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Agenda 04-23-2019 Attachment A - Durham Technical Community College - Orange County Campus FY19-20 Operating Budget Request and CIp
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Agenda 04-23-2019 Attachment A - Durham Technical Community College - Orange County Campus FY19-20 Operating Budget Request and CIp
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BOCC
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4/23/2019
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Budget Sessions
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Agenda
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Hanover Research | December 2017 <br /> © 2017 Hanover Research 13 <br />COMMUNICATION SKILLS <br />Several interview participants emphasized written and verbal communication skills and <br />brought up opportunities for Durham Tech to prepare the local workforce in these areas. For <br />example, Carrillo (Frontier) mentioned “basic communication skills” as a need, especially for <br />early-career workers. One local leader suggested that “writing skills are really, really <br />important” but that employers struggle to find workers who communicate well in writing. <br />Jeffries (OC Emergency Services) mentioned a need for workers who have “customer service” <br />skills and are “strong communicators.” <br /> <br />Jeffries suggested programs that allow students to role-play or <br />practice difficult scenarios they might encounter in the <br />workplace. Examples might include situations in which there <br />are barriers to communication, as well as general tactics for <br />speaking with diverse audiences and communicating in <br />stressful situations or about complicated topics. <br /> <br />Another participant suggested there is a perception that <br />Durham Tech does not emphasize “oral and written <br />communication” skills and that this is not an area of strength for Durham Tech graduates. For <br />some individuals, this might not prove a barrier to initial employment, but communication <br />skills are increasingly important as workers encounter more varied work scenarios, and “start <br />supervising, and managing, and leading” in their organization. <br /> <br />INTERVIEWING AND PROFESSIONAL SKILLS <br />Several local employers mentioned interview and related professional skills, or “how to get a <br />job,” as Strickler (UNC Health Care) suggested. Carrillo (Frontier) told Hanover that Durham <br />Tech could provide “interviewing skills,” especially for high school <br />students or early-career individuals. Examples might include <br />appropriate attire, making a positive and professional impressi on, and <br />marketing a professional persona on social media. Frischemeier <br />(Boomerang) agreed that this is a need, suggesting a “workforce <br />readiness” training program, especially for high school students. <br /> <br />Interview participants also felt that the final step (“get the job”) should be a “major area of <br />improvement” for Durham Tech. Strickler mentioned that he thought Durham Tech could put <br />“greater emphasis” on job placement. Similarly, Frischemeier thought that students would be <br />more likely to pursue programs beyond high school if job placement were a built-in feature. <br />Participants see this topic as being tied to developing students’ interviewing skills. While <br />acknowledging the difficulty of motivating younger students to dedicate themselves to job <br />preparation, a clear track through interview training to job placement could help. <br />
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