequate. At the same time, employability skills seem to have

worsened. While a direct comparison cannot be made, nearly one- third of the

employers ( 31.6 percent) in 1994 indicated that graduates had the work ethic and

four out of 10 ( 41.7 percent) said they had the personal qualities for their entry-level

jobs. In 2006, only 16.6 percent of employers said they had the necessary

employability skills that include work ethic and personal qualities such as attitude,

appearance, commitment and punctuality.

2006 N. C. Skills Market Survey Employer Opinions on High Schools and Graduates

5

Figure 8: N. C. Employers’ Agreement/ Disagreement Whether High

School Graduates Have Necessary Skill Levels for Entry- Level Jobs

16.6%

32.0%

32.2%

36.7%

46.8%

63.0%

65.1%

64.8%

37.7%

51.0%

26.5%

33.4%

22.3%

14.7%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

Employability Skills

Vocational/ Technical Skills

Communication Skills

Science

Mathematics

Reading

Computer Skills

Agreed Disagreed

“ We have a great need for workers in

the construction industry who have

above average computer, communica-tion,

problem identification & resolution

skills, ability to make sound decisions,

organizational skills, and the desire to

work daily. There are so many mechani-cally

oriented students who could learn

these skills in the high school setting.”

( Construction, 10- 24 employees)

One- half of employers gave high schools a C for their ability to prepare young

people for their entry- level jobs while a quarter either gave the schools an F or

D, or A or B ( see Figure 11). This assessment is in line with employers’ opinions

on the skill- level question above. While more employers agree than disagree that

schools are doing an adequate job on academic skills ( reading, math and science),

more disagree than agree when it comes to employability, communication and

vocational skills. This may actually be some improvement over employers’

assessment in the 1989 and 1994 business and industry surveys. Among employ-ers,

only 29 percent in the 1989 survey and 24.1 percent in the 1994 survey were

satisfied with the preparation of N. C. high school students for the workforce,

while a majority of employers were dissatisfied ( 52.7 percent and 55 percent,

respectively).

2006 N. C. Skills Market Survey Employer Opinions on High Schools and Graduates

6

Figure 10: Comparison of N. C. Employers’ Agreement That

High School Graduates Have Necessary Communication Skills

From 1989, 1994 and 2006 Surveys

33.3%

31.2%

32.2%

35.3%

30.6%

28.0%

29.0%

30.0%

31.0%

32.0%

33.0%

34.0%

35.0%

36.0%

1989 1994 2006

Communication Skills Writing

“ I have really been surprised the

amount of applicants who apply for jobs

that can't either read, write or figure

simple math.” ( Government, 25- 49

employees)

“ If you want to go to college, the

schools are making the effort to prepare

students for this. If you are looking at

the graduates prepared for the job mar-ket,

then they fail!” ( Government, 25- 49

employees)

Figure 9: Comparison of N. C. Employers’ Agreement That

High School Graduates Have Necessary Reading, Math and Computer

Skills From 1989, 1994 and 2006 Surveys

53.9%

63.0%

23.7% 24.2%

43.0%

65.1%

56.7%

46.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1989 1994 2006

Reading Mathematics Computer Skills

Employers were also asked if they participated with local schools in a number of

activities. As Figure 12 indicates, most employers said they participate in job fairs

or career days at schools. Moreover, employers are likelier to provide part- time

jobs to students, organize special programs or events, contribute space or equip-ment,

and allow employees to mentor students. They are less likely to provide

teachers summer internships, work with schools to develop or incorporate indus-try

standards into curriculums, provide apprenticeships to students, and loan com-pany

personnel. However, one- third of employers ( 34 percent) indicate they do

not participate in any activities with local schools.

2006 N. C. Skills Market Survey Employer Opinions on High Schools and Graduates

7

Figure 12: Employer Involvement With N. C. High Schools

5.7%

10.1%

11.8%

21.1%

21.5%

25.7%

31.7%

40.2%

9.3%

9.6%

12.5%

34.2%

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0%

Summer Internship for Teacher

Develop Curriculum

Other

Youth Apprenticeship

Incorporate Industry Standards in

Curriculum

Loaned Company Personnel

Employee Mentors

Contributed Space/ Equipment

Organized Special Programs

Part- time Jobs

Do Not Participate

Job Fairs

“ Graduates are slovenly, non commu-nicative,

dress poorly, have attendance

problems, and generally have an attitude

of entitlement.” ( Health Care, 250- 499

employees)

Figure 11: N. C. High Schools’ Grade on Job Preparedness

4.7%

21.0%

22.4%

2.3%

49.6%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%

F

D

C

B

A

Comments

A total of 498 employers made comments to an open- ended question regarding

North Carolina high schools and their graduates. Almost without exception, the

written comments are negative, many attributing blame for unprepared graduates

to schools and teachers, but also parents and society in general.

Employers were very expressive regarding their dissatisfaction with graduates’

employability skills. More often, employers describe recent graduates as imma-ture,

disrespectful, irresponsible and unethical. They claim that recent graduates

are lazy and lack any discipline, dependability, motivation to work or desire to

succeed. Employers said that most recent graduates do not want to work outside

or do manual labor, and perceive a job and paycheck as an entitlement. Personal

appearance, appropriate or professional dress, and hygiene among high school

graduates are also problems encountered by employers.

Communication skills are another problem mentioned frequently. Some employ-ers

complained that high school graduates lack the ability to adequately fill out a

job application or to handle themselves in an interview.

Moreover, while academic skills may have improved for many recent graduates, it

has not improved for all graduates. Some employers bemoaned the lack of adequate

reading and math skills or the ability to apply those skills in practical settings.

Many employers said that the problem with graduates is that high schools are too

focused on preparing students for college while little, if any, attention is given to

those students heading directly to the job market. Some blame the lack of guid-ance

counseling for non- college bound students, while others said that there is a

need to encourage students to work part- time or during the summer to gain work

experience. Additionally, some employers do not think students are being exposed

to opportunities in skilled trades where many jobs are high- paying and offer

advancement opportunities. Most decry the deterioration of vocational training in

high schools and said educators are out of touch with economic realities.

Some employers also complain that high schools are too focused on teaching stu-dents

to take tests rather than learning the basics or how to solve problems.

Another issue for employers is an indifferent attitude on the part of some educa-tors.

While some employers complain that attempts to contact educators go

unheeded, others complain that educators ignore them.

For some employers, community colleges are perceived as finishing the job left

incomplete by the high schools and equate an associate degree with what a high

school diploma should mean.

However, a few employers do not lay blame upon educators. Some employers

point the finger at society, parenting and our culture. Others indicate that teachers

spent more time controlling classes than teaching, and high schools are no longer

safe places, but plagued by drugs and violence.

2006 N. C. Skills Market Survey Employer Opinions on High Schools and Graduates

8

“ If you want to go to college, the schools

are making the effort to prepare students

for this. If you are looking at the gradu-ates

prepared for the job market, then

they fail!” ( Government, 50- 99 employ-ees)

“ Most are computer/ technologically

savvy. Lacking in many is the ability to

communicate ... both orally and written.

Many are unable to use the English lan-guage

properly ... that is, use correct

verb tense, etc. Unfortunately, work

ethic overall seems poor, and as a result

attendance, punctuality, business acumen

( including judgment and maturity) suf-fers.

Now this is not inherent in EVERY

student I've encountered, but unfortu-nately,

this has been my overall impres-sion.”

( Health Care, 1,000 or more

employees)

“( The high schools) make the assump-tion

that all students should go to col-lege;

As a consequence, the business

community takes on the responsibility of

training new workers in the most basic

of work skills to include getting to work

on time.” ( Manufacturing, 0- 9 employees)

Problems Finding Qualified Job Applicants

As shown in Figure 13, four out of 10 N. C. employers said that finding qualified

job applicants is “ somewhat of a problem,” while more than one- third said it is

either a “ difficult problem” or a “ severe problem.” Only two out of 10 N. C.

employers said it is either “ no problem” or a “ minor problem.” Finding qualified

applicants seems to be a recurring problem for N. C. employers. In the 1989 busi-ness

and industry survey, more than one- half of the employers ( 54.4 percent)

either said they “ always” or “ frequently” have problems finding qualified appli-cants.

Employers in the 1994 survey were asked if they had difficulties finding

qualified applicants for various types of jobs. When combining those who indicated

“ always” or “ frequently,” the largest dissatisfaction ( 40.9 percent) was with find-ing

qualified applicants for service jobs. Technical and production jobs were 39.9

percent and 37.9 percent, respectively.

As indicated in Figure 14, employers overwhelmingly said they find the fewest qual-ified

applicants for their skilled/ technical jobs. When they were asked if the problem

finding qualified applicants will get better or worse in the next three years, a major-ity

( 56.6 percent) said it would get “ worse” or “ much worse.” Only one out of 10

are optimistic that it would get “ better” or “ much better.” ( see Figure 15)

Hiring Decisions

Despite employers’ dissatisfaction with the employability skills of recent high

school graduates, most indicate their preferred minimum age for hiring entry- level

employees is 18- or 19- years- old, as shown in Figure 16. Tellingly, the percentage

of employers who said the minimum hiring age is 18 to 19 ( 52.6 percent) is very

close to the percentage ( 52.9 percent) who said only a high school diploma was

required for most of their entry- level jobs.

2006 N. C. Skills Market Survey Employer Opinions on the N. C. Skills Market

9

“ Please stop teaching high school stu-dents

that manufacturing jobs are a

‘ thing of the past.’” ( Manufacturing,

100- 249 employees)

Figure 13: Problem Finding Qualified Job Applicants

7.5%

41.6%

26.4%

10.5%

14.0%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

Not a problem Minor problem Somewhat of a problem Difficult problem Severe problem

“ Trainable unskilled workers are

becoming increasingly harder to find.

Our entry- level positions do not require

prior experience but the individuals must

be trainable.” ( Health Care, 250- 499

employees)

“ I contacted the two high schools in my

county the week after school was out and

left a message for the teacher or coun-selor

assigned to non- college bound or

vocational students. We had to entry

level positions we needed to fill. The

person answering the phone said the

person I needed to speak with was still

working— but I NEVER HEARD BACK

FROM EITHER OF THEM. IF THEY

DO NOT CARE ABOUT THESE STU-DENTS

OR LOCAL EMPLOYERS,

WHO WILL?” ( Manufacturing, 25- 49

employees)

Figure 17 reveals that two out of three N. C. employers said the most common rea-son

for rejecting a job applicant is inadequate employability skills ( work ethic,

attendance, timeliness, etc.), followed by insufficient work experience, lack of

job- specific skills, inadequate communication skills and poor or no references

from a previous employer. Academic skills such as reading and math, along with

computer skills, ranked at the bottom.

When asked about the importance of certain skills and other factors in making hir-ing

decisions, an applicant’s attitude ranks first among employers, followed by an

applicant’s communication skills, appearance, if the applicant has previous work

experience and a recommendation from a prior employer. Academic performance

or grades and the reputation of an applicant’s school rank at the bottom.

Surprisingly, vocational/ technical credentials rank near the bottom as well ( see

2006 N. C. Skills Market Survey Employer Opinions on the N. C. Skills Market

10

“ As with the rest of the country, North

Carolina has a vast shortage of skilled

workers.” ( Construction, 10- 24 employees)

Figure 15: Skills Shortage Will Get Better or Worse?

10.3%

46.3%

2.1%

7.9%

33.3%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

Much Worse Worse Not Sure Better Much Better

“ We need to go back to teaching job

skills and STOP TEACHING THE

EOG/ EOC TEST. The testing has gone

too far. Go back to teaching basics and

perhaps when these kids graduate they

can read a tape measure or have work

skills! When the kids get out on their

own, the majority seems lost— bosses

aren't going to keep giving you a chance

to ‘ pass’ the task at hand. I've been in

the workforce for 25 years and am dis-turbed

by the decreasing number of

students that are prepared to enter the

workforce upon leaving high school.”

( Services, 10- 24 employees)

Figure 14: Types of Jobs Experiencing a

Short Supply of Qualified Applicants

6.0%

13.4%

13.6%

13.6%

63.7%

19.4%

7.4%

5.3%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

Other

None

Sales and Marketing

Administrative Support

Customer Service

Management

Unskilled

Skilled/ Technical

Figure 18). In the 1994 business and industry survey, N. C. employers were asked

if they relied on high school records or interviews when hiring prospective appli-cants.

Only 12.4 percent indicated they gave “ a great deal” of attention to high

school records, while 84.9 percent said that the interview was the deciding factor

for hiring.

In meeting their needs for qualified workers, N. C. employers are likelier to hire peo-ple

with fewer skills than required for the job and then train them ( see Figure 19).

Most also recruit locally, while almost one in four said they either recruit from their

competitors or have to recruit from other states for qualified workers. One in five

employers indicate they offer hiring incentives, such as free health insurance, dis-ability

insurance and a 401( K) retirement match to meet their needs. Employers are

less likely to recruit or outsource jobs to other countries and offer incentives to retain

older workers. Only one in 20 said they had no problem hiring qualified workers.

2006 N. C. Skills Market Survey Employer Opinions on the N. C. Skills Market

11

“ Something MUST be done or we will

have no work force in the future! I have

been a Human Resource Director for 28

years and in my tenure, have never seen

the work force so deficit in basic needs

such as professionalism, dress code, atti-tude,

lack of interviewing skills, etc.”

( Services, 25- 49 employees)

“ Most if not all students or those who

have just graduated do not know how to

fill out an application, how to dress or

how to speak properly. Our policy is that

you must be 19 years of age or old to

apply.” ( Retail, 25- 49 employees)

Figure 17: Reasons for Rejecting Job Applicants

10.5%

41.0%

41.6%

61.5%

36.1%

17.5%

13.1%

16.3%

21.5%

27.4%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

Inadequate computer skills

Other

Inadequate math skills

Inadequate reading skills

Inadequate problem- solving skills

Poor/ no references

Inadequate communication skills

Lack job- specific skills

Insufficient work experience

Inadequate employability skills

“ Would like to see more training in

resume preparation, interview skills,

work ethics, professional appearance

requirements when interviewing, polite-ness

and manners when interviewing as

well as working with others as team

players.” ( Services, 25- 49 employees)

Figure 16: Preferred Hiring Age for Entry- Level Positions

1.9%

52.6%

22.6%

22.9%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%

14- 17

18- 19

20- 21

22 or older

As indicated in Figure 20, most N. C. employers are very likely or likely to hire

veterans, women, recent high school graduates, and people 55 and older. A major-ity

of employers are also very likely or likely to hire welfare recipients. Most

employers are either unlikely or not sure about hiring the disabled and former

prison inmates.

Training

Amajority of N. C. employers ( 53.9 percent) said they are spending “ more” on train-ing

employees, while about one- third said “ about the same” and only 3.5 percent

indicate they are spending “ less” as shown in Figure 21. Figure 22 reveals that

employers also devote most of their training dollars to providing their employees

2006 N. C. Skills Market Survey Employer Opinions on the N. C. Skills Market

12

Figure 19: How Empoyers Meet Their Need for Qualified Workers

3.2%

3.2%

12.9%

51.2%

23.8%

23.2%

5.8%

7.4%

8.0%

18.7%

61.0%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

Recruited in foreign countries

Outsourced jobs to other

countries

No problem hiring qualified

workers

Offered incentives to older

workers to remain

Other

Replaced people with technology

Offered hiring incentives

Recuited in other states

Recruited from competitors

Recruited locally

Hired people with less skills and

trained them

“ N. C. like many other states needs to

work on improvements to our school sys-tem

in an effort to prepare our youth for

the working world. Technical and soft

skills are as important as their SAT

scores— if they even took the SAT. We

have to get back to preparing our chil-dren

in the same manner that other gen-erations

were prepared to work hard, be

responsible, be respectful and learn—

and never stop.” ( Government, 100- 249

employees)

“ Under normal circumstances we only

hire those with experience in the avail-able

position. We are a small company

unable to provide the extensive on- the-job

training required for our entry- level

positions.” ( Health Care, 10- 24 employees)

Figure 18: Factors Very Important in Hiring Decision

2.1%

4.7%

69.9%

44.4%

32.9%

15.2%

16.7%

24.9%

37.2%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%

Reputation of School

Academic Performance ( Grades)

Vocational/ Technical Credentials

Years of Completed Schooling

Recommendation/ Previous

Employer

Previous Work Experience

Appearance

Communications Skills

Attitude

technical skills and basic skills and considerably less for managerial development

and sales. Moreover, about four out of 10 employers said that 80 percent to 100

percent of their employees receive formal training each year ( see Figure 23).

Comments

Employers were asked to respond to an open- ended question regarding their opin-ions

on the N. C. skills market. A total of 251 employers made comments. A num-ber

of employers describe the N. C. skills market in negative terms such as “ pre-historic,”

“ dismal,” “ poor,” “ deteriorating,” “ very weak,” “ limited,” “ inadequate,”

or “ losing ground,” while only one gave a positive comment.

Some employers complain there is not even enough unskilled labor that is “ train-able”

to fulfill their needs. Either they have poor skills ( e. g., communications,

2006 N. C. Skills Market Survey Employer Opinions on the N. C. Skills Market

13

Figure 21: Spend More/ Less Training Employees Since 3 Years Ago

53.9%

36.1%

3.5%

6.5%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

More About the same Less Don't know

“ Skilled labor force is going down hill.”

( Construction, 10- 24 employees)

“ Prehistoric.” ( Finance, Insurance, Real

Estate, 10- 24 employees)

“ What Skills Market?” ( Manufacturing,

25- 49 employees; Construction, 50- 99

employees)

“ Extreme shortage, period.”

( Construction, 1,000 or more employees)

“ NORTH CAROLINA’S skill market is

relatively low compared to other states.”

( Government, 250- 499 employees)

“ North Carolina skills market is in need

of help! ... THE HELP IS NEEDED

NOW!” ( Military, 1,000 or more

employees)

“ Driving industry away!” ( Mining, 25-

49 employees)

“ Dismal compared to other states.”

( Telecommunications 1,000 or more

employees)

Figure 20: Very Likely or Likely to Hire for Entry- Level

Jobs Requiring On- the- Job Training

81.7%

14.5%

39.1%

51.4%

61.0%

64.5%

78.8%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%

Former Prison Inmates

Disabled People

Welfare Recipients

People 55 or Older

Recent High School Graduates

Women

Veterans

employability), are immigrants who have trouble speaking English, or have a sub-stance

abuse problem. At least one employer commented that poorly skilled work-ers

are a health and safety concern in the workplace.

Other employers complain about workers showing up for work intoxicated or on

drugs. One employer said they hire unqualified people due to the lack of qualified

applicants who can pass a drug test. N. C. employers further complain there are

applicants who prefer to draw unemployment and stay at home or go to school

even when offered high paying jobs. Another employer said they have employees

who quit only to draw a check from social services.

2006 N. C. Skills Market Survey Employer Opinions on the N. C. Skills Market

14

“ Very worried regarding the future, if

there is a future, for our manufacturing

companies. If we can’t hire trainable

people or those that can speak English,

we are going to run out of jobs and com-panies.”

( Manufacturing, 100- 249

employees)

“ Drugs, the silent killer of our future. Six

out of ten cannot pass the drug screens.

Two out of ten that are hired have used an

addictive to pass the screens, only to face

termination when a random test occurs.”

( Construction, 250- 499 employees)

Figure 23: Percent of Employees

Receiving Formal Training Annually

11.6% 11.9%

6.9%

10.3%

7.2%

12.7%

39.4%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

80- 100% 60- 79% 40- 59% 20- 39% 10- 19% Less than 10% Don't know

Figure 22: Receives Largest Allocation of Training Budget

2.5%

26.4%

41.1%

8.5%

12.4%

9.0%

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0%

Sales

Supervisory Skills

Leadership Development

Don't Know

Basic Skills

Technical Skills

“ Community Colleges, like ours, are pick-ing

up the slack by taking uneducated

HS students and preparing them for the

workforce.” ( Government, 250- 499

employees)

2006 N. C. Skills Market Survey Employer Opinions on the N. C. Skills Market

15

Electricians and electrical engineers

Electrical linemen

Carpenters

Plumbers and pipe fitters

Brick masons

Heating and air conditioning service technicians

Refrigeration service technicians

Painters

Heavy equipment operators

Welders

Iron workers and riggers

Auto and truck service technicians

Law enforcement

Firefighters

Allied health positions

Nurses ( RN) and nursing assistants

Dental radiologists

Biotechnology

Paramedics

Physical therapists

Boat builders

Webmasters

Plastic process technicians

Printing industry

Computer numerical control machine operators

Maintenance mechanics

Millwrights

Heavy equipment diesel mechanics

Knitters

The occupations employers said they were experiencing a shortage of skilled labor

included:

“ We are running out of technically savvy

people, and that’s just a shame.”

( Services, 50- 99 employees)

Skills Shortage: A Chronic N. C. Problem

Most N. C. employers are experiencing a shortage of qualified job applicants and

more than one- third tell us it is either a difficult or severe problem. It is especial-ly

acute with job applicants for skilled/ technical jobs. N. C. employers are pes-simistic

regarding the future, believing the skills shortage will get worse. If you

consider the results of employer surveys going back to 1989, their pessimism may

be because a skills shortage appears to be a chronic problem in North Carolina.

These findings are nothing new. There are plenty of other studies that corroborate

the results reported here. For example, a 2005 survey by the National Association

of Manufacturers found that 81 percent of its members report a moderate to severe

skills shortage and the biggest shortage is for technically skilled employees.

Comparatively, 85 percent of N. C. manufacturers in the N. C. Skills Market

Survey said they were experiencing a skills shortage to some degree with appli-cants

for skilled/ technical jobs the more significant problem. Manufacturers are

not alone in their concern. About three out of four hospital CEOs say they are fac-ing

significant shortages of registered nurses and radiology technicians, one- half

need more pharmacists, one- third say laboratory technicians are needed, and one-quarter

of CEOs require more outpatient therapists and licensed practical nurses. 1

Similarly, construction employed 6.7 million in 2001, and by 2010 the industry

will need an additional 1.5 million workers just to maintain productivity. The

skills shortage is not limited to American shores. Manpower Professional’s recent

international survey of 32,000 companies in 26 countries found that 45 percent of

its respondents said they were experiencing difficulty finding workers, especially

in fields that require training credentials and experience. However, the survey

reports that American companies are feeling the effects of the shortage more

acutely than other countries. 2

The economic consequences of a skills shortage can be costly. A skills shortage

stiffens competition for the few qualified workers available and drives up wages.

Companies will have to invest more in education and job training programs to pre-pare

less qualified workers for skilled jobs. A greater investment in wages, educa-tion

and training reduces profits and dividends for stockholders. In turn, small

employers that cannot compete with the resources of larger companies may go out

of business. In some cases, corporate survival may mean more outsourcing of jobs

to countries that can provide skilled labor at cheaper wage rates. Moreover, fewer

skilled workers could seriously impede product and service quality, sales, innova-tion,

and productivity. All of this means slower economic growth, which in turn

means slower growth in state and federal government tax revenues. For the

American economy, a skills shortage could fuel inflation, reduce our standard of

living, and degrade our competitive position with other countries.

2006 N. C. Skills Market Survey Discussion

16

______________

1. “ The Future of Health Care: An Outlook from the Perspective of Hospital CEOs.” Deloitte &

Touche L. L. P’s ninth biennial survey, ( 2002).

2. Gina Ruiz, “ Skilled- Worker Shortage Fuels Wage Inflation,” Workforce Management, 85,

( 2006): 10.

“ We are finding that there are not

enough employees to go around. ... In

Western North Carolina— everyone is

screaming that we need industry��� We're

a small industry who needs workers! I

have had an entry level position listed at

the ESC for almost 3 weeks and have

received one application!!!???!!!”

( Manufacturing, 25- 49 employees)

Some Good News but Much Room for Improvement

The 2006 N. C. Skills Market Survey does provide some good news regarding the

proficiency of high school graduates in most academic subjects. Nearly two- thirds

of employers said that graduates have the necessary reading and computer skills. In

addition, more employers agree than disagree regarding graduates’ competency in

math and science. In comparison with previous surveys in 1989 and 1994, N. C.

employers seem to indicate there has been an improvement in the academic skills of

high school graduates. However, one- fourth to one- third of employers is still dissat-isfied

with the reading, science and math skills of graduates. The failure of high

schools to adequately educate all students in basic academic skills means that

employers ( as well as colleges and universities) have to invest in remedial education

just to prepare them for job- specific training. A study of remedial education in the

state of Michigan estimates that it costs Michigan businesses an average of $ 13.78

per employee for a total of $ 40 million a year to teach its workers basic skills. 3

As an overall evaluation, most employers give N. C. high schools a letter grade of C

on their ability to prepare young people for the workforce. This might be an

improvement in employers’ earlier evaluations ( 1989 and 1994) where most were

dissatisfied with the preparation of high school graduates for entry- level jobs.

Dissatisfaction with the preparation of students might have indicated a barely pass-ing

or failing grade. Yet it remains that three out of four employers give N. C. high

school schools a grade of C, D or F. In other words, approximately 75 percent of

N. C. employers tell us high schools are middling at best in workforce preparation.

Very similar results were found in a 2000 study of U. S. workers’ attitudes about

work. A majority of workers gave high schools a grade of C ( 40 percent), D ( 10

percent) and F ( 6 percent) when asked how well high schools prepare graduates

with the skills and attitudes necessary to succeed in the workplace. 4 Another study

found that among public high school graduates going into the workforce, 39 per-cent

said there were gaps in their preparation for what is expected in their current

employment, and 46 percent said there were gaps in the skills and abilities of jobs

they hoped to get in the future. 5 The same study found that employers estimated

39 percent of recent high school graduates are unprepared for entry- level jobs,

which is exactly the same percentage of non- college bound graduates who said

they had gaps in their preparation. Moreover, 45 percent of employers said high

school graduates did not have the skills and abilities to advance. 6 N. C. employers

are deserving of a higher standard than what a letter grade of C implies. Creating

a workforce that can enable businesses to compete in global markets will require

high schools to earn a higher grade from employers.

2006 N. C. Skills Market Survey Discussion

17

______________

3. Jay P. Green, “ The Cost of Remedial Education: How Much Michigan Pays When Students

Fail to Learn Basic Skills,” Jay P. Mackinac Center for Public Policy, ( 2000): 7.

4. “ Making the Grade: What American Workers Think Should be Done to Improve Education,”

John J. Heldrich Center for Workforce Development at Rutgers and The Center for Survey Research

and Analysis at the University of Connecticut, ( 2000): 9.

5. “ Rising to the Challenge: Are High School Graduates Prepared for College and Work?”

Achieve, Inc., ( 2005): 3.

6. Ibid., 6.

“ They need to be able to read and write

and have basic math skills. Many I inter-view

have no understanding of decimals

or fractions. Most cannot read a tape

measure. Many cannot fill out our appli-cation

because they cannot read. If they

cannot read and write I cannot be sure

they understand our safety training and

this would put them and us at a terrible

risk of injury or even death. Safety is the

key to a good worker. If you have some-one

that is able and willing to work safely

you can train them to do almost anything.”

( Manufacturing, 50- 99 employees)

What N. C. Employers May Really Want: Work Experience and Soft Skills

While N. C. employers’ assessment of recent high school graduates’ academic

skills may have improved from previous assessments in 1989 and 1994, they are

clearly dissatisfied with the employability, communication and job- specific skills

of high school graduates. Two- thirds of employers said that recent graduates do

not have the necessary employability skills, including traits such as work ethic,

attendance and punctuality. Most employers are also unhappy with the oral and

written communication skills of graduates, while a greater percentage is dis-pleased

than pleased with their training in job- specific skills. ( In particular,

Employers’ written comments suggest what they mean by better communication

skills is that recent high school graduates need to improve their interviewing skills

and they want them to speak properly and to complete job applications.)

When it comes to reasons for rejecting job applicants, employers are most likely

to do so because of inadequate employability skills, insufficient work experience,

a lack of job- specific skills, poor communication skills, and no prior recommen-dations.

When making hiring decisions, employers are more interested in an appli-cant’s

attitude, appearance and how well the person communicates. They also like

to see prior work experience and a recommendation from a previous employer.

Academic skills, grades, computer skills and even vocational credentials are least

important in the hiring decision. An earlier survey by the National Association of

Manufacturers in 2001 found similar results, with inadequate employability skills

and insufficient work experience the top two reasons for rejecting applicants.

Similarly, attitude, communication skills, previous work experience and a recom-mendation

from a current employer were manufacturers’ top four most important

factors when hiring a new employee.

These results clearly indicate that N. C. employers primarily value work experi-ence

and employability skills ( e. g., work ethic, attendance, timeliness). Job appli-cants

with prior work experience are more likely to have developed the attitudinal

qualities, soft skills and behaviors that employers say they want to see in people

applying for their entry- level jobs.

Although employers reject applicants because they lack job- specific skills, they also

said vocational and technical credentials are not a high priority in the hiring deci-sion.

At the same time, six out of 10 employers said they are willing to hire people

with less skills and give them job- specific training. Moreover, employers tell us they

are spending more money on training than they did three years ago and devote most

of their training dollars to teaching basic and technical skills to employees. 7 While

employers would undoubtedly prefer to hire applicants who have good academic,

2006 N. C. Skills Market Survey Discussion

18

______________

7. The 2005 Skills Gap Report— A Survey of the American Manufacturing Workforce showed

almost identical results on this question. While 50 percent of the respondents to the 2005 survey of

the National Manufacturing Association ( NAM) said that they spend more on training than they did

3 years ago, 53.9 percent claimed they were spending more in the N. C. Department of Labor

( NCDOL) study. Similarly, 44 percent of the NAM respondents said they were spending about the

same while 36.1 percent of the NCDOL respondents gave the same response.

“ New students do not know how to set

and achieve goals. They are surprised

when there are consequences for missing

deadlines/ falling short of expected levels

of performance. They act as if they

expect the targets to be lowered if they

are hard to achieve. They are weak in

technical reading and comprehension

( charts, diagrams, graphs, etc.) They

have problems working with time on a

60 minute basis as they appear to be

used to a decimal- based system. Their

skills with practical applications of math

are very low. They can perform addition,

subtraction, division and multiplication,

but they cannot apply this knowledge to

problem solving.” ( Manufacturing, 250-

499 employees)

job- specific and employability skills, these findings suggest they are willing to

hire people with no vocational training and even inadequate academic skills as

long as they have developed good employability skills. This being said, it still

does not excuse N. C. high schools from their responsibility to empower every

graduate with the necessary foundation of academic skills to successfully master

the job- specific requirements of employers.

Traditionally, many high school students develop employability skills by working

part- time jobs after school, on weekends and during summer months. In point of

fact, there is good evidence that teenage employment has many beneficial results.

A10- year longitudinal study of 14- and 15- year- olds examining the effects of part-time

employment concluded that students who work even as much as half time

have more advantages than those students who do not work during high school.

The study showed there were no trade- offs between paid work and other youth

activities, such as homework, family work, volunteering, and extracurricular

activities. The study also concluded that part- time employment promotes voca-tional

exploration, develops confidence, work values and time management skills,

and does not interfere with school performance. According to the study, “... paid

work can have marked advantages for adolescents, particularly when it is pursued

steadily, and characterized by learning opportunities. Steady employment fosters

postsecondary educational attainment, and this effect appears to be particularly

strong for adolescents who have relatively low educational promise upon entry to

high school. Adolescents who reported learning opportunities in their high school

jobs were further along in their career trajectories seven years after high school

than those whose early jobs provided fewer challenges and chances to use their

skills and abilities. All told, teenage work, especially if pursued consistently and

moderately, appears to confer advantages in the early socioeconomic career.” 8

Yet a declining number of North Carolina’s high school students are benefiting

from the effects of part- time employment. Figure 24 reveals that the number of

Youth Employment Certificates being issued to the state’s population of 16- and

17- year- olds has dropped appreciatively from 52 percent in 1995 to 28 percent in

2004— nearly a 50 percent drop. Just looking at the total number of certificates

issued in 1995 compared to 2004 shows a drop of about one- third. This trend is

not isolated to North Carolina. Nationally, teenage employment in 2006 is the low-est

since statistics were first taken in 1949. Moreover, there is a large disparity

between white, black and Hispanic teenagers. 9 If the number of N. C. high school

students getting a certificate is dropping, then this can only indicate there is a cor-responding

drop in the number of students receiving work- based learning experi-ences

such as job shadowing, co- op education and internships. This may also

explain why there has been a decline in employers’ assessment of the employabil-ity

skills for high school graduates since 1989.

2006 N. C. Skills Market Survey Discussion

19

______________

8. J. T. Mortimer, Working and Growing Up in America ( Cambridge: Harvard University Press,

2003), 205.

9. Paul E. Barton, “ High School Reform and Work: Facing Labor Market Realities,” ( Education

Testing Service, 2006), 27.

“ We allow High School students in

Allied Health program to do rotations in

departments of interest in addition to the

Special Education Program where we

work with kids in shadowing in some

non- clinical entry- level jobs where they

can see expectations of the work force.

Allowing this type interaction outside of

a classroom is really the only way the

students get a real picture of workplace

expectations.” ( Health Care, 1,000 or

more employees)

“ We need to be putting a higher priority

on skilled workers in our high schools

before we run out.” ( Construction, 250-

499 employees)

Public Education Needs to Reconnect with Economic Reality

Employers complain that N. C. high schools almost exclusively focus on higher

education at the expense of those students who will enter the workforce upon

graduation. As a result, too many graduates are planning to enter postsecondary

education after high school graduation. Yet a significant percentage of college-bound

high school graduates never complete either a two- or four- year college

degree. The National Center for Public Policy and Higher Education reports that

58 percent of first- time, full- time students complete a four- year degree within six

years of entering a N. C. public or private institution that offers a bachelor diplo-ma.

This means that 42 percent of those entering did not complete within six years

of entering a four- year college program. 10 While the National Center for Public

Policy and Higher Education does not report a completion rate for associate

degrees, it does show that only 48 percent of first- year N. C. community college

students return their second year. 11 The economic benefits of people with some

college compared to those who are only high school graduates are negligible.

Furthermore, research shows that 40 percent of those who have received a four-year

degree are employed in jobs that do not require a college degree. 12

These statistics signal a major “ disconnect” between the messages students

receive and economic realities. Most entry- level jobs, according to the employers

in this survey, only require a high school diploma or less. The N. C. Workforce

Development Commission’s recent report assessing the state’s demand and supply

for labor supports that claim. As shown in Figure 25, approximately three out of

2006 N. C. Skills Market Survey Discussion

20

Figure 24: Number and Percent of All N. C. 16- and 17- Year- Olds

Issued Youth Employment Certificates

0

50,000

100,000

150,000

200,000

250,000

Total 16- 17 191,096 196,798 200,350 202,536 206,402 206,450 211,180 217,613 221,275 227,130

Issued YECs 99,361 92,630 91,135 96,134 91,384 88,967 71,002 62,216 58,304 63,978

Percent 52% 47% 46% 47% 44% 43% 34% 29% 26% 28%

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

______________

10. “ Measuring Up 2006: The State Report Card on Higher Education— North Carolina,” The

National Center for Public Policy and Higher Education, 10.

11. The National Center for Public Policy and Higher Education reports that the percent of fresh-man

at four- year N. C. institutions returning their sophomore year is 80 percent.

12. Barton, 19.

“ The school systems make the assump-tion

that all students should go to col-lege.

The reality is that many are best

suited for vocational jobs, which they

are not prepared for by the schools. As a

consequence, the business community

takes on the responsibility of training

new workers in the most basic of work

skills to include getting to work on

time.” ( Manufacturing, 0- 9 employees)

four N. C. jobs currently require a high school diploma or less. That ratio is not

expected to change much in the next 10- years. In contrast, only one in four jobs

now and in the future will require a postsecondary degree or some postsecondary

education. 13 As a consequence, high schools will remain the largest supplier of

workers for our state’s employers and the more significant educational institution

in preparing young people for work.

Because of its importance to the state’s economy, N. C. high schools need to take

more seriously the workforce needs and requirements of our state’s employers.

Preparing students for college should not be its exclusive focus. The declining

number of N. C. high school juniors and seniors getting employment experience is

good evidence that the state’s public education system does not take workforce

preparation as seriously as it should. While there has been some improvement in

the academic skills of high school graduates, only reading saw a majority of

employers agreeing graduates had the necessary skills. Less than a majority of

N. C. employers gave the mathematics, science and communication skills of grad-uates

the same assessment. As a consequence, every high school graduate needs

to be job- ready, which means that N. C. high schools need to continue improv-ing

the basic academic skills of all graduates so that they have an adequate

foundation in which to be trained in job specific skills.

However, not everything can be learned in the classroom; work experience is still

the best method for learning the values, skills and behaviors that employers expect

from job applicants. N. C. high schools must reverse the trend of fewer high

school students receiving the beneficial effects of work experience by reviving

cooperative education and expanding other work- based learning opportunities

2006 N. C. Skills Market Survey Discussion

21

160,572 197,132

687,536

822,344

386,614

476,066

2,065,266

2,212,331

1,732,747

2,009,345

0

500,000

1,000,000

1,500,000

2,000,000

2,500,000

Advanced Degree 4- Year Degree 2- Year Degree/ Some

Post

HS Diploma/ GED Less than HS Diploma

Figure 25: Total N. C. Employment by Educational Requirements for

Estimated Employment in 2007 and Projected Employment in 2017

Total Emp 2007 Total Emp 2017

( 35.2%)

( 34.4%)

( 38.7%)

( 41.0%)

( 8.3%)

( 7.7%)

( 14.4%)

( 13.7%)

( 3.2%) ( 3.4%)

______________

13. “ North Carolina State of the Workforce: An Assessment of the State’s Labor Force Demand

and Supply,” The North Carolina Commission on Workforce Development, ( 2007).

“ Our company has made numerous

attempts to work with our local school

district, both to create internship oppor-tunities

as well as to enhance current

industry focused curriculum develop-ment,

work ethic training and orienta-tion,

exposure to career options/ opportu-nities,

etc. and have really received little

or no response from the school district.

We are making these overtures because

of the lack that we see in area workforce

development. I strongly encourage the

state to increase this focus, making it a

priority for school systems ( especially in

districts where the majority of high

school graduates do not go on to higher

education) to work with local industry

with the goal of improving these skills.

Although we need to ensure that our stu-dents

have obtained the basic skills as

tested by the EOGs, we also have a

responsibility to ensure that they are

‘ employable’ and will succeed in the

workforce.” ( Manufacturing, 25- 49

employees)

such as internships, registered apprenticeship and even entrepreneurial oppor-tunities.

Since many N. C. high school students may not get the opportunity of a

work- based experience, community service hours would be another means by which

high school students can develop the “ soft skills” important to employers and adult-hood.

Moreover, middle schools and high schools need to help students begin

thinking about their future occupational goals by exposing them to different

occupations through means such as field trips and job shadowing. Parents, who

for the most part have one vision for career and financial success which is the

attainment of a four- year degree, also need to be exposed to career information

and opportunities to help their children make good career choices.

Another way to help young people learn the soft skills and gain greater exposure

to career opportunities and job- specific training is by tapping a source of knowl-edge

and experience that will be leaving the workforce over the next couple of

decades. Our state’s retiring baby boomers with knowledge and experience in

skilled trades should be enlisted into a volunteer community service organi-zation

like Volunteers in Service to America ( VISTA) to work with schools to

mentor and coach students and teachers.

N. C. Employers Need to Be Part of the Solution

One way in which middle and high school students and their parents can get more

exposure to these opportunities is through more employer involvement inside

local schools. One in three N. C. employers said they do not participate in any

activities with high schools. Furthermore, only four in 10 participate in jobs fairs,

one- third provides part- time employment opportunities, and one in 10 works to

incorporate industry standards into the curriculum or develop curriculum. The best

way for N. C. employers to solve their own skills crisis and guarantee that gradu-ates

are job- ready is by becoming more involved in local schools. N. C. employers

should not expect the schools to take the initiative. Instead, N. C. employers

should take leadership in creating viable business- education partnerships

organized to improve employment- readiness of high school graduates and

have agreed upon benchmarks for accountability. Such partnerships need to

be sanctioned by local school boards and the mission clearly defined. At a

minimum, partnerships should have employers assist local schools in devel-oping

work- relevant curriculums, expose students and parents to career

information and opportunities in their local area, and provide work- based

learning opportunities for students.

N. C. employers also need to deal with some of its contradictions. For example,

employers continue to judge the academic skills of high school graduates as inad-equate

while failing to communicate the importance of academic proficiency by

requiring applicants to submit academic transcripts. N. C. employers cannot

expect public education to bear this responsibility alone, thus N. C. employers

that hire high school graduates must request high school transcripts and test

scores from job applicants to signal the importance of academic achievement.

2006 N. C. Skills Market Survey Discussion

22

“ The trades are considered the jobs for

failures even though as a carpenter I

made more than most people with a

bachelor’s degree.” ( Construction, 100-

249 employees)

However, reforming schools will not alone solve the growing skills shortage

nor should N. C. employers expect government and education to fix the prob-lem.

N. C. employers will have to help themselves. N. C. employers will need to

develop strategies to retain current workers longer. Only one out of 14 N. C.

employers said they offer incentives to older workers to remain, but retaining cur-rent

workers will require them to implement programs that attract older workers

to remain longer on the job. More than likely, employers will need to develop

employee retention programs and consider such options as offering financial and

fringe benefit incentives, flexible retirement options, flexible schedules, reduced

workloads, shorter workweeks, job sharing and training and education. Moreover,

N. C. employers will need to address working conditions and employee safety.

Some have claimed that data provided by the U. S. Bureau of Labor Statistics

( BLS) prove that the number of available jobs will outstrip the number of avail-able

workers by 2010. However, others contend ( including the BLS) that there are

flaws in the math and it is a misrepresentation of the data. They argue that there

are enough available people to fill available jobs. According to the BLS, in addi-tion

to the 8.2 million Americans who are unemployed, there are more than 75

million people of working age not working and another 24 million working part-time.

14 On top of people who are discouraged or working part- time, other poten-tial

labor market participants include early retirees and stay- at- home parents.

Either way, there is no denying we face a future where there will be more jobs than

qualified employees to fill them.

Consequently, N. C. employers will have to consider tapping potential labor

pools that may have gone unnoticed or underutilized before. N. C. employers

will need to actively recruit from special populations such as those who have

given up on the labor market, women, older people, the disabled and ex-offenders.

In some cases, this may require offering incentives such as family-friendly

policies to attract stay- at- home parents. In other cases it may require part-nering

with the N. C. Department of Corrections to prepare inmates returning to

society for work or attracting women to nontraditional occupations such as con-struction.

In any case, this will require N. C. employers to think differently about

the labor market and how and where they recruit potential workers.

Registered Apprenticeship: A Third Way

High school students are usually presented with an “ either/ or” option. In other

words, you can choose either to go to a postsecondary institution or go directly

into the workforce. Students receive much better information and counseling

regarding universities and colleges. Unfortunately, they are not likely to get any

information and counseling on career opportunities, particularly in the skilled

trades where jobs can be high paying and offer career advancement and opportu-nities

for higher education.

2006 N. C. Skills Market Survey Discussion

23

______________

14. Robert J. Grossman, “ The Truth About the Coming Labor Shortage,” HR Magazine, v50,

( 2005): 52.

“ I love our current workforce ( very

diverse in age, national origin, gender,

and skill background). However, to hire

them I had to weed out a disturbingly

high number of illegal applicants and

those lacking the communication and

social skills to refrain from cursing and

boasting about unethical behavior and

confrontational episodes with supervi-sors

in the interviews.” ( Manufacturing,

25- 49 employees)

The “ either/ or” option tends to narrow our vision when it comes to alternate learning

paths to higher education and how higher education is defined. Going from high

school directly to a two- or four- year college isn’t the only route, nor is higher educa-tion

strictly the domain of colleges and universities. A good example of both an alter-nate

route and a different definition of higher education is registered apprenticeship.

Registered apprenticeship is a national program that prepares individuals for occu-pations

requiring a broad range of high- level skills and related technical knowl-edge.

Currently there are 900 apprentice- able occupations ranging from aircraft

mechanics and electricians to personnel systems managers and soil conservation

technicians. The apprentice learns the “ how- to” as a wage- earning employee train-ing

on- the- job under the direction of a highly skilled craftsperson. Usually, an

apprentice starts at half the craftsperson rate, working their way to the full rate

upon completion. As an apprentice demonstrates satisfactory progress in both on-the-

job training and related instruction, he or she is advanced in accordance with

the wage schedule as outlined in the registered apprenticeship standards. During

the apprenticeship, skilled craft workers supervise the apprentices, and review,

evaluate and maintain records related to the apprentice’s job performance.

Registered apprenticeship is also competency- based which means the apprentice

advances upon demonstration of mastery.

The “ why” is learned through related technical instruction in the classroom. Areg-istered

apprenticeship program can take from one year to six years, with the aver-age

program four years. For every 2,000 hours of on- the- job training, it is recom-mended

that an apprentice receive 144 hours of related classroom instruction. A

typical four- year program requires 8,000 hours of on- the- job training and 576

hours of related instruction. About 60 percent of all N. C. apprentices receive their

related instruction through the community college system while the other 40 per-cent

of classroom training comes directly from employers, the military, profes-sional

associations and labor organizations. Once an apprentice has completed

training, he or she receives a nationally recognized certificate of completion,

which in many cases can be more valuable to the holder as a means for employ-ment

than a baccalaureate degree.

The problem is that registered apprenticeship is underutilized as an education

alternative in North Carolina. Only 456 high school students were registered as

active apprentices in fiscal year 2004- 05. This represents less than three- tenths of

1 percent of the total population of eligible students in 11th and 12th grades. 15 A

2004 Government Accounting Office forum of national education and workforce

training experts contends that career education and apprenticeship are not given

enough emphasis in the nation’s high schools. 16

2006 N. C. Skills Market Survey Discussion

24

______________

15. The final enrollment for 11th graders in N. C. public schools during the 2004- 05 school- year

was 91,898. The total for 12th graders was 79,025. The statistics are reported in the North Carolina

Public Schools Statistical Profile for 2006.

16. “ Highlights of a GAO Forum, Workforce Challenges and Opportunities for 21st Century:

Changing Labor Force Dynamics and the Role of Government Polices.” GAO Report Number GAO-

04- 845SP, June, 2004, 11.

“ Need to encourage students to look to

vocational skills such as CNC machin-ists,

welders, etc., for good career

opportunities.” ( Manufacturing, 500- 999

employees)

While the completion of an apprenticeship program is a worthy goal in and of itself,

it does not mean that the completer cannot advance to other higher educational oppor-tunities.

In Europe, completion of an apprenticeship program is only the beginning

step and many companies offer journeymen educational and advancement opportuni-ties

that lead many into management ranks including corporate boardrooms.

The difference between registered apprenticeship and other forms of higher educa-tion

is that employers pay the apprentice a wage and also pay for related instruction.

The training and education of an apprentice for an employer is a significant invest-ment.

Employers who see this as a serious investment are not likely to hire high

school students who are simply exploring careers or who are there just to get work

experience. They are looking for students whose goal is to complete the program and

become productive employees. Unfortunately, too few high school students ever

complete an apprenticeship program. The problem is further compounded because

many apprenticeship programs involving high schools students have only one

apprentice, and the employers do not have a commitment to training, but perceive

their involvement with the program as a community service to local schools.

For registered apprenticeship to be a practical education and training alternative,

employers must have a commitment to training and be willing to offer apprentice

opportunities to high school students. In turn, high schools will need to do much

better job screening potential applicants so that the employer has some guarantee

regarding the students’ commitment to completing the program and becoming a

productive employee. Getting employers to provide such opportunities to high

school students and providing them job- specific training may be an uphill climb

since three out of four N. C. employers said they were unwilling to do so. Yet reg-istered

apprenticeship offers the potential to employers of growing their own

skilled labor to suit their job- specific needs.

N. C. high schools need to begin acting upon registered apprenticeship as an

alternate and viable path to higher education. But registered apprenticeship as

an alternate path is not possible without the support and buy- in of N. C. employ-ers.

Accordingly, not only will current apprenticeship sponsors need to make

apprentice opportunities available to high school students, more sponsors will be

needed to meet growing demand. Registered apprenticeship is the best way for

employers to ensure that workers are trained the way they want them. Results from

satisfaction surveys show that approximately 75 percent of employers that have

apprenticeship programs say that the program is either very important or critically

important relative to the company’s goals. Results also show that apprenticeship pro-grams

reduce turnover and improve productivity, quality workmanship, recruitment,

employee problem- solving, employee versatility and skills of employees.

In the end, solving the skills crisis is not the responsibility of a single institution

but the responsibility of all, which include schools, government, business and

even parents and students themselves. N. C. employers cannot sit idly by and wait

upon public schools to change for the better because they are not likely to change

upon their own volition. N. C. employers need to be knocking at the school house

door and ready and willing to roll- up their sleeves to go to work.

2006 N. C. Skills Market Survey Discussion

25

“ I do not believe the problem is the

schools. I believe it is the culture. The

schools are the scapegoat.” ( Manufac-turing,

100- 249 employees)